Understanding the mediating role of teacher inquiry when connecting learning analytics with design for learning

Author:

Alhadad Sakinah S. J.,Thompson Kate

Abstract

Discussion amongst the learning analytics community is for the need to link learning analytics with learning design. However, learning design is a complex space, and not all approaches to design for learning are the same. With this proposed integrated practice comes unique challenges for the contemporary educator. In this paper, we focus on the underlying processes of teacher inquiry when connecting design for learning with learning analytics. We propose that valuable connection between learning analytics and design for learning is only realised through the mediation of effective teacher inquiry processes. Hence, we aim to better understand these processes in order to identify teachers’ developmental needs. To this end, we propose a working model and examine learners (as educators) inquiry process in a professional learning workshop. We conclude with implications for the proposed model and professional learning.

Publisher

Association for Smart Learning Ecosystems and Regional Development

Subject

Computer Science Applications,Human-Computer Interaction,Media Technology,Architecture,Social Sciences (miscellaneous),Education

Cited by 5 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Applying Learning Analytics in Designing for Professional Skills and Attributes in Tertiary Education;Perspectives on Learning Analytics for Maximizing Student Outcomes;2023-10-24

2. Learning analytics driven improvements in learning design in higher education: A systematic literature review;Journal of Computer Assisted Learning;2023-10-23

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4. The Role of Adaptive Learning Technologies and Conditional Learning;Technology-Enhanced Learning and the Virtual University;2023

5. Collaborative Approaches to Research-Informed Practice in Tertiary Education;Blended Learning : Lessons Learned and Ways Forward;2023

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