![event20image1](/assets/Knowledge-centre/NPF-15-008-Building-an-Evidence-Base-for-Teaching-and-Learning-Design-Using-Learning-Analytics-Data/event20image1__FillWzY2MCw0NTBd.jpg)
Building an evidence-base for teaching and learning design using learning analytics data
Status
Completed: 1 November 2017
Project Details
A two-year action-research project to identify how teachers and designers can use learning analytics data to more effectively design e-learning tasks. A collaboration involving The University of Auckland, Massey University and The Open Polytechnic of New Zealand.
Aims:
The overall aim of the project was to give teachers and designers a way to translate learning analytics data into effective e-learning design.
The project's outputs include:
- a taxonomy of learning analytics data collected by common e-learning systems with guidelines for use of this information in teaching and learning design
- design frameworks, reusable digital resources including online tutorials and templates and case study examples for the use of learning analytics data as an input to learning design
- a series of interactive workshops on the extraction and use of learning analytics data for tertiary teachers and learning designers
- journal articles and conference papers describing the contribution of learning analytics data to teaching and course design and to the field of learning technology research
- communication and dissemination strategies designed to encourage extensive use of the taxonomy and design information provided by learning analytics data
- policy recommendations to promote the use of learning analytics data in teaching and learning design.
Methodology:
The methodology of the research project involved:
- identifying the learning analytics data currently available through common learning management systems such as Moodle or BlackBoard and e-learning tools such as peer and online assessment and tutorial dialogue systems
- generating and disseminating a taxonomy of analytics data to guide educators towards selection of data appropriate to the questions they want to answer or explore
- distinguishing which analytics data can illuminate the relationship between learning design, ie, a teaching plan with intentions and assumptions about what students will learn; intermediate learning outcomes, ie, learning strategies, engagement in activities and construction of new knowledge; and final learning outcomes, ie, what students can demonstrate they have learned.
- initiating sustainable changes in practice within the academic institutions represented by the research team and promoting similar changes in others.
Team
![the university of auckland](/assets/Organisation-logos/the-university-of-auckland__FillWzI1MCwyNTBd.png)
Associate Professor Cathy Gunn
Project Co-leader
The University of Auckland![the university of auckland](/assets/Organisation-logos/the-university-of-auckland__FillWzI1MCwyNTBd.png)
Dr Jenny McDonald
Project Co-leader
The University of Auckland![the university of auckland](/assets/Organisation-logos/the-university-of-auckland__FillWzI1MCwyNTBd.png)
Dr Claire Donald
The University of Auckland![the university of auckland](/assets/Organisation-logos/the-university-of-auckland__FillWzI1MCwyNTBd.png)
Dr Marion Blumenstein
The University of Auckland![open polytechnic](/assets/Organisation-logos/open-polytechnic__FillWzI1MCwyNTBd.png)
Dr Mark Nichols
The Open Polytechnic of New Zealand![massey university](/assets/Organisation-logos/massey-university__FillWzI1MCwyNTBd.png)
John Milne
Massey UniversityStatus
Funding
$304,931.00 (excl GST)
Key Findings
Key Recommendations
This report describes the research approach and methods, the extent to which goals were achieved within the two-year time frame, and ongoing activities related to the project.
- 31 October 2017
Six case studies of early adopters of learning analytics practice in New Zealand tertiary institutions.
- 31 October 2017