Incorporating student-facing learning analytics into pedagogical practice

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

Incorporating student-facing learning analytics into pedagogical practice

Kitto, K

Lupton, M Davis, K Waters, Z

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Publisher:: ASCILITE
Publication Type:: Conference Proceeding
Citation:: Show Me The Learning. Proceedings ASCILITE 2016 Adelaide, 2016, pp. 338-347
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Kitto, K https://orcid.org/0000-0001-7642-7121
dc.contributor.author	Lupton, M
dc.contributor.author	Davis, K
dc.contributor.author	Waters, Z
dc.contributor.editor	Barker, S
dc.contributor.editor	Dawson, S
dc.contributor.editor	Pardo, A
dc.contributor.editor	Colvin, C
dc.date	2016-11-28
dc.date.accessioned	2021-12-08T04:49:21Z
dc.date.available	2021-12-08T04:49:21Z
dc.date.issued	2016-01-01
dc.identifier.citation	Show Me The Learning. Proceedings ASCILITE 2016 Adelaide, 2016, pp. 338-347
dc.identifier.uri	http://hdl.handle.net/10453/152223
dc.description.abstract	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.
dc.language	en
dc.publisher	ASCILITE
dc.relation.ispartof	Show Me The Learning. Proceedings ASCILITE 2016 Adelaide
dc.relation.ispartof	Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Incorporating student-facing learning analytics into pedagogical practice
dc.type	Conference Proceeding
utslib.location.activity	Adelaide, South Australia
utslib.for	1303 Specialist Studies in Education
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.consider-herdc	false
dc.date.updated	2021-12-08T04:49:21Z
pubs.finish-date	2017-08-30
pubs.publication-status	Published
pubs.start-date	2016-11-28

Abstract:

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.

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http://hdl.handle.net/10453/152223