Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/81449
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Type: Journal article
Title: Informing pedagogical action: Aligning learning analytics with learning design
Author: Lockyer, L.
Heathcote, E.
Dawson, S.
Citation: American Behavioral Scientist, 2013; 57(10):1439-1459
Publisher: Sage Publications Inc
Issue Date: 2013
ISSN: 0002-7642
1552-3381
Department: Division of the Deputy Vice-Chancellor and Vice-President (Academic)
Statement of
Responsibility: 
Lori Lockyer, Elizabeth Heathcote, and Shane Dawson
Abstract: 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.
Keywords: learning analytics; learning design; pedagogical intent
Rights: © 2013 SAGE Publications
RMID: 0020131748
DOI: 10.1177/0002764213479367
Appears in Collections:Education publications

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