Learning analytics and Instructional Design

1. Learning analyticsandInstructional Design Jeroen Donkers Maastricht University SURF SIG-LA

2. Assumption: technology is not the problem

3. Learning Analytics • Twomainmotivationsforlearninganalytics: • Improve the quality of teaching • Improve the quality of learning

4. Instructional Design • Twomeanings(Reigeluth, 1983): • Design as a product • (whatshould the instructionbelike) • Design as a process • (howto make itthat way) • Basic assumption: • We knowwhenandhowinstructionalmethodswork

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

6. Instructional Design

7. 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).

8. Learning Analytics Cycle DougClow (2012)

9. ID and LA learninganalytics as instrument in instruction Instructional Design Learning Analytics learninganalyticsfeeds instructional design process

10. LA LA LA LA LA LA LA

11. Someexamples (quick snapshots)

15. Brainhoney, teacher dashbaord

18. Students’ interest in lecture Students’ activity in class

19. 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

20. 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

21. Hands on!