Learning analytics implementation design

Published on Jan 1, 2017
Alyssa Friend Wise26
Estimated H-index: 26
,
Jovita Vytasek8
Estimated H-index: 8
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#1Tom Olney (OU: Open University)H-Index: 3
#2Steve Walker (OU: Open University)H-Index: 6
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Most higher education institutions view their increasing use of learning analytics as having significant potential to improve student academic achievement, retention outcomes, and learning and teaching practice but the realization of this potential remains stubbornly elusive. While there is an abundance of published research on the creation of visualizations, dashboards, and predictive models, there has been little work done to explore the impact of learning analytics on the actual practice of t...
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#1Erkan Er (University of Valladolid)H-Index: 8
#2Yannis Dimitriadis (University of Valladolid)H-Index: 38
Last. Dragan Gasevic (Monash University, Clayton campus)H-Index: 65
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Feedback has a powerful influence on learning. However, feedback practices in higher education often fail to produce the expected impact on learning. This is mainly because of its implementation as...
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#1Pauline Salim Muljana (ODU: Old Dominion University)H-Index: 3
#2Tian LuoH-Index: 23
Studies in learning analytics (LA) have garnered positive findings on learning improvement and advantages for informing course design. However, little is known about instructional designers’ perception and their current state of LA-related adoption. This qualitative study explores the perception of instructional designers in higher education regarding factors influencing their intent and actual practice of LA approach in course design practice, based on analysis of multiple strategies such as fo...
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#1Xavier Ochoa (NYU: New York University)H-Index: 21
#2Alyssa Friend Wise (NYU: New York University)H-Index: 26
This paper is in response to the manuscript entitled "Student perceptions of privacy principles for learning analytics" (Ifenthaler and Schumacher, Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64(5), 923-938, 2016) from a practice perspective. Learning analytics (the use of data science methods to generate actionable educational insights) have great potential to impact learning practices during the shift to digital. In particu...
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#1Rogers Kaliisa (University of Oslo)H-Index: 3
#2Anders Kluge (University of Oslo)H-Index: 5
Last. Anders I. Mørch (University of Oslo)H-Index: 22
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Learning analytics (LA) is a fast-growing field but adoption by teachers remain limited. This paper presents the results of a review of 18 LA frameworks and discusses how they have tried to address...
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#1Yannis Dimitriadis (University of Valladolid)H-Index: 38
Last. Korah Wiley (University of California, Berkeley)H-Index: 1
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#1Yun Wen (NIE: National Institute of Education)H-Index: 9
#2Yanjie SongH-Index: 14
The data for retrospective analysis is based on the work supported by the National Research Foundation (Singapore) under Grant NRF2007-IDM003-MOE-001.
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#1Leah P. Macfadyen (UBC: University of British Columbia)H-Index: 15
#2Lori Lockyer (UTS: University of Technology, Sydney)H-Index: 24
Last. Bart Rienties (OU: Open University)H-Index: 33
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“Learning design” belongs to that interesting class of concepts that appear on the surface to be simple and self-explanatory, but which are actually definitionally vague and contested in practice. Like “learning analytics,” the field of learning design aspires to improve teaching practice, the learning experience, and learning outcomes. And like learning analytics, this interdisciplinary field also lacks a shared language, common vocabulary, or agreement over its definition and purpose, resultin...
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#1Alia Lancaster (UMD: University of Maryland, College Park)H-Index: 3
#2P. Scott Moses (UMD: University of Maryland, College Park)H-Index: 1
Last. Megan C. Masters (UMD: University of Maryland, College Park)
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Learning management systems (LMSs) are ubiquitous components of the academic technology experience for learners across a wide variety of instructional contexts. Learners’ interactions within an LMS are often contingent upon how instructors architect a module, course, or program of study. Patterns related to these learner interactions, often referred to as learning analytics implementation (LAI), can be represented by combining system-level LMS data with course-level design decisions to inform mo...
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#1Korah J. Wiley (UC: University of California)H-Index: 2
#2Yannis Dimitriadis (University of Valladolid)H-Index: 38
Last. Marica C. Linn (UC: University of California)H-Index: 1
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The effectiveness of using learning analytics for learning design primarily depends upon two concepts: grounding and alignment. This is the primary conjecture for the study described in this paper. In our design-based research study, we design, test, and evaluate teacher-facing learning analytics for an online inquiry science unit on global climate change. We design our learning analytics in accordance with a socioconstructivism-based pedagogical framework, called Knowledge Integration, and the ...
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