Implementing learning analytics in schools: towards a theory-based and data-driven framework for analytics implementation
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Date
2020
Authors
Mazziotti, C.
Kovanovic, V.
Dawson, S.
Siemens, G.
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Companion Proceedings of the 10th International Conference on Learning Analytics and Knowledge (LAK'20), 2020, pp.116-118
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10th International Conference on Learning Analytics and Knowledge (LAK'20) (23 Mar 2020 - 27 Mar 2020 : Online)
Abstract
While learning analytics have been well investigated in higher education, little is known about how its outcomes and approaches can be transitioned to other educational contexts such as secondary schools. This study identifies the conditions as well as the limiting factors influencing learning analytics uptake within schools. The goal of this research is to develop a theory-based and data-driven framework for guiding learning analytics implementation processes. This poster focuses on the data-driven part of the envisioned framework; that is, conducting interviews with school practitioners and deriving implications from the interviews for the framework development. To identify a variety of challenges and enabling conditions for learning analytics in schools, we conducted (and are currently conducting) interviews with practitioners from Australian secondary schools. To incorporate a broad range of perspectives and capture different levels within schools, our target group includes both administrative leaders and teachers. Building upon previous work and a top down and bottom-up approach, we iteratively developed and improved an interview protocol and a coding scheme. Here we present preliminary findings and outline the future analysis steps.
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Copyright 2020 The author(s). This work is published under the terms of the Creative Commons Attribution- Non commercial-Share Alike 3.0 Australia Licence. Under this Licence you are free to:Share — copy and redistribute the material in any medium or format