Three paths for learning analytics and beyond: moving from rhetoric to reality

Paper


Beer, Colin, Tickner, Rolley and Jones, David. 2014. "Three paths for learning analytics and beyond: moving from rhetoric to reality." Hegarty, Bronwyn, McDonald, Jenny and Loke, Swee-Kin (ed.) 31st Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2014): Rhetoric and Reality: Critical Perspectives on Educational Technology. Dunedin, New Zealand 23 - 26 Nov 2014 Sydney, Australia.
Paper/Presentation Title

Three paths for learning analytics and beyond: moving from rhetoric to reality

Presentation TypePaper
AuthorsBeer, Colin (Author), Tickner, Rolley (Author) and Jones, David (Author)
EditorsHegarty, Bronwyn, McDonald, Jenny and Loke, Swee-Kin
Journal or Proceedings TitleProceedings of the 31st Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2014)
ERA Conference ID42391
Number of Pages9
Year2014
Place of PublicationSydney, Australia
ISBN9780473307509
Web Address (URL) of Paperhttp://ascilite2014.otago.ac.nz/files/fullpapers/185-Beer.pdf
Conference/Event31st Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2014): Rhetoric and Reality: Critical Perspectives on Educational Technology
Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education
Event Details
Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education
ASCILITE
Rank
C
C
C
C
C
C
Event Details
31st Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2014): Rhetoric and Reality: Critical Perspectives on Educational Technology
Event Date
23 to end of 26 Nov 2014
Event Location
Dunedin, New Zealand
Abstract

There is growing rhetoric about the potential of learning analytics in higher education. There is concern about what the growing hype around learning analytics will mean for the reality. Will learning analytics be a repeat of past mistakes where technology implementations fail to move beyond a transitory fad and provide meaningful and sustained contributions to learning and teaching? How can such a fate be avoided? This paper identifies three paths that learning analytics implementations might take, with particular consideration to their likely impact on learning and teaching. An ongoing learning analytics project – currently used by hundreds of teaching staff to at a regional Australian university is examined in relation to the three paths, and some implications, challenges and future directions are discussed.

Keywordslearning analytics; learning; teaching; data; complexity; bricolage; higher education research
ANZSRC Field of Research 2020390405. Educational technology and computing
390303. Higher education
390409. Learning sciences
Public Notes

© 2014 ascilite, and the authors of individual articles. This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.

Byline AffiliationsCentral Queensland University
School of Teacher Education and Early Childhood
Institution of OriginUniversity of Southern Queensland
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