A conceptual framework linking learning design with learning analytics
- Publication Type:
- Conference Proceeding
- Citation:
- ACM International Conference Proceeding Series, 2016, 25-29-April-2016 pp. 329 - 338
- Issue Date:
- 2016-04-25
Closed Access
| Filename | Description | Size | |||
|---|---|---|---|---|---|
| p329-bakharia.pdf | Published version | 969.95 kB |
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
© 2016 ACM. In this paper we present a learning analytics conceptual framework that supports enquiry-based evaluation of learn- ing designs. The dimensions of the proposed framework emerged from a review of existing analytics tools, the analy-sis of interviews with teachers, and user scenarios to under- stand what types of analytics would be useful in evaluating a learning activity in relation to pedagogical intent. The proposed framework incorporates various types of analyt- ics, with the teacher playing a key role in bringing context to the analysis and making decisions on the feedback pro- vided to students as well as the scaffolding and adaptation of the learning design. The framework consists of five di-mensions: Temporal analytics, tool-specific analytics, cohort dynamics, comparative analytics and contingency. Specific metrics and visualisations are defined for each dimension of the conceptual framework. Finally the development of a tool that partially implements the conceptual framework is discussed.
Please use this identifier to cite or link to this item: