This special issue, edited by Yishay Mor, Barbara Wasson and myself, developed from an Alpine Rendezvous workshop we ran in 2013 that dealt with the connections between learning design, learning analytics and teacher inquiry.
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.
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
VOL 46; NUMB 2 (2015)
Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action
Mor, Y.; Ferguson, R.; Wasson, B.
Informing learning design with learning analytics to improve teacher inquiry
Persico, D.; Pozzi, F.
A method for teacher inquiry in cross-curricular projects: Lessons from a case study
Avramides, K.; Hunter, J.; Oliver, M.; Luckin, R.
Supporting teachers in data-informed educational design
McKenney, S.; Mor, Y.
Forward-oriented designing for learning as a means to achieve educational quality
Ghislandi, P. M.; Raffaghelli, J. E.
Analysing content and patterns of interaction for improving the learning design of networked learning environments
Haya, P. A.; Daems, O.; Malzahn, N.; Castellanos, J.; Hoppe, H. U.
How was the activity? A visualization support for a case of location-based learning design
Melero, J.; Hernndez-Leo, D.; Sun, J.; Santos, P.; Blat, J.
Scripting and monitoring meet each other: Aligning learning analytics and learning design to support teachers in orchestrating CSCL situations
Rodrguez-Triana, M. J.; Martnez-Mons, A.; Asensio-Prez, J. I.; Dimitriadis, Y.
Mor, Yishay, Ferguson, Rebecca, & 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), 221-229.