Coordinating learning analytics policymaking and implementation at scale

Broos, Tom; Hilliger, Isabel; Pérez‐Sanagustín, Mar; Htun, Nyi Nyi; Millecamp, Martijn; Pesántez-Cabrera, Paola; Solano-Quinde, Lizandro; Siguenza-Guzmán, Lorena; Zúñiga-Prieto, Miguel; Verbert, Katrien; Laet, Tinne De

doi:10.1111/bjet.12934

Cited by 15 publications

(11 citation statements)

References 14 publications

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“…For instance, Tsai et al (2018) proposed SHEILA, a framework that guides higher education institutions in adoption of learning analytics by providing relevant instruments for involvement of relevant stakeholders and by documenting actions taken, policy questions, and challenges commonly experienced by institutions. SHEILA has widely been used across the world ( Maldonado-Mahauad et al, 2018 ; Broos et al, 2020 ; Falcão et al, 2020 ; Vigentini et al, 2020 )). Therefore, SHEILA or similar frameworks could be used as a good starting point to understand the needs of high schools regarding learning analytics.…”

Section: Discussionmentioning

confidence: 99%

Applications of Learning Analytics in High Schools: A Systematic Literature Review

Sousa

Alexandre

Mello

et al. 2021

Front. Artif. Intell.

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Learning analytics aims to analyze data from students and learning environments to support learning at different levels. Although learning analytics is a recent field, it reached a high level of maturity, especially in its applications for higher education. However, little of the research in learning analytics targets other educational levels, such as high school. This paper reports the results of a systematic literature review (SLR) focused on the adoption of learning analytics in high schools. More specifically, the SLR followed four steps: the search, selection of relevant studies, critical assessment, and the extraction of the relevant field, which included the main goals, approaches, techniques, and challenges of adopting learning analytics in high school. The results show that, in this context, learning analytics applications are focused on small-scale initiatives rather than institutional adoption. Based on the findings of this study, in combination with the literature, this paper proposes future directions of research and development in order to scale up learning analytics applications in high schools.

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Section: Discussionmentioning

confidence: 99%

Applications of Learning Analytics in High Schools: A Systematic Literature Review

Sousa

Alexandre

Mello

et al. 2021

Front. Artif. Intell.

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“…Some authors like “Broos, Tom,” “Gentili Sheridan” recently have some new publications. For instance, in April 2020, Broos has realized the potential of learning analytics (LA), and proposed the coordination model to support the prosperous interaction between LA policymaking and implementation in Latin-America (Broos et al, 2020 ), which hopefully guided the futural LA initiatives. Later in June, Broos with other authors conducted the empirical investigation of learning analytics to improve academic support in Latin America (Guerra et al, 2020 ).…”

Section: Research Resultsmentioning

confidence: 99%

The Research Trend of Big Data in Education and the Impact of Teacher Psychology on Educational Development During COVID-19: A Systematic Review and Future Perspective

Jiang

2021

Front. Psychol.

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The COVID-19 outbreak, along with post-pandemic impact has prompted Internet Plus education to re-examine numerous facets of technology-oriented academic research, particularly Educational Big Data (EBD). However, the unexpected transition from face-to-face offline education to online lessons has urged teachers to introduce educational technology into teaching practice, which has had an overwhelming impact on teachers' professional and personal lives. The aim of this present work is to fathom which research foci construct EBD in a comprehensive manner and how positive psychological indicators function in the technostress suffered by less agentic teachers. To this end, CiteSpace 5.7 and VOSviewer were applied to examine a longitudinal study of the literature from Web of Science Core Collection with the objective of uncovering the explicit patterns and knowledge structures in scientific network knowledge maps. Thousand seven hundred and eight articles concerned with educational data that met the criteria were extracted and analyzed. Research spanning 15 years was conducted to reveal that the knowledge base has accumulated dramatically after many governments' initiatives since 2012 with an accelerating annual growth and decreasing geographic imbalance. The review also identified some influential authors and journals whose effects will continue to have future implications. The authors identified several topical foci such as data mining, student performance, learning environment and psychology, learning analytics, and application. More specifically, the authors identified the scientific shift from data mining application to data privacy and educational psychology, from general scan to specific investigation. Among the conclusions, the results highlighted the important integration of educational psychology and technology during critical periods of educational development.

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“…Communication takes place between learners in the case of collaborative learning activities, as well as between learners and the teacher when the latter provides support. The second case involves the work of Broos et al (2020) and demonstrates the methodology and the results from a reusable workshop format named WETS (Workshop for obtaining Educational Technology at Scale) using a card-based approach to coordinate Learning Analytics policy making and implementation at scale. The goal was to use this format as a pragmatic approach and instrument to engage stakeholders in the realization of projects aiming at implementing TEL innovation that mostly focus on learning analytics at an institutional scale, within a higher education institution.…”

Section: The Use Of (Card) Games For Tel Designmentioning

confidence: 99%

“…The workshop was not compulsory for the conference participants. The structure of the workshop resembles the one described in Broos et al (2020). At the beginning of the workshop, the workshop organisers introduced the game to the participants (purpose, materials, and rules) and explained the workshop format.…”

Section: Processesmentioning

confidence: 99%

A card game for designing activities for technology-enhanced learning in higher education

et al. 2021

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The importance of providing mechanisms and tools that effectively support the transition from implicit to explicit representations of Learning Design has been emphasised by previous research in the field of Technology-Enhanced Learning (TEL). In addition, the benefits of Game-based learning approaches have been long documented in the educational research literature. The paper presents the design, implementation and evaluation of a card game that aims to support the design process of TEL activities in higher education. The game was tested by a group of 36 students and tutors (n = 36) in higher education during an interactive workshop. Feedback was asked by the participants using an anonymous survey. The results reveal that the participants a) are satisfied with the game process, b) appreciate the groupwork and interaction taking place, and c) believe that they used their communication and collaboration skills. The paper includes the description of the outputs of a group (i.e., the cards selected for their TEL scenario and their actual TEL scenario) to exemplify that it is possible to use the game in order to elicit or diagnose existing LD knowledge from the game participants. The paper concludes on the usefulness of the approach suggested, limitations, and plans for future work.

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Coordinating learning analytics policymaking and implementation at scale

Cited by 15 publications

References 14 publications

Applications of Learning Analytics in High Schools: A Systematic Literature Review

Applications of Learning Analytics in High Schools: A Systematic Literature Review

The Research Trend of Big Data in Education and the Impact of Teacher Psychology on Educational Development During COVID-19: A Systematic Review and Future Perspective

A card game for designing activities for technology-enhanced learning in higher education

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