Designing Technology-Enabled Instruction to Utilize Learning Analytics

Autor/inn/en	Davies, Randall; Nyland, Robert; Bodily, Robert; Chapman, John; Jones, Brian; Young, Jay
Titel	Designing Technology-Enabled Instruction to Utilize Learning Analytics
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 61 (2017) 2, S.155-161 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-016-0131-7
Schlagwörter	Technology Uses in Education; Computer Assisted Instruction; Instructional Design; Educational Research; Information Management; Instructional Systems + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsforschung; Pädagogische Forschung; Procurement of information; Informationsbeschaffung; Unterrichtsorganisation
Abstract	A key notion conveyed by those who advocate for the use of data to enhance instruction is an awareness that learning analytics has the potential to improve instruction and learning but is not currently reaching that potential. Gibbons (2014) suggested that a lack of learning facilitated by current technology-enabled instructional systems may be due in part to the natural tendency of many designers to focus on the surface layers of instruction (i.e., the content and control layers), while failing to adequately design the internal (less visible) aspects (e.g., the data management layer). In this paper, we outline phases in the design process related to the data management layer that should be considered when integrating learning analytics into a technology-enabled learning system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01