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Using learning design and learning analytics to empower teachers to meet students’ diverse needs

Rienties, Bart and Jones, Ann (2020). Using learning design and learning analytics to empower teachers to meet students’ diverse needs. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational Visions: The lessons from 40 years of innovation. London: Ubiquity Press, (In Press).

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Abstract

With the introduction of learning design in early 2000 and learning analytics in 2012, the OU has led the way in how teachers make complex decisions to design interactive courses, and how students can maximise their learning potential. The next obvious steps would be to include AI, personalisation, and student-led learning analytics to provide learning opportunities that meet the unique needs of each learner, but whether this would be technically feasible and pedagogically desirable will be discussed. In this chapter we will look at recent and future developments concerning the “holy trinity” of learning design, learning analytics, and how teachers can help institutions like the OU to ensure that our current and future students’ needs are met. Furthermore, we will reflect on the affordances and limitations of learning design and learning analytics to help teachers to adapt their teaching and learning practices to meet learners’ needs.

Item Type: Book Section
Academic Unit/School: Institute of Educational Technology (IET)
Research Group: Centre for Research in Education and Educational Technology (CREET)
OpenTEL
Item ID: 68152
Depositing User: Bart Rienties
Date Deposited: 18 Nov 2019 16:29
Last Modified: 13 Dec 2019 09:13
URI: http://oro.open.ac.uk/id/eprint/68152
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