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The learning analytics cycle: closing the loop effectively

Clow, Doug (2012). The learning analytics cycle: closing the loop effectively. In: LAK12: 2nd International Conference on Learning Analytics & Knowledge, 29 April - 2 May 2012, Vancouver, BC, p. 134.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1145/2330601.2330636
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Abstract

This paper develops Campbell and Oblinger's five-step model of learning analytics (Capture, Report, Predict, Act, Refine) and other theorisations of the field, and draws on broader educational theory (including Kolb and Schön) to articulate an incrementally more developed, explicit and theoretically-grounded Learning Analytics Cycle.

This cycle conceptualises successful learning analytics work as four linked steps: learners generating data that is used to produce metrics, analytics or visualisations. The key step is 'closing the loop' by feeding back this product to learners through one or more interventions.

This paper seeks to begin to place learning analytics practice on a base of established learning theory, and draws several implications from this theory for the improvement of learning analytics projects. These include speeding up or shortening the cycle so feedback happens more quickly, and widening the audience for feedback (in particular, considering learners and teachers as audiences for analytics) so that it can have a larger impact.

Item Type: Conference Item
Copyright Holders: 2012 ACM
Extra Information: LAK '12
Proceedings of the 2nd International Conference on Learning Analytics and Knowledge
Editors: Simon Buckingham Shum, Dragan Gasevic, Rebecca Ferguson
ACM New York, NY, USA ©2012
ISBN: 978-1-4503-1111-3
pp.134-138
Keywords: learning analytics; academic analytics, analytics; policy; feedback
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 34330
Depositing User: Doug Clow
Date Deposited: 12 Sep 2012 09:13
Last Modified: 23 Oct 2012 14:31
URI: http://oro.open.ac.uk/id/eprint/34330
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