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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8907
Title: Opportunities and challenges in using Learning Analytics in Learning Design
Authors: Schmitz, Marcel
Van Limbeek, Evelien
Greller, Wolfgang
Sloep, Peter
Drachsler, Hendrik
Keywords: Learning Analytics
Learning Design
Learning Dashboards
meta-cognitive competences
feedback
reflection
run-time
Learning Activity
Issue Date: Sep-2017
Publisher: Springer
Citation: Schmitz, M., Van Limbeek, E., Greller, W., Sloep, P., & Drachsler, H. (2017, September). Opportunities and Challenges in Using Learning Analytics in Learning Design. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data Driven Approaches in Digital Education: Proceedings of 12th European Conference on Technology Enhanced Learning EC-TEL 2017 (pp. 209-223). Springer, Cham
Abstract: Educational institutions are designing, creating and evaluating courses to optimize learning outcomes for highly diverse student populations. Yet, most of the delivery is still monitored retrospectively with summative evaluation forms. Therefore, improvements to the course design are only implemented at the very end of a course, thus missing to benefit the current cohort. Teachers find it difficult to interpret and plan interventions just-in-time. In this context, Learning Analytics (LA) data streams gathered from ‘authentic’ student learning activities, may provide new opportunities to receive valuable information on the students' learning behaviors and could be utilised to adjust the learning design already "on the fly" during runtime. We presume that Learning Analytics applied within Learning Design (LD) and presented in a learning dashboard provide opportunities that can lead to more personalized learning experiences, if implemented thoughtfully. In this paper, we describe opportunities and challenges for using LA in LD. We identify three key opportunities for using LA in LD: (O1) using on demand indicators for evidence based decisions on learning design; (O2) intervening during the run-time of a course; and, (O3) increasing student learning outcomes and satisfaction. In order to benefit from these opportunities, several challenges have to be overcome. We mapped the identified opportunities and challenges in a conceptual model that considers the interaction of LA in LD.
URI: http://hdl.handle.net/1820/8907
Appears in Collections:1. TELI Publications, books and conference papers

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