Scripting and monitoring meet each other: Aligning learning analytics and learning design to support teachers in orchestrating <scp>CSCL</scp> situations

Rodríguez‐Triana, María Jesús; Martínez‐Monés, Alejandra; Asensio-Pérez, Juan I.; Dimitriadis, Yannis

doi:10.1111/bjet.12198

Cited by 116 publications

(121 citation statements)

References 20 publications

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“…Wise et al [43] sums up a list of studies that "underscore the idea that the use of a combined approach of LD, teacher inquiry into student learning and LA can produce effective new pedagogies" [43]. Rodriguez et al [44] are trying to combine scripting and monitoring and vice versa. To take advantage of this potential, teachers and instructional designers need to keep LA in mind while designing learning activities and the LD together to select the most appropriate LA indicators for the dashboard solution [44].…”

Section: Aligning La and Ld In Framework And Dashboardsmentioning

confidence: 99%

Opportunities and Challenges in Using Learning Analytics in Learning Design

Schmitz

Limbeek

Greller

et al. 2017

Lecture Notes in Computer Science

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Abstract.Educational institutions are designing, creating and evaluating courses to optimize learning outcomes for highly diverse student populations. Yet, most of the delivery is still monitored retrospectively with summative evaluation forms. Therefore, improvements to the course design are only implemented at the very end of a course, thus missing to benefit the current cohort. Teachers find it difficult to interpret and plan interventions just-in-time. In this context, Learning Analytics (LA) data streams gathered from 'authentic' student learning activities, may provide new opportunities to receive valuable information on the students' learning behaviors and could be utilised to adjust the learning design already "on the fly" during runtime. We presume that Learning Analytics applied within Learning Design (LD) and presented in a learning dashboard provide opportunities that can lead to more personalized learning experiences, if implemented thoughtfully.In this paper, we describe opportunities and challenges for using LA in LD. We identify three key opportunities for using LA in LD: (O1) using on demand indicators for evidence based decisions on learning design; (O2) intervening during the run-time of a course; and, (O3) increasing student learning outcomes and satisfaction. In order to benefit from these opportunities, several challenges have to be overcome. We mapped the identified opportunities and challenges in a conceptual model that considers the interaction of LA in LD.

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Section: Aligning La and Ld In Framework And Dashboardsmentioning

confidence: 99%

Opportunities and Challenges in Using Learning Analytics in Learning Design

Schmitz

Limbeek

Greller

et al. 2017

Lecture Notes in Computer Science

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“…The proposal presented in the previous section was iteratively applied to seven learning scenarios in higher education (Rodríguez-Triana et al, 2015). In this paper, we focus on the last two of these scenarios, which were designed to evaluate the proposal in its final version.…”

Section: First Scenario: Higher Educationmentioning

confidence: 99%

“…This section offers an overview of the learning contexts as well as how the proposal was implemented throughout the learning scenario lifecycle. We will not describe the results related to the application of the learning analytics approach as such, which have been reported elsewhere (see Rodríguez-Triana et al, 2015). We will focus on illustrating those aspects of the cases that had an influence on the ethical issues described in Section 2.…”

Section: First Scenario: Higher Educationmentioning

confidence: 99%

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Learning Analytics in Small-scale Teacher-led Innovations: Ethical and Data Privacy Issues

2016

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ABSTRACT:As a further step towards maturity, the field of learning analytics (LA) is working on the definition of frameworks that structure the legal and ethical issues that scholars and practitioners must take into account when planning and applying LA solutions to their learning contexts. However, current efforts in this direction tend to be focused on institutional higher education approaches. This paper reflects on the need to extend these ethical frameworks to cover other approaches to LA; more concretely, small-scale classroomoriented approaches that aim to support teachers in their practice. This reflection is based on three studies where we applied our teacher-led learning analytics approach in higher education and primary school contexts. We describe the ethical issues that emerged in these learning scenarios, and discuss them according to three dimensions: the overall learning analytics approach, the particular solution to learning analytics adopted, and the educational contexts where the analytics are applied. We see this effort as a first step towards the wider objective of providing a more comprehensive and adapted ethical framework to learning analytics that is able to address the needs of different learning analytics approaches and educational contexts.

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“…Recently, a longitudinal study of 38 modules by Nguyen, Rienties, Toetenel, Ferguson and Whitelock [29] indicated that by controlling for the heterogeneity between modules and time periods, LD could explain up to 69% of the variance in the time spent on VLE. In addition, Rodríguez-Triana, Martínez-Monés, Asensio-Pérez and Dimitriadis [34] illustrated the potential of orchestrating a monitoring-aware design process, and scripting-aware monitoring process to support instructors to design computer-supported collaborative learning activities. The consideration of instructional condition is crucial for the development of LA, as it could prevent over-or underestimation of the effect of behaviour in VLE on performance [12].…”

Section: Introductionmentioning

confidence: 99%

Linking students' timing of engagement to learning design and academic performance

Nguyen

Huptych

Rienties

2018

Proceedings of the 8th International Conference on Learning Analytics and Knowledge

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In recent years, the connection between Learning Design (LD) and Learning Analytics (LA) has been emphasized by many scholars as it could enhance our interpretation of LA findings and translate them to meaningful interventions. Together with numerous conceptual studies, a gradual accumulation of empirical evidence has indicated a strong connection between how instructors design for learning and student behaviour. Nonetheless, students' timing of engagement and its relation to LD and academic performance have received limited attention. Therefore, this study investigates to what extent students' timing of engagement aligned with instructor learning design, and how engagement varied across different levels of performance. The analysis was conducted over 28 weeks using trace data, on 387 students, and replicated over two semesters in 2015 and 2016. Our findings revealed a mismatch between how instructors designed for learning and how students studied in reality. In most weeks, students spent less time studying the assigned materials on the VLE compared to the number of hours recommended by instructors. The timing of engagement also varied, from in advance to catching up patterns. Highperforming students spent more time studying in advance, while low-performing students spent a higher proportion of their time on catching-up activities. This study reinforced the importance of pedagogical context to transform analytics into actionable insights.

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Scripting and monitoring meet each other: Aligning learning analytics and learning design to support teachers in orchestrating CSCL situations

Cited by 116 publications

References 20 publications

Opportunities and Challenges in Using Learning Analytics in Learning Design

Opportunities and Challenges in Using Learning Analytics in Learning Design

Learning Analytics in Small-scale Teacher-led Innovations: Ethical and Data Privacy Issues

Linking students' timing of engagement to learning design and academic performance

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