Incorporating student-facing learning analytics into pedagogical practice

Authors

  • Kirsty Kitto
  • Mandy Lupton
  • Kate Davis
  • Zak Waters

DOI:

https://doi.org/10.14742/apubs.2016.810

Keywords:

learning analytics, dashboards, pedagogy, learning design patterns, CLA toolkit

Abstract

Despite a narrative that sees Learning Analytics (LA) as a field that enhances student learning, few student-facing solutions have been developed. A lack of tools enables a sophisticated student focus, and it is difficult for educators to imagine how data can be used in authentic practice. This is unfortunate, as LA has the potential to be a powerful tool for encouraging metacognition and reflection. We propose a series of learning design patterns that will help people to incorporate LA into their teaching protocols: do-analyse-change-reflect, active learning squared, and group contribution. We discuss these learning design patterns with reference to a case study provided by the Connected Learning Analytics (CLA) toolkit, demonstrating that student-facing learning analytics is not just a future possibility, but an area that is ripe for further development.

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Published

2016-11-25

Issue

Section

ASCILITE Conference - Full Papers