Designing for student-facing learning analytics

  • Kirsty Kitto University of Technology Sydney http://orcid.org/0000-0001-7642-7121
  • Mandy Lupton Queensland University of Technology
  • Kate Davis University of Southern Queensland
  • Zak Waters Queensland University of Technology
Keywords: learning analytics, learning design, student facing dashboards, quantified self

Abstract

Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making, metacognition, and reflection. We propose two learning design patterns that will help educators to incorporate LA into their teaching protocols: do-analyse-change-reflect, and active learning squared. We discuss these patterns with reference to a case study utilising the Connected Learning Analytics (CLA) toolkit, in three trials run over a period of 18 months. The results demonstrate that student-facing learning analytics is not just a future possibility, but an area that is ripe for further development.

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Author Biography

Kirsty Kitto, University of Technology Sydney
Secondary affiliation: Queensland University of Technology
Published
2017-10-31
How to Cite
Kitto, K., Lupton, M., Davis, K., & Waters, Z. (2017). Designing for student-facing learning analytics. Australasian Journal of Educational Technology, 33(5). https://doi.org/10.14742/ajet.3607
Section
Articles