Building an evidence base for teaching and learning design using learning analytics: Project report

Abstract

Building an evidence base for teaching and learning design using learning analytics was a two-year research project that aimed to promote positive changes to tertiary teaching and learning design practice. Recent developments have made the prospect of using students’ digital footprints to inform teaching and course design more realistic. However, a gap between research and practice needs to be addressed for this to happen. Changing established practice to reap the benefits of technology-fuelled innovations is a complex task that requires a systematic approach, and involves multiple stakeholders in institutions where teaching is core business. Policies and acceptable use guidelines need to be written and synergies between policy and practice encouraged. Professional development and support, data access, analysis and reporting tools are also required. More importantly, evidence of the potential benefits and practical strategies to implement change must be available to teachers who are expected to take ownership of that change. Collaboration is a key to success for such initiatives.