learning analytics and instructional design
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Learning analytics and Instructional Design. Jeroen Donkers Maastricht University SURF SIG-LA. Assumption : technology is not the problem. Learning Analytics. Two main motivations for learning analytics : Improve the quality of teaching Improve the quality of learning. - PowerPoint PPT PresentationTRANSCRIPT
Learning analytics and Instructional DesignJeroen Donkers
Maastricht UniversitySURF SIG-LA
Assumption: technology is not the problem
Learning AnalyticsTwo main motivations for
learning analytics:
Improve the quality of teaching
Improve the quality of learning
Instructional DesignTwo meanings (Reigeluth, 1983):
◦Design as a product (what should the instruction be like)
◦Design as a process (how to make it that way)
Basic assumption: We know when and how
instructional methods work
Instructional Design
A schematic overview of the 4C/ID model(Van Merriënboer & Kirschner, 2008)
Instructional Design
Instructional DesignInstructional development
models, regardless of the form a model may take, prescribe a process of systematically designing, sequencing, implementing, evaluating and constantly monitoring instruction with the intent of improving its quality and effectiveness, and thereby enhancing learning (Gustafson, 1991).
Learning Analytics Cycle
Doug Clow (2012)
ID and LA
LearningAnalytics
Instructional Design
learning analytics asinstrument in instruction
learning analyticsfeeds instructional design process
LA
LA
LA
LALA
LALA
Some examples (quick snapshots)
Brainhoney, teacher dashbaord
Students’ interest in lecture
Students’ activity in class
Scenarios4 scenarios8 groupsWork out a design for the
scenario, applying learning analytics
Discuss on pro’s, con’s, risksTwo rounds – rotate between
tables
Plenary debrief
Drives on ID and LA
ID and LA
Improve quality of education
More personalizatio
n
Educational culture
ITResources
Domain
Teacheroriented
Studentoriented
Individualstudent
Student groups
macro micro
Hands on!