Informing Pedagogical Action: Aligning Learning Analytics With Learning Design. (October 2013)

• Record Type: Journal Article
• Authors: Lockyer, Lori; Heathcote, Elizabeth; Dawson, Shane
• Other Names: Haythornthwaite Caroline guest-editor.; de Laat Maarten guest-editor.; Dawson Shane guest-editor.
• Is Part Of: American behavioral scientist. Volume 57:Number 10(2013)
• Page Start: 1439
• Page End: 1459
• Publication Date: 2013-10
• Subjects: learning analytics -- learning design -- pedagogical intent; Social sciences -- Periodicals; Political science -- Periodicals; United States -- Social conditions -- Periodicals; United States -- Politics and government -- Periodicals; 300
• DOI: 10.1177/0002764213479367
• Languages: English
• ISSNs: 0002-7642

Abstract

This article considers the developing field of learning analytics and argues that to move from small-scale practice to broad scale applicability, there is a need to establish a contextual framework that helps teachers interpret the information that analytics provides. The article presents learning design as a form of documentation of pedagogical intent that can provide the context for making sense of diverse sets of analytic data. We investigate one example of learning design to explore how broad categories of analytics—which we call checkpoint and process analytics —can inform the interpretation of outcomes from a learning design and facilitate pedagogical action.