Analytics-Enabled Teaching as Design: Reconceptualisation and Call for Research

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Alhadad, Sharifah Sakinah
Thompson, Kate
Knight, Simon
Lewis, Melinda
Lodge, Jason
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2018
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Sydney, NSW, Australia

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As a human-centred educational practice and field of research, learning analytics must account for key stakeholders in teaching and learning. The focus of this paper is on the role of institutions to support teachers to incorporate learning analytics into their practice by understanding the confluence of internal and external factors that influence what they do. In this paper, we reconceptualise teaching as design' for analytics-enabled teaching as design' to shape this discussion to allow for the consideration of external factors, such as professional learning or ethical considerations of student data, as well as personal considerations, such as data literacy and teacher beliefs and identities. In order to address the real-world challenges of progressing teachers' efficacy and capacity toward analytics-enabled teaching as design, we have placed the teacher - as a cognitive, social, and emotional being - at the center. In so doing, we discuss potential directions towards research for practice in elucidating underpinning factors of teacher inquiry in the process of authentic design.

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Proceedings of the 8th International Conference on Learning Analytics and Knowledge

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© ACM, 2018. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in Proceedings of the 8th International Conference on Learning Analytics and Knowledge, ISBN: 978-1-4503-6400-3, DOI: https://doi.org/10.1145/3170358.3170390

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Higher education

Curriculum and pedagogy theory and development

Teacher education and professional development of educators

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