Implementing learning analytics for learning impact: Taking tools to task

Publication date: Available online 22 February 2020Source: The Internet and Higher EducationAuthor(s): Simon Knight, Andrew Gibson, Antonette ShibaniAbstractLearning analytics has the potential to impact student learning, at scale. Embedded in that claim are a set of assumptions and tensions around the nature of scale, impact on student learning, and the scope of infrastructure encompassed by ‘learning analytics’ as a socio-technical field. Drawing on our design experience of developing learning analytics and inducting others into its use, we present a model that we have used to address five key challenges we have encountered. In developing this model, we recommend: A focus on impact on learning through augmentation of existing practice; the centrality of tasks in implementing learning analytics for impact on learning; the commensurate centrality of learning in evaluating learning analytics; inclusion of co-design approaches in implementing learning analytics across sites; and an attention to both social and technical infrastructure.

Source: The Internet and Higher Education - February 22, 2020 Category: Information Technology Source Type: research