Scaffolding Teacher Learning During Professional Development with Theory-Driven Learning Analytics

Khulbe, Manisha; Tammets, Kairit

doi:10.1007/978-3-030-90785-3_2

Cited by 3 publications

(2 citation statements)

References 26 publications

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“…Data analysis should be firmly grounded in the underlying learning processes-relevant pedagogical theory (in this case, engagement) and content knowledge (here, mathematics), which not only informs but supports the teacher in noticing and adapting different strategies to support student learning and development of own digital competence. 3) In-service training embedded into teachers' everyday practice and focusing on technologies, pedagogical practices, and data literacy contributes to the teacher's adoption of innovation, the results of which are discussed in more detail in a separate article [73]. As the main data source of engagement was students' selfreports, the feedback regarding students' learning was not as informative as it could be for the teachers.…”

Section: A Evaluation Of Design Experimentsmentioning

confidence: 99%

“…5 illustrates the output layer, where such a system is proposed to close the loop of PD, pulls teachers' competency assessment results, evidence of competence in the form of LDs, students' results with H5P, and students' self-reports from the other tools, and combines them as evidence of certain competence and supports teachers in planning their PD. For instance, to support the teachers' reflection phase, we have proposed an initial prototype for a scaffolding teacher reflection [73]. An API has been developed for the reflection tool to collect data from different services-DLRs and LaPills.…”

Section: A Dimensions Of the Proposed Dlementioning

confidence: 99%

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A Digital Learning Ecosystem to Scaffold Teachers’ Learning

Tammets

Khulbe

Sillat

et al. 2022

IEEE Trans. Learning Technol.

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Technology-enhanced learning solutions carry the potential for transforming teacher learning and the delivery of professional development activities. This article proposes that the tools that professionals use in their practice can be considered an important mediator for professional learning. We carried out three design experiments, the results of which were used to formulate the conceptual design of a digital learning ecosystem for fostering teachers' professional learning, which is operationalized through different phases, namely competency-based planning of professional development, designing pedagogical practices, enactment of student-centered learning enriched with technology, and reflection upon own practice to plan comprehensively for competency-based professional development.

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Section: A Evaluation Of Design Experimentsmentioning

confidence: 99%

Section: A Dimensions Of the Proposed Dlementioning

confidence: 99%

A Digital Learning Ecosystem to Scaffold Teachers’ Learning

Tammets

Khulbe

Sillat

et al. 2022

IEEE Trans. Learning Technol.

View full text Add to dashboard Cite

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From awareness to empowerment: self-determination theory-informed learning analytics dashboards to enhance student engagement in asynchronous online courses

Lee,

Kim

2024

J Comput High Educ

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Although learning analytics dashboards (LADs) are being recognized as tools that can enhance engagement—a crucial factor for the success of asynchronous online higher education—their impact may be limited without a solid theoretical basis for motivation. Furthermore, the processes through which students make decisions using dashboards and engage are not well understood. This study aimed to design a LAD informed by self-determination theory and to investigate university students’ experiences with it. The findings, including those from stimulated recall interviews using eye-tracking data, shed light on how the LAD fosters student engagement. Interacting with the LAD fulfilled students’ basic psychological needs. Awareness and reflection on learning status facilitated by the LAD boosted enthusiasm for active learning participation. The LAD offered essential information to support autonomous, strategic decisions, empowering students to take proactive actions toward personal goals while reinforcing their belief in achieving them. Despite its potential benefits, various improvements have been identified to further enhance its effectiveness. Based on the findings, we discuss the implications of this study for future research in the field.

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Conceptualising a data analytics framework to support targeted teacher professional development

Qazi,

Pachler

2024

Professional Development in Education

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Scaffolding Teacher Learning During Professional Development with Theory-Driven Learning Analytics

Cited by 3 publications

References 26 publications

A Digital Learning Ecosystem to Scaffold Teachers’ Learning

A Digital Learning Ecosystem to Scaffold Teachers’ Learning

From awareness to empowerment: self-determination theory-informed learning analytics dashboards to enhance student engagement in asynchronous online courses

Conceptualising a data analytics framework to support targeted teacher professional development

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