Paper Info
Title
The Use Of Models In Learning Design And Learning Analytics
Abstract
The practice of Learning Design (LD) and Learning Analytics (LA) is analysed using two lenses. Firstly, it is argued that both LD and LA involve the making of models. All models involve idealisation, i.e. the simplification of something complicated to make it more tractable. Various educational actors generate idealisations of the system they are working in, but only a subset of these idealisations is embodied in LD and LA implementations. Secondly, LD and LA both change the way that the actors in education handle the complexity which they are faced with in their practice. This is analysed in terms of the cybernetic concepts of variety and black boxes. It is then argued that LD and LA implementations share a tendency to shift control to higher levels in the hierarchy, and that this has consequences for the autonomy of teachers and learners, and for the acceptability to users of LD and LA. Finally, some conclusions are offered which can help LD and LA to be implemented while addressing the common problems that have been identified.
Year
Venue
Keywords
2017
INTERACTION DESIGN AND ARCHITECTURES
learning design, learning analytics, idealized model, variety, management, organization, pedagogy
DocType
Volume
Issue
Journal
33
33
ISSN
Citations 
PageRank 
1826-9745
0
0.34
References 
Authors
0
1
Name
Order
Citations
PageRank
Dai Griffiths1579.43