Seit nahezu einer Dekade werden Learning Analytics im Hochschulkontext als Ansatz zum Verständnis sowie zur Optimierung von Lehr-Lern-Prozessen und Lernumgebungen verwendet. Der Beitrag skizziert zentrale Entwicklungslinien von Learning Analytics und geht auf deren Potenziale sowie damit verbundene Fragen zum Datenschutz ein. Basierend auf einer systematischen Übersichtsarbeit und Stakeholderinterviews werden Handlungsempfehlungen für die Implementation von Learning Analytics an Hochschulen vorgestellt. Der Ausblick diskutiert aktuelle Forschungsdesiderata.
In Latin America (LATAM), socioeconomic inequality and lack of resources shape the context of educational institutions in particular ways. Programme quality and dropout rates preoccupy educationalists and governments.
Researchers from Monash University have developed a new model for learning analytics to help developers create better educational technology, following a systematic literature review of learning analytics dashboards.
Whether they’re driven by commercial interests or not, most developers and companies care about positive impact. Of course, impact helps in selling products, but it’s also a key motivation in why people develop and refine technologies: they care about supporting learning.
Learning Analytics (LA) is a new promising field that is attracting the attention of education providers, including teachers, learning designers and academic directors. Researchers and practitioners are interested in learning analytics as it can provide insights from student data, for example, students’ learning processes, automatically identifying learners in need and visualising learners’ behaviour.
It never bodes well to dive into the unknown without preparation. To define, design and enable learning analytics, it’s essential to have a clear strategy in place. Prep yourself with these evaluation questions before you dive into learning analytics.
Learning analytics (LA) is a technology for enabling better decision-making by teachers, students, and other educational stakeholders by providing them with timely and actionable information about learning-in-process on an ongoing basis.
At the 2019 Enterprise Summit, higher education IT, business and finance, and institutional research professionals gathered to explore the future and the promise of analytics. This third in a series of three blog posts discusses the importance of governance, collaboration, and communication to an analytics future.
The emerging configuration of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards).