Involving teachers in learning analytics design

Michos, Konstantinos; Lang, Charles; Hernández‐Leo, Davinia; Price-Dennis, Detra

doi:10.1145/3375462.3375507

Cited by 19 publications

(15 citation statements)

References 20 publications

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“…FoLA 2 bridges the gap between course development and LA dashboard development. An ideal process for LA-supported LD would be to first use the LD cards by Gruber (2019) for the course-level design and then use our method for learning activity design that includes the planning of LA, and eventually use LA-Deck by Alvarez and colleagues (2020) or more general design methods in the LA context (Michos et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Plattner, 2010). In co-design or participatory-design sessions (e.g., Sarmiento et al, 2020;Michos et al, 2020;Schmitz et al, 2018a), during the first steps, specific LA and LD cards are created to spark Ideate and Design steps before Evaluation connects the designed LA back to LD. Great examples of created cards are present within these sessions, but for non-participants, often, only the solutions are findable and reusable, while most exciting discussions are because of the cards.…”

Section: Related Workmentioning

confidence: 99%

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FoLA2 — A Method for Co-creating Learning Analytics–Supported Learning Design

et al. 2022

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Learning activities are at the core of every educational design effort. Designing learning activities is a process that benefits from reflecting on previous runs of those activities. One way to measure the behaviour and effects of design choices is to use learning analytics (LA). The challenge, however, lies in the unavailability of an easy-to-use, LA-supported learning design (LD) method. We established such a method—the Fellowship of Learning Activities and Analytics (FoLA2)—reinforced by a gameboard and cards, to provide structure and inspiration. The method enables several participants with different roles to interact with a set of card decks to collaboratively create an LA-supported LD. Using this method helps to design learning activities in a collaborative, practical way; it also raises awareness about the benefits of multidisciplinary co-design and connections between LA and LD. FoLA2 can be used to develop, capture, and systematize design elements and to systematically incorporate LA.

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Section: Discussionmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

FoLA2 — A Method for Co-creating Learning Analytics–Supported Learning Design

et al. 2022

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“…First, instructors should be well aware of the potential of using data for their needs, mostly to promote their students' learning and their own teaching; this topic should be explicitly taught (Gray et al., 2021; Mandinach & Jackson, 2012). Second, learning analytics implementations should be designed closely with instructors, in order to best fit their needs and thereby facilitate its usage (Hershkovitz & Alexandron, 2019; Michos et al., 2020; Wise & Vytasek, 2017).…”

Section: Discussionmentioning

confidence: 99%

From data to actions: Instructors' decision making based on learners' data in online emergency remote teaching

Usher

Hershkovitz

Forkosh‐Baruch

2021

Brit J Educational Tech

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The outbreak of the COVID‐19 pandemic has changed education dramatically, with the sudden shift from face‐to‐face to emergency remote teaching. Online learning environments may facilitate data‐driven instructional process; yet, our understanding regarding data‐driven decisions is still limited. This quantitative study examined types of learners' data that higher education instructors have access to, are interested in, and decisions they would consider making upon exposure to, while comparing emergency remote teaching with traditional teaching. Data were collected via an online questionnaire distributed among higher education instructors during the first COVID‐19 outbreak (N = 195, affiliated with 108 different academic institutions in 35 countries). Instructors were requested to refer to a face‐to‐face course that was shifted under these emergency circumstances to online teaching. Findings indicated a broader access to learners' data while teaching the course face‐to‐face and a slightly greater interest in learners' data while teaching the course in an emergency remote teaching mode. These complimentary findings depict a situation in which instructors lack face‐to‐face cues about their students without accessing alternative sources of data. Moreover, when teaching online versus face‐to‐face, instructors showed more interest and higher intention to make decisions based on data about learners' collaborative learning and social and emotional support, which highlights instructors' interest in aspects of learning that are less visible during online teaching. What is already known about this topic Evidence regarding the vital role of the instructor in online courses. Online learning environments collect digital traces of learners. Learners' data may assist in the improvement of teaching by implementing data‐driven decision making. Evidence that the COVID‐19 pandemic revealed a major liability in preparation and training for online teaching. The understanding of instructors' perspectives regarding the process of data‐driven decisions, especially in times of ERT, is still limited. What this paper adds We highlight instructors' perceived access to, interest in, and willingness to make decisions based on learners' data. We take a within‐subject approach for determining instructors' perceptions of learners' data during ERT compared with face‐to‐face teaching. We bring evidence to instructors' lesser access to (despite learners' digital traces), and greater interest in, learners' data during ERT. We bring evidence to instructors' higher inclination towards making data‐driven decisions during ERT, due to lack of F2F evidence. We bring evidence to a strong correlation between instructors' interest in learners' data and willingness to make data‐driven decisions. Implications for practice and/or policy Instructors should be trained for socio‐emotional support for students in times of ERT. Higher education institutions should collect data on learners' socio‐emotional status in times of ERT. Policies of data collect...

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“…Absence of such a practice could be in a general sense negative to distinguishing and creating potential value of LA. Such strong data-driven culture would be instrumental in defining the success path of an organization (Michos et al , 2020; Manyika et al , 2011). The institution must establish the processes, administration structure, and team with additional data skills.…”

Section: Methodsmentioning

confidence: 99%

Strategic value realization framework from learning analytics: a practical approach

Sheikh

Bhatia

Metre³

et al. 2021

JARHE

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PurposeIn spite of the popularity of learning analytics (LA) in higher education institutions (HEIs), the success rate and value gained through LA projects is still little and unclear. The existing research on LA focusses more on tactical capabilities rather than its effect on organizational value. The key questions are what are the expected benefits for the institution? And how the investment in LA can bring tangible value? In this research, the authors proposed a value realization framework from LA extending the existing framework of information technology value.Design/methodology/approachThe study includes a detailed literature review focusing on the importance, existing frameworks and LA adoption challenges. Based on the identified research gap, a new framework is designed. The framework depicts the several constructs and their relationships focusing on strategic value realization. Furthermore, this study includes three case studies to validate the framework.FindingsThe framework suggests that leveraging LA for strategic value demands adequate investment not only in data infrastructure and analytics but also in staff skill training and development and strategic planning. Universities are required to measure the strategic role of LA and spend wisely in quality data, analytical tools, skilled staff who are aware of the latest technologies and data-driven opportunities for continuous improvement in learning.Originality/valueThe framework permits education leaders to design better strategies for attaining excellence in learning and teaching, and furnish learners with new data to settle on the most ideal decisions about learning. The authors believe that the appropriation of this framework and consistent efficient interest in learning analytics by the higher education area will prompt better results for learners, colleges and more extensive society. The research also proposes two approaches and eleven research agendas for future research based on the framework. The first is based on the constructs and their relationships in LA value creation, whereas the later one focusing on identifying problems associate with it.

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Involving teachers in learning analytics design

Cited by 19 publications

References 20 publications

FoLA2 — A Method for Co-creating Learning Analytics–Supported Learning Design

FoLA2 — A Method for Co-creating Learning Analytics–Supported Learning Design

From data to actions: Instructors' decision making based on learners' data in online emergency remote teaching

Strategic value realization framework from learning analytics: a practical approach

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