How can a teacher tell if their students are progressing or struggling when studying at home?
When designing Learning Analytics tools, we need to hear from the people who will use them. Co-Design is a way to make educator and learner voices heard.
What do biology, learning sciences and learning analytics have in common? And how can insights from each field be utilized to understand how people learn and understand science? Learn more in the latest NEXUS article by Dr. Melanie Peffer.
To fully leverage the power of learning analytics data, attention must be paid to the policies and practices that guide data use in higher education. Drawing on justice and care perspectives, we argue a need for inclusive policies and practices — learning analytics professionals should work to establish equity in their systems, ensure transparency and trust, and empower students as active agents in the use of their data.
Learning Analytics are generating both excitement, and scepticism since adoption isn’t as fast as expected. In this blog, we briefly introduce the key concept, before looking at practical approaches to three challenges for embedding LA in organisations…
Chats and threaded forums dominate how we run online discussions in education. But the quality varies widely and it’s impossible for teachers to tell at a glance if learning is going on. In this article, we introduce new kinds of learning analytics that support Knowledge Building discourse.
“We know feedback is of paramount importance to help students learn to write and improve their writing skills, but providing good formative feedback is a lot of work for educators. In this blog post, I’ll share what we’re learning about the effective use of automated feedback tools in teaching.”
“Designed well, dashboards help students succeed academically. Dashboards can also, however, unintentionally undermine students’ academic motivation. This is potentially disastrous, because before learning happens, students must be motivated to learn…”