Popular in Professional

Culture and Society

The City as a Growth Machine: Toward a Political Economy of Place

New York University Harvey Moltoch

Education

The Role of Education in Reducing Racial Inequality

University of Southern California Pedro A. Noguera

Law

Diversity and Social Mobility in the UK legal profession

Law Society I. Stephanie Boyce

Internet Law

The Law of AI for Good

University of San Diego Orly Lobel

Pharmacy

Cytotoxic Activity and Anti-Migratory Effect of Berberine-Phytantriol Liquid Crystalline on Non-Small-Cell Lung Cancer

University of Technology Sydney Kamal Dua

Human Rights Law

Transforming Restorative Justice for Transitional Settings

University of Nottingham Kerry Clamp

Education

In Search of Alignment between Learning Analytics and Learning Design

View more insights in Professional - Education - Educational Technology

View more figures from University of Technology Sydney

View the page of Amara Atif

Read the Study

Learning design (LD) has increasingly been recognized as a significant contextual element for the interpretation and adoption of learning analytics (LA). Yet, few studies have explored how instructors integrate LA feedback into their learning designs, especially within open automated feedback (AF) systems. Amara Atif discusses a multiple-case study at one higher education institution to unveil instructors’ pilot efforts in using an open AF system to align LA and LD within their unique contexts, with the goal of delivering personalized feedback and tailored support

Image courtesy of interviewee. April 24, 2024

Generating Workspace

Export as PDF

The study highlights the importance of aligning learning analytics with learning design in real-world teaching scenarios. It presents empirical evidence from three varied case studies across different faculties, demonstrating how instructors use this alignment to personalize feedback and support for their students. Additionally, the research aims to bridge the gap between learning analytics and learning design, emphasizing the need to strengthen the connections between analytics and pedagogy in teaching situations.

Language:

Export as PDF

X-TIMESTAMP-MAP:LOCAL=00:00:00.000,MPEGTS=900000

00:00.475 --> 00:04.095
The study, surely contributes to recognizing the need

00:04.115 --> 00:06.815
for the alignment, between learning analytics

00:06.875 --> 00:09.455
and learning design, particularly in real

00:09.455 --> 00:10.695
world teaching scenarios.

00:11.195 --> 00:15.055
Um, so through, three intentionally,

00:15.435 --> 00:17.815
varied case studies from different faculties.

00:18.235 --> 00:21.255
Um, this research provides the empirical evidence of

00:21.395 --> 00:24.535
how instructors they align learning analytics

00:24.645 --> 00:27.215
with learning design to personalize the feedback

00:27.315 --> 00:28.815
and support for their students.

00:29.595 --> 00:33.575
Um, the research, also contributes to the emerging work

00:33.685 --> 00:36.655
that aims to bridge the gap between learning analytics

00:36.675 --> 00:37.775
and learning design.

00:38.235 --> 00:41.855
Um, in particular teaching situations, for

00:42.415 --> 00:44.375
focusing on strengthening the connections

00:44.375 --> 00:47.535
between the learning analytics and the pedagogy.

00:00 - The study, surely contributes to recognizing the need for the alignment, between learning analytics and learning design, particularly in real world teaching scenarios. so through, three intentionally, varied case studies from different faculties.

00:18 - this research provides the empirical evidence of how instructors they align learning analytics with learning design to personalize the feedback and support for their students. the research, also contributes to the emerging work that aims to bridge the gap between learning analytics and learning design. in particular teaching situations, for focusing on strengthening the connections between the learning analytics and the pedagogy.

Faculti AI can make mistakes