Grand Challenge Problem 11: Empowering Teachers with Student Data

Abstract

Technology-rich learning environments generate rich streams of data pertaining to students’ and teachers’ actions and their outcomes. This data can be harnessed by teachers to monitor and improve their practice, but new methods and tools are needed that (1) help teachers to harness and interpret this data, and subsequently, (2) incorporate it into a framework of continuous professional development. Approaches and methods from teacher inquiry into student learning (TISL), learning design (LD) and learning analytics (LA) can be combined to support a teacher-led design inquiry of learning and innovation cycle. A transdisciplinary approach, which draws on insights from epistemic practice, pedagogical practice, design inquiry of learning, teacher inquiry, e-assessment, and learning and teaching analytics and visualisation, will produce methods and tools to enable teachers to reflect on their own teaching and student learning in order to improve teaching practice.