Designing for student-facing learning analytics

Kitto, K; Lupton, M; Davis, K; Waters, Z

Designing for student-facing learning analytics

Kitto, K

Lupton, M Davis, K Waters, Z

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Publication Type:: Journal Article
Citation:: Australasian Journal of Educational Technology, 2017, 33 (5), pp. 152 - 168
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Kitto, K https://orcid.org/0000-0001-7642-7121	en_US
dc.contributor.author	Lupton, M	en_US
dc.contributor.author	Davis, K	en_US
dc.contributor.author	Waters, Z	en_US
dc.date.issued	2017-01-01	en_US
dc.identifier.citation	Australasian Journal of Educational Technology, 2017, 33 (5), pp. 152 - 168	en_US
dc.identifier.uri	http://hdl.handle.net/10453/127427
dc.description.abstract	© 2017. Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making, metacognition, and reflection. We propose two learning design patterns that will help educators to incorporate LA into their teaching protocols: do-analyse-change-reflect, and active learning squared. We discuss these patterns with reference to a case study utilising the Connected Learning Analytics (CLA) toolkit, in three trials run over a period of 18 months. The results demonstrate that student-facing learning analytics is not just a future possibility, but an area that is ripe for further development.	en_US
dc.relation.ispartof	Australasian Journal of Educational Technology	en_US
dc.relation.isbasedon	10.14742/ajet.3607	en_US
dc.subject.classification	Education	en_US
dc.title	Designing for student-facing learning analytics	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	33	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	0906 Electrical and Electronic Engineering	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
utslib.copyright.status	open_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	33	en_US

Abstract:

© 2017. Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making, metacognition, and reflection. We propose two learning design patterns that will help educators to incorporate LA into their teaching protocols: do-analyse-change-reflect, and active learning squared. We discuss these patterns with reference to a case study utilising the Connected Learning Analytics (CLA) toolkit, in three trials run over a period of 18 months. The results demonstrate that student-facing learning analytics is not just a future possibility, but an area that is ripe for further development.

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

http://hdl.handle.net/10453/127427