Learning Analytics Considered Harmful

Abstract

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

Learning Analytics. Una Revisión de la Literatura

“…Un grupo de trabajos que proporciona un modelo global de LA, que define sus alcances, métodos, impactos y beneficiarios (Greller y Drachsler, 2012;Martin y Sherin, 2013;Picciano, 2012;Siemens, 2013), otro grupo entrega un marco de referencia, que, entre otras cosas, establece los límites del campo (Becker, 2013;Clow, 2013;Dietz-Uhler y Hurn, 2013;Dringus, 2012;Ferguson, 2012;Ifenthaler y Widanapathirana, 2014;Macfadyen y Dawson, 2012;, y finalmente el tercer subconjunto realiza lineamientos éticos inéditos en el campo y marca un crecimiento de este (Pardo y Siemens, 2014; Slade y Prinsloo, 2013). Greller y Drachsler (2012), utilizando una metodología de análisis morfológico general, analizan las discusiones en las comunidades de LA; a través de este método, levantan un modelo, que se focaliza en su estructura fundamental.…”

“…LA es un proceso que consta de distintas etapas de carácter cíclico (Becker, 2013;Clow, 2013;Dringus, 2012;Ifenthaler y Widanapathirana, 2014;Macfadyen y Dawson, 2012;. De acuerdo con Bernd Becker (2013), además de analizar el comportamiento de aprendizaje general de los estudiantes, LA permite una perspectiva de patrones de aprendizaje de subconjuntos.…”

“…De acuerdo con Bernd Becker (2013), además de analizar el comportamiento de aprendizaje general de los estudiantes, LA permite una perspectiva de patrones de aprendizaje de subconjuntos. Dringus (2012), por su parte, se enfoca en que LA debe propender hacia la evaluación responsable y uso eficaz del aprendizaje en línea.…”

Perspectives for Defining Student Teacher Performance-Based Teaching Skills Indicators to Provide Formative Feedback through Learning Analytics

“…High quality input data is considered as a prerequisite for the successful functioning of LA in many analytical articles (e.g. Dringus, 2012;Greenberg & Buxton, 2008;Greller & Drachsler, 2012). As Clow (2013) explains:…”

How should we measure online learning activity?

“…As the current study is concerned with identifying evidence of critical thinking associated with learning objects, the focus is on the categorisation of the cognitive presence dimension which attends to the processes of higher-order thinking within four types of dialogue (Table 3) Á starting with a initiating event and concluding with statements that resolve the issues under discussion. Dringus (2012) suggests that the CoI provides 'an array of meaningful and measurable qualities of productive learning and communication. .…”