Name
Abstract | ||
|---|---|---|
Learning analytics has the potential to impact student learning, at scale. Embedded in that claim are a set of assumptions and tensions around the nature of scale, impact on student learning, and the scope of infrastructure encompassed by ‘learning analytics’ as a socio-technical field. Drawing on our design experience of developing learning analytics and inducting others into its use, we present a model that we have used to address five key challenges we have encountered. In developing this model, we recommend: A focus on impact on learning through augmentation of existing practice; the centrality of tasks in implementing learning analytics for impact on learning; the commensurate centrality of learning in evaluating learning analytics; inclusion of co-design approaches in implementing learning analytics across sites; and an attention to both social and technical infrastructure. |
Year | DOI | Venue |
|---|---|---|
2020 | 10.1016/j.iheduc.2020.100729 | The Internet and Higher Education |
Keywords | DocType | Volume |
Learning analytics,Implementation,Educational technology,Learning design | Journal | 45 |
ISSN | Citations | PageRank |
1096-7516 | 1 | 0.35 |
References | Authors | |
0 | 3 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Simon Knight | 1 | 41 | 10.75 |
| Andrew Gibson | 2 | 1 | 0.35 |
| Antonette Shibani | 3 | 7 | 3.50 |