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Learning analytics and Instructional Design. Jeroen Donkers Maastricht University SURF SIG-LA. Assumption : technology is not the problem. Learning Analytics. Two main motivations for learning analytics : Improve the quality of teaching Improve the quality of learning.

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learning analytics and instructional design

Learning analyticsandInstructional Design

Jeroen Donkers

Maastricht University

SURF SIG-LA

learning analytics
Learning Analytics
  • Twomainmotivationsforlearninganalytics:
  • Improve the quality of teaching
  • Improve the quality of learning
instructional design
Instructional Design
  • Twomeanings(Reigeluth, 1983):
    • Design as a product
      • (whatshould the instructionbelike)
    • Design as a process
      • (howto make itthat way)
  • Basic assumption:
      • We knowwhenandhowinstructionalmethodswork
instructional design1
Instructional Design

A schematicoverview of the 4C/ID model(Van Merriënboer & Kirschner, 2008)

instructional design3
Instructional Design
  • Instructional development models, regardless of the form a model may take, prescribe a process of systematically designing, sequencing, implementing, evaluating and constantly monitoring instruction with the intent of improving its quality and effectiveness, and thereby enhancing learning (Gustafson, 1991).
id and la
ID and LA

learninganalytics as

instrument in instruction

Instructional Design

Learning

Analytics

learninganalyticsfeeds instructional design process

slide10

LA

LA

LA

LA

LA

LA

LA

slide18

Students’ interest in lecture

Students’ activity in class

scenarios
Scenarios
  • 4 scenarios
  • 8 groups
  • Work out a design for the scenario, applying learning analytics
  • Discuss on pro’s, con’s, risks
  • Two rounds – rotate between tables
  • Plenary debrief
drives on id and la
Drives on ID and LA

More personalization

Improvequality of education

Domain

ID and LA

Individual

student

Student

groups

micro

macro

Educational culture

Resources

IT

Student

oriented

Teacher

oriented