Learning Analytics in the Classroom: Translating Learning Analytics Research for Teachers

Front Cover
Jason M. Lodge, Jared Cooney Horvath, Linda Corrin
Routledge, Oct 3, 2018 - Education - 294 pages

Learning Analytics in the Classroom presents a coherent framework for the effective translation of learning analytics research for educational practice to its practical application in different education domains. Highlighting the real potential of learning analytics as a way to better understand and enhance student learning and with each chapter including specific discussion about what the research means in the classroom, this book provides educators and researchers alike with the tools and frameworks to effectively make sense of and use data and analytics in their everyday practice.

This volume is split into five sections, all of which relate to the key themes in understanding learning analytics through the lens of the classroom:

  • broad theoretical perspectives
  • understanding learning through analytics
  • the relationship between learning design and learning analytics
  • analytics in the classroom and the impact it can and will have on education
  • implementing analytics and the challenges involved.

Bridging the gap between research, theory and practice, Learning Analytics in the Classroom is both a practical tool and an instructive guide for educators, and a valuable addition to researchers' bookshelves. A team of world-leading researchers and expert editors have compiled a state-of-the-art compendium on this fascinating subject and this will be a critical resource for the evolution of this field into the future.

 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

List of figures
Introduction Learning analytics in the classroom
Learning analytics and teaching A conceptual framework for translation
The perspective realism brings to learning analytics in the classroom
Supporting selfregulated learning with learning analytics
Identifying epistemic emotions from activity analytics in interactive digital
Gathering visualising and interpreting learning design analytics to inform
Codesigning learning analytics tools with learners
Opening the black box Developing methods to see learning in contemporary
Text analytic tools to illuminate student learning
Datainformed nudges for student engagement and success
Supporting the use of studentfacing learning analytics in the classroom
Using measures of pedagogical quality to provide feedback and improve
Promoting learning analytics for tertiary teachers A New Zealand case study
Blurring the boundaries Developing leadership in learning analytics
Discussion questions

Connecting expert knowledge in the design of classroom learning
An analyticsbased framework to support teaching and learning in a flipped

Other editions - View all

Common terms and phrases

About the author (2018)

Jason M. Lodge is Associate Professor of Educational Psychology in the School of Education and Institute for Teaching and Learning Innovation at the University of Queensland, Australia. He is affiliated with the National Australian Research Council funded Science of Learning Research Centre. Jason’s research focusses on the cognitive and emotional aspects of learning, particularly in digital learning environments.

Jared Cooney Horvath is a research fellow at St Vincent's Hospital in Melbourne and the co-founder of the Science of Learning Group – a team dedicated to bringing the latest in educationally relevant brain and behavioural research to students and educators at all levels. Currently he teaches at the University of Melbourne, prior to this he spent a number of years working as a teacher and curriculum developer for several institutions around Los Angeles, Seattle and Boston.

Linda Corrin is Senior Lecturer in Higher Education in the Williams Centre for Learning Advancement in the Faculty of Business and Economics, University of Melbourne. Linda's research interests include students' engagement with technology, learning analytics, feedback and learning design. Currently, she is working on several large research projects exploring how learning analytics can be used to provide meaningful and timely feedback to academics and students. Linda is co-founder of the Victorian and Tasmanian Learning Analytics Network.

Bibliographic information