Dawson, Shane

Gasevic, Dragan

Pardo, Abelardo

The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach to advancing our understanding of the learning process. This promise motivated the emergence of the field of learning analytics and pushed the education sector towards increased application of data for strategic decision-making. This paper addresses a commonly posed question asked by educators, managers, and administrators embarking on learning analytics in higher education – how do we start institutional learning analytics adoption? The paper first defines learning analytics and touches on lessons learned from some well-known case studies. The paper then reviews the current state of institutional adoption of learning analytics by examining evidence produced in several studies conducted worldwide. The paper next outlines directions for learning analytics adoption that should enable for a system-wide institutional transformation. The paper concludes with a summary of critical challenges that require attention in order for learning analytics to make a long-term impact on research and practice of learning and teaching. The paper emphasizes that learning analytics cannot be reduced to a simplistic rhetoric of quick technological fixes. Rather, learning analytics advocates for holistic approaches that account for and support complexities associated with specific characteristics of different educational systems and institutions

Edinburgh Research Explorer

How do we start? Sate and directions of learning analyics adoption

https://www.pure.ed.ac.uk/ws/files/30835280/dragan_la_report_cc_licence.pdf

How do we start? Sate and directions of learning analyics adoption

Abstract

Similar works

Full text

Available Versions

Edinburgh Research Explorer