Framing Professional Learning Analytics as Reframing Oneself

Abstract

Central to imagining the future of technologyenhanced professional learning, is the question of how data is gathered, analysed and fed back to stakeholders. The field of Learning Analytics (LA) has emerged over the last decade at the intersection of data science, learning sciences, human-centred and instructional design, and organisational change, and so could in principle inform how data can be gathered and analysed in ways that support professional learning. However, in contrast to formal education where most research in LA has been conducted, much work-integrated learning is experiential, social, situated and practice-bound. Supporting such learning exposes a significant weakness in LA research, and to make sense of this gap, this paper proposes an adaptation of the Knowledge-Agency Window framework. It draws attention to how different forms of professional learning locate on the dimensions of learner agency and knowledge creation. Specifically, we argue that the concept of "reframing oneself" holds particular relevance for informal, work-integrated learning. To illustrate how this insight translates into LA design for professionals, three examples are provided: (1) analysing personal and team skills profiles (skills analytics);(2) making sense of challenging workplace experiences (reflective writing analytics); and (3) reflecting on orientation to learning (dispositional analytics). We foreground professional agency as a key requirement for such techniques to be used effectively and ethically.

Reframing Professional Identity: Professional Development Framework for Learning/Educational Designers

“…Individuals who follow informal pathways to the learning design profession are intrinsically motivated to acquire useful knowledge and skills required to solve specific learning design problems. This self-directed learning occurs outside formal institutions and is often unstructured, experiential, and driven by individual learning goals (Shum et al, 2022).…”

Towards meaning-making with interactive visualisations

“…To explore the effect of designing interactive visualisations following interaction opportunities on users' meaning-making, this case study provided a dashboard for teachers in a reflective writing learning context at an Australian university. Reflective writing is a common approach to help learners make sense of previous experiences and how these can be used in the future (Shum et al, 2022). Reflection in learning is profoundly personal and based on subjectivity beyond cognitive processes Learners in reflective writing can recall emotions, feelings, activities, and the environment of a specific moment by reading the reflexive text.…”

“…Most research on reflective writing revolves around supporting authors to make sense of their reflections in either an educational (e.g., Gibson et al, 2017;Knight et al, 2020) or professional context (Shum et al, 2022). However, teachers can find meaningful insights when exploring the reflections of their students.…”