Authors:
Atezaz Ahmad
1
;
Jan Schneider
1
;
Marcel Schmitz
2
;
Daniel Schiffner
1
and
Hendrik Drachsler
1
;
3
Affiliations:
1
DIPF - Leibniz Institute for Research and Information in Education, Frankfurt, Germany
;
2
Zuyd University of Applied Sciences, Heerlen, Netherlands
;
3
Institute for Computer Science, Goethe University, Frankfurt, Germany
Keyword(s):
Learning Analytics, Learning Design, Learning Activities, Indicators, Pedagogies, Discourse Analysis, Thematic Analysis, Co-Designing, Comparative Study.
Abstract:
Learning Design (LD) is the strategic orchestration of educational components to create a rewarding experience for students and educators. Adapting it to real-world scenarios with evolving technologies, like learning analytics (LA), adds complexity but offers the potential for enhanced learning outcomes and engagement. Prior research highlights the growing importance of LA in informing LD decisions. The FoLA 2 method offers a collaborative approach to course design considering LA implications. This study pursues two primary objectives. Firstly, to enhance the FoLA2 method by granting course designers access to the Open Learning Analytics Indicator Repository (OpenLAIR) that facilitates visual connections between LD pedagogies, LD-LA activities, LA indicators and their metrics. Secondly, to explore how novice and expert groups utilize the FoLA2 methodology to design a course in Technology Enhanced Learning. The findings indicate that Open-LAIR aided both groups while designing the cou
rse. Moreover, findings show that the design of novice and expert groups aligns at a fundamental level on how theory needs to be communicated and then diverges in the practical application of it where novices prioritized pedagogy and activity design, while experts focused more on data harvesting and LA application.
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