Designing pedagogical interventions to support student use of learning analytics

Wise, Alyssa Friend

doi:10.1145/2567574.2567588

Cited by 183 publications

(153 citation statements)

References 31 publications

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“…According to the framework for designing pedagogical interventions to support student use of learning analytics proposed by Wise [45], learners need a "representative reference frame" for interpreting their data. We analysed this aspect by looking at how the information was contextualised on the dashboard based on the dashboard goals.…”

Section: Reference Framesmentioning

confidence: 99%

Awareness Is Not Enough: Pitfalls of Learning Analytics Dashboards in the Educational Practice

Jivet

Scheffel

Drachsler

et al. 2017

Lecture Notes in Computer Science

203

205

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Abstract. It has been long argued that learning analytics has the potential to act as a "middle space" between the learning sciences and data analytics, creating technical possibilities for exploring the vast amount of data generated in online learning environments. One common learning analytics intervention is the learning dashboard, a support tool for teachers and learners alike that allows them to gain insight into the learning process. Although several related works have scrutinised the state-of-the-art in the field of learning dashboards, none have addressed the theoretical foundation that should inform the design of such interventions. In this systematic literature review, we analyse the extent to which theories and models from learning sciences have been integrated into the development of learning dashboards aimed at learners. Our critical examination reveals the most common educational concepts and the context in which they have been applied. We find evidence that current designs foster competition between learners rather than knowledge mastery, offering misguided frames of reference for comparison.

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Section: Reference Framesmentioning

confidence: 99%

Awareness Is Not Enough: Pitfalls of Learning Analytics Dashboards in the Educational Practice

Jivet

Scheffel

Drachsler

et al. 2017

Lecture Notes in Computer Science

203

205

View full text Add to dashboard Cite

show abstract

“…However, to the best of our knowledge, few frameworks yet address the ethical issues related to the application of small-scale teacher-led learning analytics in schools. There exist studies that draw attention to the potential benefits of learning analytics for primary schools (see e.g., Ebner & Schön, 2013), or deal with how to support LA-enabled teacher interventions (Wise, 2014), but they do not usually address the ethical or privacy concerns that may affect them.…”

Section: Ethical Issues In Learning Analytics: a Framework Of Referencementioning

confidence: 99%

Learning Analytics in Small-scale Teacher-led Innovations: Ethical and Data Privacy Issues

2016

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ABSTRACT:As a further step towards maturity, the field of learning analytics (LA) is working on the definition of frameworks that structure the legal and ethical issues that scholars and practitioners must take into account when planning and applying LA solutions to their learning contexts. However, current efforts in this direction tend to be focused on institutional higher education approaches. This paper reflects on the need to extend these ethical frameworks to cover other approaches to LA; more concretely, small-scale classroomoriented approaches that aim to support teachers in their practice. This reflection is based on three studies where we applied our teacher-led learning analytics approach in higher education and primary school contexts. We describe the ethical issues that emerged in these learning scenarios, and discuss them according to three dimensions: the overall learning analytics approach, the particular solution to learning analytics adopted, and the educational contexts where the analytics are applied. We see this effort as a first step towards the wider objective of providing a more comprehensive and adapted ethical framework to learning analytics that is able to address the needs of different learning analytics approaches and educational contexts.

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“…As discussed above, an effective learning analytics intervention involves more than simply providing well-designed metrics to learners; it necessitates setting up a frame for their use as an integral part of course activity tied to goals and expectations (Wise, 2014). The design of our analytics intervention was based on the principles of Integration, Diversity, Agency, Reflection, and Dialogue .…”

Section: Intervention Designmentioning

confidence: 99%

Learning Analytics for Online Discussions: Embedded and Extracted Approaches

2014

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This paper describes an application of learning analytics that builds on an existing research program investigating how students contribute and attend to the messages of others in asynchronous online discussions. We first overview the E-Listening research program and then explain how this work was translated into analytics that students and instructors could use to reflect on their discussion participation. Two kinds of analytics were designed: some embedded in the learning environment to provide students with real-time information on their activity in-progress; and some extracted from the learning environment and presented to students in a separate digital space for reflection. In addition, we describe the design of an intervention though which use of the analytics can be introduced as an integral course activity. Findings from an initial implementation of the application indicated that the learning analytics intervention supported changes in students' discussion participation. Five issues for future work on learning analytics in online discussions are presented. One, unintentional versus purposeful change; two, differing changes prompted by the same analytic; three, importance of theoretical buy-in and calculation transparency for perceived analytic value; four, affective components of students' reactions; and five, support for students in the process of enacting analytics-driven changes.

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Designing pedagogical interventions to support student use of learning analytics

Cited by 183 publications

References 31 publications

Awareness Is Not Enough: Pitfalls of Learning Analytics Dashboards in the Educational Practice

Awareness Is Not Enough: Pitfalls of Learning Analytics Dashboards in the Educational Practice

Learning Analytics in Small-scale Teacher-led Innovations: Ethical and Data Privacy Issues

Learning Analytics for Online Discussions: Embedded and Extracted Approaches

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