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Setting learning analytics in context: overcoming the barriers to large-scale adoption

Ferguson, Rebecca; Clow, Doug; Macfadyen, Leah; Essa, Alfred; Dawson, Shane and Alexander, Shirley (2014). Setting learning analytics in context: overcoming the barriers to large-scale adoption. In: Proceedings of the Fourth International Conference on Learning Analytics And Knowledge, ACM pp. 251–253.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1145/2567574.2567592
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Abstract

Once learning analytics have been successfully developed and tested, the next step is to implement them at a larger scale – across a faculty, an institution or an educational system. This introduces a new set of challenges, because education is a stable system, resistant to change. Implementing learning analytics at scale involves working with the entire technological complex that exists around technology-enhanced learning (TEL). This includes the different groups of people involved – learners, educators, administrators and support staff – the practices of those groups, their understandings of how teaching and learning take place, the technologies they use and the specific environments within which they operate. Each element of the TEL Complex requires explicit and careful consideration during the process of implementation, in order to avoid failure and maximise the chances of success. In order for learning analytics to be implemented successfully at scale, it is crucial to provide not only the analytics and their associated tools but also appropriate forms of support, training and community building.

Item Type: Conference or Workshop Item
Copyright Holders: 2014 The Authors
ISBN: 1-4503-2664-1, 978-1-4503-2664-3
Keywords: administration; change management; higher education; implementation; learning analytics; ROMA; teaching; technology‐enhanced learning; TEL
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 42703
Depositing User: Doug Clow
Date Deposited: 11 May 2015 09:12
Last Modified: 09 Feb 2017 13:43
URI: http://oro.open.ac.uk/id/eprint/42703
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