Depending on the privacy settings of each user’s Domain, students can also open-up their work to networked respondents beyond the boundaries of the classroom. In other words, assessing the outcome of a multimodal student project may depend on both course heuristics and the quality and quantity of traffic the web project receives. While assessing the layers of connectivity achieved by a student project, digital publications may also be valued according public user feedback or analytics. A digital text is a success if it attracts and maintains users. If users provide feedback about the layout, design, and/or feasibility of the digital project in the comments section of the student publication, students enter into a feedback/revision loop vital to all networked publications.
Abram, Anders. “Learning Analytics, Peer Review, and Pedagogy for Sustainable Ethical Communication.” Prezi, 2012.
Google Analytics. Google Analytics is available through various plugins for WordPress. Weebly also allows authors to add Google Analytics to any site to “augment the stats [they] provide.”
Kickermeier-Rust, Michael D. & Dietrich Albert. “Learning Analytics to Support the Use of Virtual Worlds in the Classroom.” Human-Computer Interaction and Knowledge Discovery in Complex, Unstructured, Big Data, Lecture Notes in Computer Science 7947 (2013): 358-365.
Pham, Manh Cuong, Michael Derntl, Yiwi Cao, and Ralk Klamma. “Learning Analytics for Learning Blogospheres.” Advances in Web-Based Learning, Lecture Notes in Computer Science 7558 (2012): 258-267.
Shum, Simon Buckingham and Rebecca Ferguson. “Social Learning Analytics.” Educational Technology and Society 15.3 (2012): 3-26.
Weebly Detailed Traffic Stats. “Easily track how many people visited your website, which pages they visited, what search terms they used to find your site, and which websites referred traffic to your site in the statistics tab of your site's dashboard.”