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Editorial: Learning design, teacher inquiry into student learning and learning analytics: a call for action

Mor, Yishay; Ferguson, Rebecca and Wasson, Barbara (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: a call for action. British Journal of Educational Technology, 46(2) pp. 221–229.

DOI (Digital Object Identifier) Link: https://doi.org/10.1111/bjet.12273
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Abstract

This special issue deals with three areas. Learning design is the practice of devising effective learning experiences aimed at achieving defined educational objectives in a given context. Teacher inquiry is an approach to professional development and capacity building in education in which teachers study their own and their peers’ practice. Learning analytics use data about learners and their contexts to understand and optimise learning and the environments in which it takes place. Typically, these three – design, inquiry and analytics – are seen as separate areas of practice and research. In this issue, we show that the three can work together to form a virtuous circle. Within this circle, learning analytics offers a powerful set of tools for teacher inquiry, feeding back into improved learning design. Learning design provides a semantic structure for analytics, whereas teacher inquiry defines meaningful questions to analyse.

Item Type: Article
Copyright Holders: 2015 British Educational Research Association
ISSN: 1467-8535
Extra Information: Special Issue: Teacher-led Inquiry and Learning Design
Keywords: learning analytics; learning design; teacher inquiry
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)
Item ID: 43321
Depositing User: Rebecca Ferguson
Date Deposited: 02 Jun 2015 08:34
Last Modified: 07 Feb 2017 20:53
URI: http://oro.open.ac.uk/id/eprint/43321
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