Informing Pedagogical Action: Aligning Learning Analytics With Learning Design

This article considers the developing field of learning analytics and argues that to move from small-scale practice to broad scale applicability, there is a need to establish a contextual framework that helps teachers interpret the information that analytics provides. The article presents learning d...

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Bibliographic Details
Published in:The American behavioral scientist (Beverly Hills) 2013-10, Vol.57 (10), p.1439-1459
Main Authors: Lockyer, Lori, Heathcote, Elizabeth, Dawson, Shane
Format: Article
Language:English
Subjects:
Behavioural psychology
Data analysis
Documentation
Instructional design
Learning
Measurement
Pedagogy
Social theory
Studies
Teachers
Teaching
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Summary:This article considers the developing field of learning analytics and argues that to move from small-scale practice to broad scale applicability, there is a need to establish a contextual framework that helps teachers interpret the information that analytics provides. The article presents learning design as a form of documentation of pedagogical intent that can provide the context for making sense of diverse sets of analytic data. We investigate one example of learning design to explore how broad categories of analytics—which we call checkpoint and process analytics—can inform the interpretation of outcomes from a learning design and facilitate pedagogical action.
ISSN:0002-7642
1552-3381
DOI:10.1177/0002764213479367