ADA for IBL: Lessons Learned in Aligning Learning Design and Analytics for Inquiry-Based Learning Orchestration

Abstract

Orchestrating technology-enhanced learning is a difficult task, especially in demanding pedagogical approaches like inquiry-based learning (IBL). To foster effective teacher adoption, both the complexity of designing IBL activities and the uncertainty about the student learning path during enactment need to be addressed. Previous research suggests that aligning learning design and learning analytics can be an effective way to provide such orchestration support. This paper reports on a design-based research (DBR) project to explore teachers’ orchestration needs in Go-Lab (a technological ecosystem for IBL used by thousands of primary and secondary school teachers around the world), and on how solutions that align learning design and analytics can fulfill such needs. The analysis of data from multiple events (including surveys, case studies, workshops with teachers, and platform usage analyses) led to a catalogue of IBL orchestration needs that can be tackled by aligning learning design and analytics, as well as a list of guidelines for technology development aiming to support IBL orchestration. These two contributions can support the creation of future learning analytics–enhanced IBL environments that are both pedagogically grounded and usable by teachers in authentic settings.

Learning Analytics for Primary and Secondary Schools

“…A similar point has been raised by Krumm et al (2021), who noted the critical importance of understanding the context in which the data is collected and the importance of non-technical activities to support collaboration and educational data sharing. This is also seen by the adoption of design-based research (DBR) by both Rodríguez-Triana et al (2021) and Krumm et al (2021) in their studies. Several studies also highlighted the implications for the professional development of teachers (van Leeuwen et al, 2021) and LA practitioners (Yacobson et al, 2021), as well as the importance of policy (Yacobson et al, 2021) for driving ethical LA adoption.…”

“…The importance of aligning learning analytics and learning design has been explored by the second paper by Rodríguez-Triana et al (2021), who evaluate alignment of (learning) analytics and design (ADA) within the context of inquiry-based learning (IBL). Looking at how instructors use a whole range of orchestration tools, Rodríguez-Triana et al ( 2021) identified a set of design needs to effectively support the orchestration of IBL.…”

“…Another aspect that has been repeatedly discussed in this special section is the role of data interoperability standards and ways to support data integration and sharing across multiple systems. Both Yacobson et al (2021) and Krumm et al (2021) studies utilized xAPI standard in their LA implementation, while the study by Rodríguez-Triana et al (2021) recommendsas one of the guidelines for supporting IBL using LA -to pay special attention to data sharing standards and tool integration. A similar voice has been raised by Krumm et al (2021), who also pointed to the challenge of semantic and conceptual mapping of data arising from different learning scenarios and contexts.…”

“…While technical aspects such as data interoperability are crucial, it is important to note that several studies emphasized the human factor in learning analytics development. For instance, both van Leeuwen et al (2021) and Rodríguez-Triana et al (2021) emphasize the need for (co-)designing LA systems in collaboration with teachers. Rodríguez-Triana et al (2021) also go one step further by specifically listing teacher involvement and support for diverse needs as one of the design guidelines for supporting IBL through LA.…”

“…For instance, both van Leeuwen et al (2021) and Rodríguez-Triana et al (2021) emphasize the need for (co-)designing LA systems in collaboration with teachers. Rodríguez-Triana et al (2021) also go one step further by specifically listing teacher involvement and support for diverse needs as one of the design guidelines for supporting IBL through LA. A similar point has been raised by Krumm et al (2021), who noted the critical importance of understanding the context in which the data is collected and the importance of non-technical activities to support collaboration and educational data sharing.…”