Learning analytics support to teachers' design and orchestrating tasks
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- dc.contributor.author Amarasinghe, Ishari
- dc.contributor.author Michos, Konstantinos
- dc.contributor.author Crespi, Francsico
- dc.contributor.author Hernández Leo, Davinia
- dc.date.accessioned 2023-03-01T13:51:18Z
- dc.date.available 2023-03-01T13:51:18Z
- dc.date.issued 2022
- dc.description Data de publicació electrònica: 20 de juliol de 2022
- dc.description.abstract Background: Data-driven educational technology solutions have the potential to support teachers in different tasks, such as the designing and orchestration of collaborative learning activities. When designing, such solutions can improve teacher understanding of how learning designs impact student learning and behaviour; and guide them to refine and redesign future learning designs. When orchestrating educational scenarios, data-driven solutions can support teacher awareness of learner participation and progress and enhance real time classroom management. Objectives: The use of learning analytics (LA) can be considered a suitable approach to tackle both problems. However, it is unclear if the same LA indicators are able to satisfactorily support both the designing and orchestration of activities. This study aims to investigate the use of the same LA indicators for supporting multiple teacher tasks, that is, design, redesign and orchestration, as a gap in the existing literature that requires further exploration. Methods: In this study, first we refer to the previous work to study the use of different LA to support both tasks. Then we analyse the nature of the two tasks focusing on a case study that uses the same collaborative learning tool with LA to support both tasks. Implications: The study findings led to derive design considerations on LA support for teachers’ design and orchestrating tasks.
- dc.description.sponsorship This work has been partially funded by the Spanish Ministry of Science and Innovation and the National Research Agency (PID2020-112584RBC33/MICIN/AEI/10.13039/501100011033), and the Volkswagen Stiftung (Courage, ref. 95 566). D. Hernández-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia program.
- dc.format.mimetype application/pdf
- dc.identifier.citation Amarasinghe I, Michos K, Crespi F, Hernández-Leo D. Learning analytics support to teachers' design and orchestrating tasks. J Comput Assist Learn. 2022. 16 p. DOI: 10.1111/jcal.12711
- dc.identifier.doi http://dx.doi.org/10.1111/jcal.12711
- dc.identifier.issn 0266-4909
- dc.identifier.uri http://hdl.handle.net/10230/55996
- dc.language.iso eng
- dc.publisher Wiley
- dc.relation.ispartof Journal of Computer Assisted Learning. 2022. 16 p.
- dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-112584RBC33
- dc.rights This is the peer reviewed version of the following article: Amarasinghe I, Michos K, Crespi F, Hernández-Leo D. Learning analytics support to teachers' design and orchestrating tasks. J Comput Assist Learn. 2022. 16 p, which has been published in final form at http://dx.doi.org/10.1111/jcal.12711. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
- dc.rights.accessRights info:eu-repo/semantics/openAccess
- dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0/
- dc.subject.keyword computer-supported collaborative learning
- dc.subject.keyword learning analytics
- dc.subject.keyword learning design
- dc.subject.keyword orchestration
- dc.subject.keyword Pyramid collaborative learning flow pattern
- dc.subject.keyword scripts
- dc.title Learning analytics support to teachers' design and orchestrating tasks
- dc.type info:eu-repo/semantics/article
- dc.type.version info:eu-repo/semantics/publishedVersion