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From Reflective Practitioner to Active Researcher: Towards a Role for Learning Analytics in Higher Education Scholarship

  • Lorenzo VigentiniEmail author
  • Negin Mirriahi
  • Giedre Kligyte
Living reference work entry

Abstract

The rapidly changing higher education (HE) environment has transformed the ways academics work to overcome the challenges of ever-evolving imperatives. Changes in public sector funding models, the increase in the number and range of student capabilities, and the raised importance of university status have contributed to increasing accountability measures, including the wide adoption of standards and quality metrics in all aspects of academic practice. Academics are now at the center of coordinated institutional teaching quality enhancement efforts, putting a strain on their ability to perform equally well in research and teaching. In this chapter, a teaching and course development framework is proposed integrating ideas around reflective practice with the systematic use of evidence generated using methodologies emerging from the field of learning analytics and educational data science. The proposed framework could help academics to develop their teaching practice leveraging on previously untapped sources of evidence readily available in contemporary HE institutions and utilizing the disciplinary research skillset, which is not typically applied to teaching development. A case study illustrating the application of the proposed framework to scholarly evaluation of an academic development program (adopting online and face-to-face activities) is presented and discussed.

Keywords

Learning analytics Reflective practice Evaluation Teaching-research nexus Higher education 

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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • Lorenzo Vigentini
    • 1
    Email author
  • Negin Mirriahi
    • 1
  • Giedre Kligyte
    • 1
  1. 1.School of Education & Learning and Teaching UnitUniversity of New South WalesSydneyAustralia

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