This book is about practicable learning analytics, that is able to become a successful part of practice, ultimately leading to improved learning and teaching. The aim of the book is to shift our perspective on learning analytics creation and implementation from that of “designing of” technology to that of “designing for” a system of practice. That is, any successful implementation of learning analytics requires a systematic approach, which the book explains through the lens of the Information Systems Artefact, constituting of the three interdependent artefacts: “technical”, “information” and “social”.
The contributions of this book go beyond a consideration of particular humans such as teachers and students, and their individual activities to consider the larger systems of activity of which analytics become part of. The chapters included in this book present different cases of learning analytics implementation across countries, and the related opportunities and challenges related to generalizability of the results.
The book is written for designers, students and educators of learning analytics who aim to improve learning and teaching through learning analytics.
Author(s): Olga Viberg, Åke Grönlund
Series: Advances in Analytics for Learning and Teaching
Publisher: Springer
Year: 2023
Language: English
Pages: 216
Foreword to Practicable Learning Analytics
References
Contents
Abbreviations
Chapter 1: Introducing Practicable Learning Analytics
1.1 Introduction
1.2 A Systemic Perspective on Education Practices
1.3 The “Information System Artefact” in Learning Analytics
1.4 Overview of the Chapters
1.5 The Chapters in Context
1.6 Conclusion
References
Chapter 2: Embedding Learning Analytics in a University: Boardroom, Staff Room, Server Room, Classroom
2.1 Introduction
2.2 “Learning Analytics”: Scope and Definitions
2.3 Boardroom
2.4 Staff Room
2.5 Server Room
2.6 Classroom
2.7 Closing Reflections
References
Chapter 3: Applying and Translating Learning Design and Analytics Approaches Across Borders
3.1 Introduction
3.2 Learning Design, OULDI and Learning Analytics
3.3 Developing the Balanced Design Planning Approach
3.4 Initial Treatment Validation Experiences
3.5 Discussion
References
Chapter 4: Learning Dashboards for Academic Advising in Practice
4.1 Introduction
4.1.1 Academic Advising
4.1.2 Towards Advising Analytics
4.1.3 KU Leuven’s Advising Context
4.2 Institution-Wide Advising Dashboard
4.2.1 LISSA, Pilot of a Descriptive Advising Dashboard
4.2.2 Towards an Institution-Wide Advising Dashboard
4.2.3 LISSA, Embedded in University Technology, Processes, and Practices
4.2.4 Discussion and Conclusions
4.3 Towards Predictive Advising Dashboards?
4.3.1 Two Case Studies on Explainable Advising Analytics for Advising Aspiring Students
4.3.2 The Future of Predictive Advising Dashboards
4.4 Conclusion
References
Chapter 5: Students in Focus – Moving Towards Human-Centred Learning Analytics
5.1 Introduction
5.2 Background Work
5.2.1 Human-Centered Learning Analytics
5.2.2 Self-Regulated Learning: Learning How to Learn
5.2.3 Learning Dashboards: Perceiving Learning At-a-Glance
5.3 Learner Corner: Co-designing a Learning Analytics Dashboard to Support Self-Regulated Learning
5.3.1 Analysis: Identification of the Stakeholders and Use Case Definition
5.3.2 Designing the Learner’s Corner Dashboard Tools
5.3.3 Prototype Implementation and Evaluation
5.3.4 Learner’s Corner Learning Analytics Dashboard Prototype
5.3.5 Key Findings with Design Implications
5.4 Discussion
5.5 Conclusions and Future Steps
References
Chapter 6: LALA Canvas: A Model for Guiding Group Discussions in Early Stages of Learning Analytics Adoption
6.1 Introduction
6.2 LALA Canvas as a Rapid Model for LA Adoption in Latin American Universities
6.2.1 Workshop Participants, Data Collection and Analysis
6.3 Workshop Findings Regarding the LALA Canvas Model
6.3.1 Results from Workshop Held in Chile, March 2018
6.3.2 Results from Workshop Held in Brazil, May 2019
6.3.3 Results from Workshop Held in Costa Rica, August 2020
6.3.4 Results from Workshop Held in Perú, 2021
6.4 Lessons Learned and Discussion
6.5 Limitations
References
Chapter 7: How Learning Process Data Can Inform Regulation in Collaborative Learning Practice
7.1 Introduction
7.2 What Makes Regulation in Collaborative Learning Complex?
7.2.1 The Role of Metacognition in Awareness of Regulation Needs
7.2.2 How Multiple Levels of Metacognitive Awareness Operate in Collaborative Problem Solving
7.2.3 Implementing Process Mining to Characterize the Role of Participation in Cognitive and Socio-emotional Interactions for Regulation
7.3 Conclusions
References
Chapter 8: Learning Analytics Education: A Case Study, Review of Current Programs, and Recommendations for Instructors
8.1 Introduction
8.2 The Learning Analytics Education Landscape
8.3 Case Study: Learning Analytics at Cornell University
8.3.1 Course Overview
8.3.2 Course Structure
8.3.3 Course Content
8.3.4 Tools and Resources Used
8.3.5 Incorporating Learning Analytics Practice Into the Course
8.4 The Future of Learning Analytics Education
References
Chapter 9: Learnersourcing Analytics
9.1 Introduction
9.2 Background
9.3 Taxonomy of Learnersourcing Data
9.3.1 Content Annotation
9.3.2 Resource Recommendation
9.3.3 Explanations of Misconceptions
9.3.4 Content Creation
9.3.5 Evaluation, Reflection and Regulation
9.4 Summary and Challenges for Learning Analytics
References
Chapter 10: Designing Culturally Aware Learning Analytics: A Value Sensitive Perspective
10.1 Introduction
10.2 Why Is Culture Relevant for LA?
10.3 A Value-Based Approach to Culture-Sensitive LA Design
10.4 Privacy and Autonomy in LA: A Value-Based Approach
10.4.1 Privacy
10.4.2 Autonomy
10.5 Future Research Directions
10.6 Conclusion
References
Chapter 11: Challenges and Recommendations on the Ethical Usage of Learning Analytics in Higher Education
11.1 Introduction
11.2 Background
11.3 Limitations of LA Mentioned in the Literature
11.4 The Central Concepts Manifested in LA Frameworks at the Selected HEIs
11.4.1 The Open UK
11.4.2 University of Edinburgh, UK
11.4.3 University of Glasgow, UK
11.4.4 Central Queensland University (CQU), Australia
11.4.5 University of Sydney, Australia
11.4.6 University of Wollongong, Australia
11.4.7 Athabasca University, Canada
11.4.8 University of British Columbia, Canada
11.4.9 University of Alberta, Canada
11.5 Discussion and Conclusions
References
