dc.contributor.author |
Gunn, Catherine |
en |
dc.contributor.author |
McDonald, J |
en |
dc.contributor.author |
Donald, Leonie |
en |
dc.contributor.author |
Milne, J |
en |
dc.contributor.author |
Nichols, M |
en |
dc.contributor.author |
Heinrich, E |
en |
dc.contributor.editor |
Reiners, T |
en |
dc.contributor.editor |
von Konsky, BR |
en |
dc.contributor.editor |
Gibson, D |
en |
dc.contributor.editor |
Chang, V |
en |
dc.contributor.editor |
Irving, L |
en |
dc.contributor.editor |
Clarke, K |
en |
dc.coverage.spatial |
Perth, Australia |
en |
dc.date.accessioned |
2016-01-07T20:35:53Z |
en |
dc.date.issued |
2015 |
en |
dc.identifier.citation |
Globally connected, digitally enabled. Proceedings ascilite 2015, 2015, pp. 672 - 675 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/27906 |
en |
dc.description.abstract |
A growing body of literature identifies learning analytics as an emergent field of research that can deepen our understanding of learning and inform learning design practice. However, realizing the potential is not straightforward, as even defining learning analytics is vexed. For teachers and learning designers, the practical issue of how to engage with learning analytics data is problematic. This discussion paper begins by outlining the background to learning analytics at a practice level. Next, we introduce learning analytics frameworks, and one in particular that serves our aim to develop a guide for practitioners wishing to engage with learning analytics for different purposes. We will develop and refine the guide by mapping it to case-studies at NZ tertiary institutions, and through discussion with practitioners internationally. Our goal is to make analytics data more accessible and useful to teachers, learning designers and institutions |
en |
dc.description.uri |
http://www.2015conference.ascilite.org/ |
en |
dc.relation.ispartof |
ascilite 2015 |
en |
dc.relation.ispartofseries |
Globally connected, digitally enabled. Proceedings ascilite 2015 |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
https://creativecommons.org/licenses/by/4.0/ |
en |
dc.title |
A practitioner’s guide to learning analytics |
en |
dc.type |
Conference Item |
en |
pubs.begin-page |
672 |
en |
pubs.author-url |
http://www.2015conference.ascilite.org/wp-content/uploads/2015/11/ascilite-2015-proceedings.pdf |
en |
pubs.end-page |
675 |
en |
pubs.finish-date |
2015-12-02 |
en |
pubs.start-date |
2015-11-29 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.subtype |
Proceedings |
en |
pubs.elements-id |
512202 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Curriculum and Pedagogy |
en |
pubs.org-id |
Engineering |
en |
pubs.org-id |
Engineering Admin |
en |
pubs.record-created-at-source-date |
2015-12-09 |
en |