Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners
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...
| Main Authors: | , , , , |
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| Format: | Journal Article |
| Language: | English |
| Published: |
SPRINGER
2021
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.11937/86939 |
| _version_ | 1848764890681966592 |
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| author | Ifenthaler, Dirk Gibson, David Prasse, D. Shimada, A. Yamada, M. |
| author_facet | Ifenthaler, Dirk Gibson, David Prasse, D. Shimada, A. Yamada, M. |
| author_sort | Ifenthaler, Dirk |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T11:26:33Z |
| format | Journal Article |
| id | curtin-20.500.11937-86939 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T11:26:33Z |
| publishDate | 2021 |
| publisher | SPRINGER |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-869392022-01-07T06:43:41Z Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners Ifenthaler, Dirk Gibson, David Prasse, D. Shimada, A. Yamada, M. Social Sciences Education & Educational Research Learning analytics Policy recommendation Learning support Data literacy Data privacy EDUCATIONAL DATA DESIGN FRAMEWORK SCALE IMPLEMENTATION PERFORMANCE CHALLENGES SYSTEMS IMPACT MODEL 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. 2021 Journal Article http://hdl.handle.net/20.500.11937/86939 10.1007/s11423-020-09909-8 English http://creativecommons.org/licenses/by/4.0/ SPRINGER fulltext |
| spellingShingle | Social Sciences Education & Educational Research Learning analytics Policy recommendation Learning support Data literacy Data privacy EDUCATIONAL DATA DESIGN FRAMEWORK SCALE IMPLEMENTATION PERFORMANCE CHALLENGES SYSTEMS IMPACT MODEL Ifenthaler, Dirk Gibson, David Prasse, D. Shimada, A. Yamada, M. Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners |
| title | Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners |
| title_full | Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners |
| title_fullStr | Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners |
| title_full_unstemmed | Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners |
| title_short | Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners |
| title_sort | putting learning back into learning analytics: actions for policy makers, researchers, and practitioners |
| topic | Social Sciences Education & Educational Research Learning analytics Policy recommendation Learning support Data literacy Data privacy EDUCATIONAL DATA DESIGN FRAMEWORK SCALE IMPLEMENTATION PERFORMANCE CHALLENGES SYSTEMS IMPACT MODEL |
| url | http://hdl.handle.net/20.500.11937/86939 |