The effectiveness of using learning analytics for learning design primarily depends upon two concepts: grounding and alignment. This is the primary conjecture for the study described in this paper. In our design-based research study, we design, test, and evaluate teacher-facing learning analytics for an online inquiry science unit on global climate change. We design our learning analytics in accordance with a socioconstructivism-based pedagogical framework, called Knowledge Integration, and the principles of learning analytics Implementation Design. Our methodology for the design process draws upon the principle of the Orchestrating for Learning Analytics framework to engage stakeholders (i.e. teachers, researchers, and developers). The resulting learning analytics were aligned to unit activities that engaged students in key aspects of the knowledge integration process. They provided teachers with actionable insight into their students' understanding at critical junctures in the learning process. We demonstrate the efficacy of the learning analytics in supporting the optimization of the unit's learning design. We conclude by synthesizing the principles that guided our design process into a framework for developing and evaluating learning analytics for learning design.

Prompted by the sudden shift to remote instruction in March 2020 brought on by the COVID-19 pandemic, teachers explored online resources to support their students learning from home. We report on how twelve teachers identified and creatively leveraged open educational resources (OERs) and practices to facilitate self-directed science learning. Based on interviews and logged data, we illustrate how teachers’ use of OER starkly differed from the typical uses of technology for transmitting information or increasing productivity. These experiences provide insights into ways teachers and professional developers can take advantage of OER to promote self-directed learning when in-person instruction resumes.

With the widespread adoption of the Next Generation Science Standards (NGSS), science teachers and online learning environments face the challenge of evaluating students' integration of different dimensions of science learning. Recent advances in representation learning in natural language processing have proven effective across many natural language processing tasks, but a rigorous evaluation of the relative merits of these methods for scoring complex constructed response formative assessments has not previously been carried out. We present a detailed empirical investigation of feature-based, recurrent neural network, and pre-trained transformer models on scoring content in real-world formative assessment data. We demonstrate that recent neural methods can rival or exceed the performance of feature-based methods. We also provide evidence that different classes of neural models take advantage of different learning cues, and pre-trained transformer models may be more robust to spurious, dataset-specific learning cues, better reflecting scoring rubrics.

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A student activities program should be more than a series of social events, this author believes. On the following pages he describes how he changed his school's traditional activities program to include intradisciplinary learn ing experiences.