Designing for student-facing learning analytics

Kitto, Kirsty and Lupton, Mandy and Davis, Kate and Waters, Zak (2017) Designing for student-facing learning analytics. Australasian Journal of Educational Technology, 33 (5). pp. 152-168. ISSN 1449-3098

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Abstract

Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making, metacognition, and reflection. We propose two learning design patterns that will help educators to incorporate LA into their teaching protocols: do-analyse-change-reflect, and active learning squared. We discuss these patterns with reference to a case study utilising the Connected Learning Analytics (CLA) toolkit, in three trials run over a period of 18 months. The results demonstrate that student-facing learning analytics is not just a future possibility, but an area that is ripe for further development.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Academic Division - Digital Life Lab (7 Jul 2016 -)
Faculty/School / Institute/Centre: Current - Academic Division - Digital Life Lab (7 Jul 2016 -)
Date Deposited: 07 Jun 2022 05:22
Last Modified: 07 Jun 2022 05:36
Uncontrolled Keywords: education, learning designs (LD), learning analytics (LA)
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing
39 EDUCATION > 3904 Specialist studies in education > 390408 Learning analytics
Identification Number or DOI: doi:10.14742/ajet.3607
URI: http://eprints.usq.edu.au/id/eprint/48898

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