AB  - 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.
AU  - Kitto, K
AU  - Lupton, M
AU  - Davis, K
AU  - Waters, Z
DA  - 2016/01/01
EP  - 347
JO  - Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education
PB  - ASCILITE
PY  - 2016/01/01
SP  - 338
TI  - Incorporating student-facing learning analytics into pedagogical practice
Y1  - 2016/01/01
Y2  - 2026/07/18
ER  -