Where learning analytics meets learning design

Lori Lockyer; Shane Dawson

doi:10.1145/2330601.2330609

Where learning analytics meets learning design

Lori Lockyer^*, Shane Dawson

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution

15 Citations (Scopus)

Abstract

The wealth of data available through student management systems and eLearning systems has the potential to provide faculty with important, just-in-time information that may allow them to positively intervene with struggling students and/or enhance the learning experience during the delivery of a course. This information might also facilitate post-delivery review and reflection for faculty who wish to revise course design and content. But to be effective, this data needs to be appropriate to the context or pedagogical intent of the course - this is where learning analytics meets learning design.

Original language	English
Title of host publication	LAK 2012 - Proceedings of the 2nd International Conference on Learning Analytics and Knowledge
Editors	Simon Buckingham Shum, Dragan Gasevic, Rebecca Ferguson
Place of Publication	New York
Publisher	Association for Computing Machinery
Pages	14-15
Number of pages	2
ISBN (Print)	9781450311113
DOIs	https://doi.org/10.1145/2330601.2330609
Publication status	Published - 2012
Externally published	Yes
Event	2nd International Conference on Learning Analytics and Knowledge, LAK 2012 - Vancouver, BC, Canada Duration: 29 Apr 2012 → 2 May 2012

Other

Other	2nd International Conference on Learning Analytics and Knowledge, LAK 2012
Country/Territory	Canada
City	Vancouver, BC
Period	29/04/12 → 2/05/12

Access to Document

10.1145/2330601.2330609

Cite this

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title = "Where learning analytics meets learning design",

abstract = "The wealth of data available through student management systems and eLearning systems has the potential to provide faculty with important, just-in-time information that may allow them to positively intervene with struggling students and/or enhance the learning experience during the delivery of a course. This information might also facilitate post-delivery review and reflection for faculty who wish to revise course design and content. But to be effective, this data needs to be appropriate to the context or pedagogical intent of the course - this is where learning analytics meets learning design.",

author = "Lori Lockyer and Shane Dawson",

year = "2012",

doi = "10.1145/2330601.2330609",

language = "English",

isbn = "9781450311113",

pages = "14--15",

editor = "Shum, {Simon Buckingham} and Dragan Gasevic and Rebecca Ferguson",

booktitle = "LAK 2012 - Proceedings of the 2nd International Conference on Learning Analytics and Knowledge",

publisher = "Association for Computing Machinery",

note = "2nd International Conference on Learning Analytics and Knowledge, LAK 2012 ; Conference date: 29-04-2012 Through 02-05-2012",

}

Lockyer, L & Dawson, S 2012, Where learning analytics meets learning design. in SB Shum, D Gasevic & R Ferguson (eds), LAK 2012 - Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. Association for Computing Machinery, New York, pp. 14-15, 2nd International Conference on Learning Analytics and Knowledge, LAK 2012, Vancouver, BC, Canada, 29/04/12. https://doi.org/10.1145/2330601.2330609

Where learning analytics meets learning design. / Lockyer, Lori; Dawson, Shane.
LAK 2012 - Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. ed. / Simon Buckingham Shum; Dragan Gasevic; Rebecca Ferguson. New York: Association for Computing Machinery, 2012. p. 14-15.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution

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AB - The wealth of data available through student management systems and eLearning systems has the potential to provide faculty with important, just-in-time information that may allow them to positively intervene with struggling students and/or enhance the learning experience during the delivery of a course. This information might also facilitate post-delivery review and reflection for faculty who wish to revise course design and content. But to be effective, this data needs to be appropriate to the context or pedagogical intent of the course - this is where learning analytics meets learning design.

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Where learning analytics meets learning design

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