Learning designs and learning analytics

Lockyer, L; Dawson, S

Learning designs and learning analytics

Lockyer, L

Dawson, S

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Publication Type:: Conference Proceeding
Citation:: ACM International Conference Proceeding Series, 2011, pp. 153 - 156
Issue Date:: 2011-12-01

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Field	Value	Language
dc.contributor.author	Lockyer, L https://orcid.org/0000-0003-1517-2342	en_US
dc.contributor.author	Dawson, S	en_US
dc.date.issued	2011-12-01	en_US
dc.identifier.citation	ACM International Conference Proceeding Series, 2011, pp. 153 - 156	en_US
dc.identifier.isbn	9781450310574	en_US
dc.identifier.uri	http://hdl.handle.net/10453/120685
dc.description.abstract	Government and institutionally-driven reforms focused on quality teaching and learning in universities emphasize the importance of developing replicable, scalable teaching approaches that can be evaluated. In this context, learning design and learning analytics are two fields of research that may help university teachers design quality learning experiences for their students, evaluate how students are learning within that intended learning context and support personalized learning experiences for students. Learning Designs are ways of describing an educational experience such that it can be applied across a range of disciplinary contexts. Learning analytics offers new approaches to investigating the data associated with a learner's experience. This paper explores the relationship between learning designs and learning analytics. © 2011 ACM.	en_US
dc.relation.ispartof	ACM International Conference Proceeding Series	en_US
dc.relation.isbasedon	10.1145/2090116.2090140	en_US
dc.title	Learning designs and learning analytics	en_US
dc.type	Conference Proceeding
utslib.for	1302 Curriculum and Pedagogy	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.publication-status	Published	en_US

Abstract:

Government and institutionally-driven reforms focused on quality teaching and learning in universities emphasize the importance of developing replicable, scalable teaching approaches that can be evaluated. In this context, learning design and learning analytics are two fields of research that may help university teachers design quality learning experiences for their students, evaluate how students are learning within that intended learning context and support personalized learning experiences for students. Learning Designs are ways of describing an educational experience such that it can be applied across a range of disciplinary contexts. Learning analytics offers new approaches to investigating the data associated with a learner's experience. This paper explores the relationship between learning designs and learning analytics. © 2011 ACM.

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

http://hdl.handle.net/10453/120685