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
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Learning analytics and Instructional DesignJeroen Donkers
Maastricht UniversitySURF SIG-LA
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Assumption: technology is not the problem
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Learning AnalyticsTwo main motivations for
learning analytics:
Improve the quality of teaching
Improve the quality of learning
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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
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Instructional Design
A schematic overview of the 4C/ID model(Van Merriënboer & Kirschner, 2008)
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Instructional Design
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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).
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Learning Analytics Cycle
Doug Clow (2012)
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ID and LA
LearningAnalytics
Instructional Design
learning analytics asinstrument in instruction
learning analyticsfeeds instructional design process
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LA
LA
LA
LALA
LALA
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Some examples (quick snapshots)
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Brainhoney, teacher dashbaord
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Students’ interest in lecture
Students’ activity in class
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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
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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
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Hands on!