Informing Pedagogical Action: Aligning Learning Analytics With Learning Design

Lockyer, L; Heathcote, E; Dawson, S

Informing Pedagogical Action: Aligning Learning Analytics With Learning Design

Lockyer, L

Heathcote, E Dawson, S

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Publication Type:: Journal Article
Citation:: American Behavioral Scientist, 2013, 57 (10), pp. 1439 - 1459
Issue Date:: 2013-10-01

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Field	Value	Language
dc.contributor.author	Lockyer, L https://orcid.org/0000-0003-1517-2342	en_US
dc.contributor.author	Heathcote, E	en_US
dc.contributor.author	Dawson, S	en_US
dc.date.issued	2013-10-01	en_US
dc.identifier.citation	American Behavioral Scientist, 2013, 57 (10), pp. 1439 - 1459	en_US
dc.identifier.issn	0002-7642	en_US
dc.identifier.uri	http://hdl.handle.net/10453/117166
dc.description.abstract	This 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. © 2013 SAGE Publications.	en_US
dc.relation.ispartof	American Behavioral Scientist	en_US
dc.relation.isbasedon	10.1177/0002764213479367	en_US
dc.subject.classification	General Arts, Humanities & Social Sciences	en_US
dc.title	Informing Pedagogical Action: Aligning Learning Analytics With Learning Design	en_US
dc.type	Journal Article
utslib.citation.volume	10	en_US
utslib.citation.volume	57	en_US
utslib.for	1701 Psychology	en_US
utslib.for	1702 Cognitive Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Graduate Research School
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	10	en_US
pubs.publication-status	Published	en_US
pubs.volume	57	en_US

Abstract:

This 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. © 2013 SAGE Publications.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/117166