Informing pedagogical action: Aligning learning analytics with learning design

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dc.contributor.authorLockyer, L.
dc.contributor.authorHeathcote, E.
dc.contributor.authorDawson, S.
dc.contributor.departmentDivision of the Deputy Vice-Chancellor and Vice-President (Academic)
dc.date.issued2013
dc.description.abstractThis 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.
dc.description.statementofresponsibilityLori Lockyer, Elizabeth Heathcote, and Shane Dawson
dc.identifier.citationAmerican Behavioral Scientist, The, 2013; 57(10):1439-1459
dc.identifier.doi10.1177/0002764213479367
dc.identifier.issn0002-7642
dc.identifier.issn1552-3381
dc.identifier.urihttp://hdl.handle.net/2440/81449
dc.language.isoen
dc.publisherSage Publications Inc
dc.rights© 2013 SAGE Publications
dc.source.urihttps://doi.org/10.1177/0002764213479367
dc.subjectlearning analytics
dc.subjectlearning design
dc.subjectpedagogical intent
dc.titleInforming pedagogical action: Aligning learning analytics with learning design
dc.typeJournal article
pubs.publication-statusPublished

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