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Setting learning analytics in context: overcoming the barriers to large-scale adoption

Setting learning analytics in context: overcoming the barriers to large-scale adoption Setting Learning Analytics in Context: Overcoming the Barriers to Large-Scale Adoption Rebecca Ferguson1, Doug Clow1, Leah Macfadyen2, Alfred Essa3, Shane Dawson4, Shirley Alexander 5 Institute of Educational Technology The Open University Milton Keynes MK7 6AA, UK +44-1908-654956 Faculty of Arts, The University of British Columbia Buchanan C110, 1866 Main Mall Vancouver, BC Canada, V6T 1Z1 +1 604 809 5013 firstname.surname@open.ac.uk leah.macfadyen@ubc.ca Alfred Essa Learning and Teaching Unit Adelaide South Australia 5001 Australia Deputy Vice Chancellor 15 Broadway Ultimo, NSW Australia VP, R&D and Analytics McGraw-Hill Education Boston USA University of South Australia University of Technology, Sydney Alfred.essa@mheducation.com Shane.Dawson@unisa.edu.au Shirley.Alexander@uts.edu.au ABSTRACT Once learning analytics have been successfully developed and tested, the next step is to implement them at a larger scale ­ across a faculty, an institution or an educational system. This introduces a new set of challenges, because education is a stable system, resistant to change. Implementing learning analytics at scale involves working with the entire technological complex that exists around technology-enhanced learning (TEL). This includes the different groups of people involved ­ learners, educators, administrators and support staff ­ the practices of those groups, their understandings of how teaching and learning take place, the technologies they use http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Setting learning analytics in context: overcoming the barriers to large-scale adoption

Association for Computing Machinery — Mar 24, 2014

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References (38)

Datasource
Association for Computing Machinery
Copyright
Copyright © 2014 by ACM Inc.
ISBN
978-1-4503-2664-3
doi
10.1145/2567574.2567592
Publisher site
See Article on Publisher Site

Abstract

Setting Learning Analytics in Context: Overcoming the Barriers to Large-Scale Adoption Rebecca Ferguson1, Doug Clow1, Leah Macfadyen2, Alfred Essa3, Shane Dawson4, Shirley Alexander 5 Institute of Educational Technology The Open University Milton Keynes MK7 6AA, UK +44-1908-654956 Faculty of Arts, The University of British Columbia Buchanan C110, 1866 Main Mall Vancouver, BC Canada, V6T 1Z1 +1 604 809 5013 firstname.surname@open.ac.uk leah.macfadyen@ubc.ca Alfred Essa Learning and Teaching Unit Adelaide South Australia 5001 Australia Deputy Vice Chancellor 15 Broadway Ultimo, NSW Australia VP, R&D and Analytics McGraw-Hill Education Boston USA University of South Australia University of Technology, Sydney Alfred.essa@mheducation.com Shane.Dawson@unisa.edu.au Shirley.Alexander@uts.edu.au ABSTRACT Once learning analytics have been successfully developed and tested, the next step is to implement them at a larger scale ­ across a faculty, an institution or an educational system. This introduces a new set of challenges, because education is a stable system, resistant to change. Implementing learning analytics at scale involves working with the entire technological complex that exists around technology-enhanced learning (TEL). This includes the different groups of people involved ­ learners, educators, administrators and support staff ­ the practices of those groups, their understandings of how teaching and learning take place, the technologies they use

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