Substantial progress has been made in understanding how teachers design for learning. However, there remains a paucity of evidence of the actual students’ response towards leaning designs.
At the University of Saskatchewan, our approach is to gather information about our students’ academic performance as well as demographic and activity data that could pertain to learning success.
Now that the “the only constant is change” in society, our capacity to engage with novel challenges is of first order importance. What are the personal dispositions that authentic learning needs to cultivate, and can we make these assessable and visible to learners and educators?
B. Kump, C. Seifert, G. Beham, S. Lindstaedt, and T. Ley. Proceedings of the 2Nd International Conference on Learning Analytics and Knowledge, page 153--157. New York, NY, USA, ACM, (2012)