A Conceptual Framework linking Learning Design with Learning Analytics

Type: Evidence | Proposition: B: Teaching | Polarity: | Sector: | Country:

In this paper we present a learning analytics conceptual framework that supports enquiry-based evaluation of learning designs. The dimensions of the proposed framework emerged from a review of existing analytics tools, the analysis of interviews with teachers, and user case profiles to understand what types of analytics would be useful in evaluating a learning activity in relation to pedagogical intent. The proposed framework incorporates various types of analytics, with the teacher playing a key role in bringing context to the analysis and making decisions on the feedback provided to students as well as the scaffolding and adaptation of the learning design. The framework consists of five dimensions: temporal analytics, tool-specific analytics, cohort dynamics, comparative analytics and contingency. Specific metrics and visualisations are also defined for each dimension of the conceptual framework. Finally the development of a tool that partially implements the conceptual framework is discussed.

Citation: Aneesha Bakharia, Linda Corrin, Paula de Barba, Gregor Kennedy, Dragan Gasevic, Raoul Mulder, David Williams, Shane Dawson and Lori Lockyer (2016). "A Conceptual Framework linking Learning Design with Learning Analytics". In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (LAK '16). ACM, New York.