Incorporating student-facing learning analytics into pedagogical practice

Kitto, Kirsty, Lupton, Mandy, Davis, Kate, & Waters, Zak (2016) Incorporating student-facing learning analytics into pedagogical practice. In 33rd Annual ASCILITE Conference (Ascilite16), 28-30 November 2016, Adelaide, S.A.

Abstract

Despite a narrative that sees Learning Analytics (LA) as a field that enhances student learning, few student-facing solutions have been developed. A lack of tools enable a sophisticated student focus, and it is difficult for educators to imagine how data can be used in authentic practice. This is unfortunate, as LA has the potential to be a powerful tool for encouraging metacognition and reflection. We propose a series of learning design patterns that will help people to incorporate LA into their teaching protocols: do-analyse-change-reflect, active learning squared, and group contribution. We discuss these learning design patterns with reference to a case study provided by the Connected Learning Analytics (CLA) toolkit, demonstrating that student-facing learning analytics is not just a future possibility, but an area that is ripe for further development.

Impact and interest:

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ID Code: 99918
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Keywords: learning analytics, dashboards, pedagogy, learning design patterns, CLA toolkit, HERN
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > Schools > School of Electrical Engineering & Computer Science
Current > QUT Faculties and Divisions > Faculty of Education
Current > Institutes > Institute for Future Environments
Current > Schools > School of Information Systems
Current > Schools > School of Mathematical Sciences
Current > QUT Faculties and Divisions > Science & Engineering Faculty
Funding:
  • OLT INNOVATION AND D/D14-3821
Deposited On: 12 Oct 2016 22:51
Last Modified: 01 Dec 2016 12:52

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