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Learning Analytics in the Classroom
Translating Learning Analytics Research for Teachers





ISBN 9780815362128
Published September 9, 2018 by Routledge
314 Pages

 
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Book Description

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.

Table of Contents

Chapter 1. Introduction: Learning analytics in the classroom

Jason M. Lodge, Jared Cooney Horvath, Linda Corrin 

Part I Theoretical perspectives  

Chapter 2. Learning analytics and teaching: A conceptual framework for translation and application

Gregory M. Donoghue, Jared Cooney Horvath and Jason M. Lodge 

Chapter 3. The perspective realism brings to learning analytics in the classroom

Kathryn Bartimote, Abelardo Pardo and Peter Reimann 

Part II Understanding learning through analytics  

Chapter 4. Supporting self-regulated learning with learning analytics

Jason M. Lodge, Ernesto Panadero, Jaclyn Broadbent and Paula G. de Barba 

Chapter 5. Identifying epistemic emotions from activity analytics in interactive digital learning environments

Amaël Arguel, Mariya Pachman and Lori Lockyer 

Part III Learning design and analytics 

Chapter 6. Gathering, visualising and interpreting learning design analytics to inform classroom practice and curriculum design: A student-centred approach from the Open University 

Tom Olney, Bart Rienties and Lisette Toetenel 

Chapter 7. Co-designing learning analytics tools with learners

Carlos G. Prieto-Alvarez, Roberto Martinez-Maldonado and Theresa Dirndorfer Anderson 

Chapter 8. Connecting expert knowledge in the design of classroom learning experiences

Kate Thompson, Sakinah S. J. Alhadad, Simon Buckingham Shum, Sarah Howard, Simon Knight, Roberto Martinez-Maldonado and Abelardo Pardo 

Part IV Analytics in the classroom 

Chapter 9. An analytics-based framework to support teaching and learning in a flipped classroom

Jelena Jovanovic, Dragan Gasevic, Abelardo Pardo, Negin Mirriahi and Shane Dawson 

Chapter 10. Opening the black box: Developing methods to see learning in contemporary learning environments

Sarah Howard, Kate Thompson and Abelardo Pardo 

Chapter 11. Text analytic tools to illuminate student learning

Jenny McDonald, Adon Christian Michale Moskal, Cathy Gunn and Claire Donald 

Chapter 12. Data-informed nudges for student engagement and success 

Marion Blumenstein, Danny Y. T. Liu, Deborah Richards, Steve Leichtweis and Jason M. Stephens

Chapter 13. Supporting the use of student-facing learning analytics in the classroom

Linda Corrin 

Chapter 14. Using measures of pedagogical quality to provide feedback and improve practice

Dan Cloney and Hilary Hollingsworth 

Part V Implementing analytics 

Chapter 15. Promoting learning analytics practice for tertiary teachers: A New Zealand case study

Cathy Gunn and Jenny McDonald 

Chapter 16. Blurring the boundaries: Developing leadership in learning analytics

Deborah West, Henk Huijser and David Heath

Appendix A: Discussion questions

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Editor(s)

Biography

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.