Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners

Dirk Ifenthaler, David Gibson, Doreen Prasse, Atsushi Shimada, Masanori Yamada

研究成果: ジャーナルへの寄稿学術誌査読

15 被引用数 (Scopus)

抄録

This paper is based on (a) a literature review focussing on the impact of learning analytics on supporting learning and teaching, (b) a Delphi study involving international expert discussion on current opportunities and challenges of learning analytics as well as (c) outlining a research agenda for closing identified research gaps. Issues and challenges facing educators linked to learning analytics and current research gaps were organised into four themes, the further development of which by the expert panel, led to six strategy and action areas. The four themes are 1. development of data literacy in all stakeholders, 2. updating of guiding principles and policies of educational data, 3. standards needed for ethical practices with data quality assurance, and 4. flexible user-centred design for a variety of users of analytics, starting with learners and ensuring that learners and learning is not harmed. The strategies and actions are outcomes of the expert panel discussion and are offered as provocations to organise and focus the researcher, policymaker and practitioner dialogs needed to make progress in the field.

本文言語英語
ページ(範囲)2131-2150
ページ数20
ジャーナルEducational Technology Research and Development
69
4
DOI
出版ステータス出版済み - 8月 2021

!!!All Science Journal Classification (ASJC) codes

  • 教育

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