Analytics for Learning Design: An overview of existing proposals (hosted by The Society for Learning Analytics Research)
This webinar will provide an overview of how analytics proposals can enhance awareness and reflection about learning design practices.
Abstract: TEL researchers have advocated for the alignment between learning design and analytics. This alignment may bring benefits such as the use of learning designs to better understand and interpret analytics in its pedagogical context (e.g., using student information set at design time). Conversely, learning analytics could help improve a pedagogical design, e.g., through detecting deviations from the original plan or identifying aspects that may require revision based on metrics obtained while enacting the design. Despite its clear synergies between boths fields, there are few studies exploring the active role that data analytics can play in supporting design for learning. This talk provides an overview of data analytics proposals, illustrating how they can enhance awareness and reflection about the learning design impact, properties and activity.
Bio: María Jesús Rodríguez-Triana received her Ph.D. in Information and Communication Technologies from the University of Valladolid (Spain). In 2014, she joined the École Polytechnique Fédérale de Lausanne (Switzerland) as a postdoctoral fellow and, since 2016, she is part of the Centre of Excellence in Educational Innovation of Tallinn University (Estonia), where she is an associate professor. Since 2008, she has been involved in various educational research and innovation projects at the national and international level dealing with the application of learning analytics in physical and digital spaces, to support decision making from classroom to institutional levels, and to reinforce different pedagogical approaches such as collaborative or inquiry-based learning. Currently, she is investigating the challenges and strategies towards the adoption of learning analytics in authentic scenarios such as classrooms, institutions, and communities of practice.