Informing learning design with learning analytics to improve teacher inquiry

Persico, Donatella; Pozzi, Francesca

doi:10.1111/bjet.12207

Cited by 130 publications

(161 citation statements)

References 47 publications

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“…For more discussion on the origins of 'learning design' and 'instructional design', we refer readers to Persico, Pozzi [12]. Several approaches for designing learning have been…”

Section: Aligning Learning Analytics and Learning Designmentioning

confidence: 99%

“…proposed, yet, one common stage in almost every approach was the evaluation of the LD [12]. Persico, Pozzi [12] argued that the learning process should not only depend on experience, or best practices of colleagues but also pre-existing aggregated data on students' engagement, progression, and achievement.…”

Section: Aligning Learning Analytics and Learning Designmentioning

confidence: 99%

“…Persico, Pozzi [12] argued that the learning process should not only depend on experience, or best practices of colleagues but also pre-existing aggregated data on students' engagement, progression, and achievement. In a similar manner, Mor et al [13] suggested that LA could facilitate teacher inquiry by transforming knowledge from tacit to explicit, and perceive students and teachers as participants of a reflective practice.…”

Section: Aligning Learning Analytics and Learning Designmentioning

confidence: 99%

“…Nonetheless, in line with [7,9], findings from LA research in the past have been rather limited to delivering actionable feedback, while ignoring the context in which the learning data is situated. Thus, there is an increasing interest to align LA with LD, as the former facilitates the transfer of tacit educational practice to an explicit rendition, while the latter provides educators with pedagogical context for interpreting and translating LA findings to direct interventions [10][11][12][13][14]. While there are abundant discussions on the value and impact of integrating LD into LA to improve teacher inquiry [13,14], only a few studies have empirically examined how teachers actually design their courses [15,16] and whether LD influences satisfaction, VLE behavior, and retention [9,[17][18][19].…”

Section: Introductionmentioning

confidence: 99%

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Mixing and Matching Learning Design and Learning Analytics

Nguyen¹,

Rienties²,

Toetenel³

2017

Learning and Collaboration Technologies. Technology in Education

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Abstract. In the last five years, learning analytics has proved its potential in predicting academic performance based on trace data of learning activities. However, the role of pedagogical context in learning analytics has not been fully understood. To date, it has been difficult to quantify learning in a way that can be measured and compared. By coding the design of e-learning courses, this study demonstrates how learning design is being implemented on a large scale at the Open University UK, and how learning analytics could support as well as benefit from learning design. Building on our previous work, our analysis was conducted longitudinally on 23 undergraduate distance learning modules and their 40,083 students. The innovative aspect of this study is the availability of fine-grained learning design data at individual task level, which allows us to consider the connections between learning activities, and the media used to produce the activities. Using a combination of visualizations and social network analysis, our findings revealed a diversity in how learning activities were designed within and between disciplines as well as individual learning activities. By reflecting on the learning design in an explicit manner, educators are empowered to compare and contrast their design using their own institutional data.

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“…For more discussion on the origins of 'learning design' and 'instructional design', we refer readers to Persico, Pozzi [12]. Several approaches for designing learning have been…”

Section: Aligning Learning Analytics and Learning Designmentioning

confidence: 99%

Section: Aligning Learning Analytics and Learning Designmentioning

confidence: 99%

Section: Aligning Learning Analytics and Learning Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mixing and Matching Learning Design and Learning Analytics

Nguyen¹,

Rienties²,

Toetenel³

2017

Learning and Collaboration Technologies. Technology in Education

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show abstract

“…These changes in technology and pedagogy have resulted in transformed habits of learning behaviour due to access to constant information and exposure to distractions (Persico & Pozzi, 2015). This will require educators to evaluate how students are using the technology for learning.…”

Section: Pedagogy and Vlementioning

confidence: 99%

Student Experience of E-Learning Tools in HE: An Integrated Learning Framework

Dean

Lima

2017

Eur. j. soc. sci. educ. res.

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Over the last decade the adoption of a Virtual Learning Environment (VLE), at University, has become an accepted norm of support for student learning. However, despite the major investment in VLE's there is a major disparity between what universities are offering, on their online platforms, and how this material and activities are being utilised by students. This research provides empirical evidence of the passive use, both by tutors and students, of the VLE. The literature provides evidence of the inertia that still exists, within Higher Education (HE), among tutors, to fully embrace the spectrum of VLE engagement tools. The lack of transition, among many tutors, to utilise the VLE as a pedagogical engagement tool continues to impact the expectations of fee paying students in the UK, who no longer expect that a Socratic dialogue will suffice to catalyse their intellectual curiosity. Today's generation of students have been exposed to a plethora of technologies that facilitates the acquisition of instant information and often through a multitude of sensory (visual, audio) formats. Furthermore, with the growth of Massive Open Online Courses (MOOCS) that are freely available to students the expectations, of HE students, from universities is becoming more demanding. In light of this competitive virtual learning landscape the authors propose a learning framework. To enable universities to create a unique and effective learning experience, for their students, through prudent investment in VLE tools and a complimentary learning environments. Resulting in deeper learning and informed students prepared for seminars.

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Exploring Social Learning Analytics to Support Teaching and Learning Decisions in Online Learning Environments

Kaliisa

Mørch

Kluge

2019

Lecture Notes in Computer Science

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Most teachers to date have adopted summative assessment items as a benchmark to measure students' learning and for making pedagogical decisions. However, these may not necessarily provide comprehensive evidence for the actual learning process, particularly in online learning environments due to their failure to monitor students' online learning patterns over time. In this paper, we explore how social learning analytics (SLA) can be used as a proxy by teachers to understand students' learning processes and to support them in making informed pedagogical decisions during the run of a course. This study was conducted in a semester-long undergraduate course, at a large public university in Norway, and made use of data from 4 weekly online discussions delivered through the university learning management system Canvas. First, we used No-deXL a social network analysis tool to analyze and visualize students' online learning processes, and then we used Coh-Metrix, a theoretically grounded, computational linguistic tool to analyze the discourse features of students' discussion posts. Our findings revealed that SLA provides insight and an overview of the students' cognitive and social learning processes in online learning environments. This exploratory study contributes to an improved conceptual understanding of SLA and details some of the methodological implications of an SLA approach to enhance teaching and learning in online learning environments.

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Informing learning design with learning analytics to improve teacher inquiry

Cited by 130 publications

References 47 publications

Mixing and Matching Learning Design and Learning Analytics

Mixing and Matching Learning Design and Learning Analytics

Student Experience of E-Learning Tools in HE: An Integrated Learning Framework

Exploring Social Learning Analytics to Support Teaching and Learning Decisions in Online Learning Environments

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