Analytics for learning design: A layered framework and tools

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dc.contributor.authorHernández-Leo, D.
dc.contributor.authorMartinez-Maldonado, R.
dc.contributor.authorPardo, A.
dc.contributor.authorMuñoz-Cristóbal, J.A.
dc.contributor.authorRodríguez-Triana, M.J.
dc.date.issued2019
dc.description.abstractThe field of learning design studies how to support teachers in devising suitable activities for their students to learn. The field of learning analytics explores how data about students’ interactions can be used to increase the understanding of learning experiences. Despite its clear synergy, there is only limited and fragmented work exploring the active role that data analytics can play in supporting design for learning. This paper builds on previous research to propose a framework (analytics layers for learning design) that articulates three layers of data analytics—learning analytics, design analytics and community analytics—to support informed decision-making in learning design. Additionally, a set of tools and experiences are described to illustrate how the different data analytics perspectives proposed by the framework can support learning design processes.
dc.description.statementofresponsibilityDavinia Hernández-Leo, Roberto Martinez-Maldonado, Abelardo Pardo, Juan A. Muñoz-Cristóbal and María J. Rodríguez-Triana
dc.identifier.citationBritish Journal of Educational Technology, 2019; 50(1):139-152
dc.identifier.doi10.1111/bjet.12645
dc.identifier.issn0007-1013
dc.identifier.issn1467-8535
dc.identifier.orcidPardo, A. [0000-0002-6857-0582]
dc.identifier.urihttps://hdl.handle.net/2440/140055
dc.language.isoen
dc.publisherWiley
dc.relation.granthttp://purl.org/au-research/grants/arc/FL100100203
dc.rights© 2018 British Educational Research Association
dc.source.urihttps://doi.org/10.1111/bjet.12645
dc.titleAnalytics for learning design: A layered framework and tools
dc.typeJournal article
pubs.publication-statusPublished

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