Applying and translating learning design and analytics approaches across borders

Rienties, Bart; Balaban, Igor; Divjak, Blazenka; Grabar, Darko; Svetec, Barbi and Vondra, Petra (2023). Applying and translating learning design and analytics approaches across borders. In: Viberg, Olga and Grönlund, Åke eds. Practicable Learning Analytics. Advances in Analytics for Learning and Teaching. Cham: Springer, pp. 35–53.

DOI: https://doi.org/10.1007/978-3-031-27646-0_3

Abstract

The Open University UK has been designing, implementing, and evaluating its OU Learning Design Initiative (OULDI) for over 15 years. Since 2015 a range of learning analytics (LA) studies and practical intervention studies have shown that these learning design (LD) decisions made by educators substantially influence what, how and when students are learning. However, applying and translating OULDI and LA in other institutions and borders is not a mere copy-paste job, and over the years OULDI been adopted and refined in a range of institutions. In this contribution we aim to reflect on how the principles and practical approaches of OULDI and LA need to be adjusted to fit other institutions and approaches. In several EU projects working with 64 practitioners from ten institutions from nine countries, University of Zagreb has critically reflected on the OULDI approach as well as other LD approaches, and altered several substantial elements in a newly designed Balanced Design Planning (BDP) approach. The lessons learned of applying and translating LD and LA approaches could help to inform educators how to use existing LD and LA approaches and adapt them to their institutional needs.

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