Abstract
Teachers design learning activities purposefully to improve student learning. However, the impact of this is usually only evaluated after a course has ended by making use of self-reported data and assessment results. Learning analytics offers the opportunity to collect, analyse and visualise feedback on activities using authentic data in real-time. Incorporating learning analytics into the learning design makes just-in-time interventions attainable. This paper presents the first steps of the development of a Learning Analytics for Learning Design (LA4LD) tool that is co-created with students and teachers, using a design-based research methodology. Both teachers and students express the need to personalise feedback on learning activities in order to increase the quality of the learning process and want that embedded in the tool.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
References
Beetham, H., Sharpe, R.: Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. Routledge, New York (2013)
Dziuban, C., Graham, C.R., Moskal, P.D., Norberg, A., Sicilia, N.: Blended learning: the new normal and emerging technologies. Int. J. Educ. Technol. High. Educ. 15(1), 3 (2018)
Florian-Gaviria, B., Glahn, C., Gesa, R.F.: A software suite for efficient use of the European qualifications framework in online and blended courses. IEEE Trans. Learn. Technol. 6(3), 283–296 (2013)
Hevner, A.R., March, S.T., Park, J., Ram, S.: Design science in information systems research. MIS Q. 28(1), 75–105 (2004)
Jivet, I., Scheffel, M., Drachsler, H., Specht, M.: Awareness is not enough: pitfalls of learning analytics dashboards in the educational practice. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds.) EC-TEL 2017. LNCS, vol. 10474, pp. 82–96. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-66610-5_7
Jivet, I., Scheffel, M., Specht, M., Drachsler, H.: License to evaluate: preparing learning analytics dashboards for educational practice. In: Proceedings of the 8th International Conference on Learning Analytics and Knowledge, pp. 31–40. ACM, New York (2018)
Lockyer, L., Heathcote, E., Dawson, S.: Informing pedagogical action: aligning learning analytics with learning design. Am. Behav. Sci. 57(10), 1439–1459 (2013)
Mor, Y., Craft, B.: Learning design: mapping the landscape (2012)
Nelson, J., Campbell, C.: Evidence-informed practice in education: meanings and applications. Educ. Res. 59(2), 127–135 (2017)
Nguyen, Q., Rienties, B., Toetenel, L., Ferguson, R., Whitelock, D.: Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates. Comput. Hum. Behav. 76, 703–714 (2017)
Park, Y., Jo, I.H.: Development of the learning analytics dashboard to support students’ learning performance. J. Univ. Comput. Sci. 21(1), 110–133 (2015)
Pintrich, P., Smith, D., Garcia, T., Wilbert, M.: A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (1991)
Rauth, I., Köppen, E., Jobst, B., Meinel, C.: Design thinking: an educational model towards creative confidence. In: Proceedings of the 1st International Conference on Design Creativity (ICDC) (2010)
Rienties, B., Toetenel, L.: The impact of 151 learning designs on student satisfaction and performance: social learning (analytics) matters. In: Proceedings of the 6th International Conference on Learning Analytics and Knowledge, pp. 339–343. ACM, New York (2016)
Roth, A., Ogrin, S., Schmitz, B.: Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments. Educ. Assess. Eval. Account. 28(3), 225–250 (2016)
Santos, J.L., Verbert, K., Duval, E.: Empowering students to reflect on their activity with StepUp!: two case studies with engineering students. In: Proceedings of the 2nd workshop on Awareness and Reflection (ARTEL), pp. 73–86 (2012)
Schmitz, M., van Limbeek, E., Greller, W., Sloep, P., Drachsler, H.: Opportunities and challenges in using learning analytics in learning design. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds.) EC-TEL 2017. LNCS, vol. 10474, pp. 209–223. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-66610-5_16
Schwendimann, B.A., et al.: Perceiving learning at a glance: a systematic literature review of learning dashboard research. IEEE Trans. Learn. Technol. 10(1), 30–41 (2017)
Van Laer, S., Elen, J.: In search of attributes that support self-regulation in blended learning environments. Educ. Inf. Technol. 22(4), 1395–1454 (2017)
Zimmerman, B.J.: Self-regulated learning and academic achievement: an overview. Educ. Psychol. 25(1), 3–17 (1990)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Switzerland AG
About this paper
Cite this paper
Schmitz, M., Scheffel, M., van Limbeek, E., Bemelmans, R., Drachsler, H. (2018). “Make It Personal!” - Gathering Input from Stakeholders for a Learning Analytics-Supported Learning Design Tool. In: Pammer-Schindler, V., Pérez-Sanagustín, M., Drachsler, H., Elferink, R., Scheffel, M. (eds) Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science(), vol 11082. Springer, Cham. https://doi.org/10.1007/978-3-319-98572-5_23
Download citation
DOI: https://doi.org/10.1007/978-3-319-98572-5_23
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-98571-8
Online ISBN: 978-3-319-98572-5
eBook Packages: Computer ScienceComputer Science (R0)