The use of learning analytics in ICT-rich learning environments assists teachers to (re)design their learning scenarios. Teacher inquiry is a process of intentional and systematic research of teachers into their students´ learning. When teachers work in small groups or communities and present results of their practice more interpretations are generated around the use and meaning of this data. In this workshop paper we present preliminary research about four dimensions of learning analytics (engagement, ...
The use of learning analytics in ICT-rich learning environments assists teachers to (re)design their learning scenarios. Teacher inquiry is a process of intentional and systematic research of teachers into their students´ learning. When teachers work in small groups or communities and present results of their practice more interpretations are generated around the use and meaning of this data. In this workshop paper we present preliminary research about four dimensions of learning analytics (engagement, assessment, progression, satisfaction), and their visualization as teaching analytics, that are hypothesized to be relevant to help teachers in the (re)design of their learning scenarios. Moreover, we evaluate teachers’ acceptance of exchanging these types of analytics within their teaching community. A workshop for blended MOOCs design (N=20 participants) showed that although all the analytics dimensions were valuable, assessment data was the most useful dimension for (re)designing while data about the engagement of students was the less useful. Educational practitioners also showed interest in knowing a combination of specific data (e.g. achievements related with the satisfaction of students). Last, most participants expressed their willingness to share visual learning analytics related to their designs with their colleagues. The role of contextual information to interpret the learning analytics was recognized as important.
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