Agile Development of Learning Analytics Tools in a Rigid Environment like a University: Benefits, Challenges and Strategies

Chevreux, Henrique; Henríquez, Valeria; Guerra, Julio; Scheihing, Eliana

doi:10.1007/978-3-030-29736-7_71

Cited by 7 publications

(4 citation statements)

References 2 publications

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“…ISN 2707-2207/ISSN 2707-2215 (en línea), enero-febrero, 2023, Volumen 7, Número 1 p 5452 comunidad abierta discutió como poder ayudar a mejorar la calidad y reducir las desigualdades de la educación latinoamericana por medio del avance de las AA (Ochoa, 2019). Otra investigación sobre AA en Chile (Chevreux, Henríquez, Guerra & Scheihing, 2019) mostró la experiencia de la Universidad Austral de Chile sobre el desarrollo de herramientas analíticas útiles para incorporar a la ES y aunque se encuentran en una fase piloto, los hallazgos parciales demostraron que es posible conciliar el desarrollo de aprendizaje en un entorno rígido con estrategias adecuadas. Similarmente, datos de un estudio con enfoque mixto donde participaron dos universidades chilenas y dos ecuatorianas (Hilliger et al, 2020) reveló oportunidades para incorporar los servicios de AA con el propósito de facilitar procesos de toma de decisiones a las autoridades, profesores y estudiantes.…”

Section: Contextualización De Las Aa a Nivel Marco Global Y Marco Localunclassified

Analíticas de aprendizaje y su potencial para una educación de calidad sostenible

Mella-Norambuena¹,

Sáez-Delgado²,

López-Angulo³

et al. 2023

Ciencia Latina

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Este ensayo plateó que las analíticas de aprendizaje han mostrado beneficios, pero no todo su potencial, se requiere usar los datos que éstas proporcionan con énfasis en el aprendizaje para una gestión educativa y toma de decisiones efectivas y así avanzar hacia el logro del ODS4 sobre la calidad educativa en las universidades. Una educación de calidad sostenible es un gran reto incluso para países desarrollados y aunque las analíticas se están expandiendo como solución en respuesta a la demanda para retroalimentar el ecosistema educativo, aún existe una gran brecha para aprovechar sus múltiples beneficios. Se discute la aceptación de analítica por el profesorado, ausencia de un modelo de gestión, diferentes motivaciones institucionales para su uso, la falsa dicotomía “objetividad-subjetividad” de los datos, mucha ciencia de datos y poca ciencia de aprendizaje, y paradigmas de enseñanza, como posibles factores a mejorar para lograr el máximo potencial de las analíticas.

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Section: Contextualización De Las Aa a Nivel Marco Global Y Marco Localunclassified

Analíticas de aprendizaje y su potencial para una educación de calidad sostenible

Mella-Norambuena¹,

Sáez-Delgado²,

López-Angulo³

et al. 2023

Ciencia Latina

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“…Case B (UACh) developed TrAC (from spanish “Trayectoria Académica y Curricular”) shown in Figure 3. Details of the participatory development of TrAC and its functionalities are described in Chevreux, Henríquez, Guerra, and Scheihing (2019) and Guerra, Scheihing, Henríquez, Olivares‐Rodríguez, and Chevreux (2019). Similar to Cuenca's dashboard, TrAC overlays academic records on top of the curricular structure, as this is the “natural” form in which academic progress is understood at the institution.…”

Section: Dashboardsmentioning

confidence: 99%

Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities

Guerra¹,

Ortiz‐Rojas²,

Zúñiga-Prieto³

et al. 2020

Brit J Educational Tech

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Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under-explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities are conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision-making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard and showing the value of an academic advising dashboard on academic decision-making and advising tasks.

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“…Student preference is considered for group work and teams are grouped based on preference to work fully virtually or face to face in a classroom setting. The course drew from the literature on agile or flexible delivery as part of course constructs [3] [4] [5]. Student engagement and opportunities to be partners in their own learning through active learning [6] [7] were hallmarks of the course design.…”

Section: Introduction and Instructional Contextmentioning

confidence: 99%

“…Group case analyses were held weekly, with teams assigned to either face to face or virtual teams, depending on their stated preference. Because the course design included foundational definitions of agile from the literature [3], instructional mode was adaptable to offer flexible mode based on student member health requirements. Those in quarantine, but otherwise well, could choose to join their teammates using the communications platform (Zoom, FaceTime, etc.)…”

Section: Introduction and Instructional Contextmentioning

confidence: 99%

Comparing Course Outcomes of Hybrid Delivery with Classroom-based Instruction in an Introductory Engineering Management Course

Long,

Grasman,

Spurlock

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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and Technology. Long earned a B.S. in physics and B.A. in history in 1984, an M.S. in engineering management in 2004 and a Ph.D. in engineering management in 2007 from the University of Missouri-Rolla, now Missouri S&T. She also earned an M.A. in history from UM-St. Louis in 1988. She joined the S&T faculty in August 2008. Prior to joining Missouri S&T, Long served as the director of continuing education at Pittsburg State University, the founding director and coordinator of the transportation-logistics program at Missouri Southern State University and was a scientific and electronic records specialist with the U.S. federal government. Her research interests include critical infrastructure systems; strategic management; supply chain and transportation; systems management; organizational behavior; and sociotechnical systems analysis. She has been PI or Co-PI on more than $18 million in externally funded research and has authored nearly 100 publications and book chapters. Long has received national and international recognition for her research in sociotechnical systems and organizational effectiveness including multiple best paper awards, the UM Faculty Excellence Award, and the AASHTO High Value Research Award. Long was awarded the Bernard R. Sarchet Award from the American Society of Engineering Management in 2021, the highest honor awarded by the society. She was named a Fellow of the Institute of Industrial and Systems Engineers (IISE) in 2020, a Fellow of the American Society of Engineering Management (ASEM) in 2015.

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Agile Development of Learning Analytics Tools in a Rigid Environment like a University: Benefits, Challenges and Strategies

Cited by 7 publications

References 2 publications

Analíticas de aprendizaje y su potencial para una educación de calidad sostenible

Analíticas de aprendizaje y su potencial para una educación de calidad sostenible

Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities

Comparing Course Outcomes of Hybrid Delivery with Classroom-based Instruction in an Introductory Engineering Management Course

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