A Stakeholder Informed Professional Development Framework to Support Engagement with Learning Analytics

被引：8
|
作者：
Gray, Geraldine [1 ]
Schalk, Ana [1 ]
Rooney, Pauline [2 ]
Lang, Charles [3 ]
机构：
[1] Technol Univ Dublin, Dublin, Ireland
[2] Trinity Coll Dublin, Dublin, Ireland
[3] Columbia Univ, Teachers Coll, New York, NY 10027 USA
来源：
LAK21 CONFERENCE PROCEEDINGS: THE ELEVENTH INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS & KNOWLEDGE | 2021年
关键词：
Learning analytics; continuous professional development; stakeholder perspectives; higher education; SIZE;
D O I：
10.1145/3448139.3448162
中图分类号：
TP39 [计算机的应用];
学科分类号：
081203 ; 0835 ;
摘要：
This paper reports on a study aimed at identifying training requirements for both staff and students in higher education to enable more widespread use of learning analytics. Opinions of staff and students were captured through ten focus groups (37 students; 40 staff) and two surveys (1,390 students; 160 staff). Participants were predominantly from two higher education institutions in Ireland. Analysis of the results informed a framework for continuous professional development in learning analytics focusing on aspects of using data, legal and ethical considerations, policy, and workload. The framework presented here differentiates between the training needs of students, academic staff and professional services staff.
引用
收藏
页码：237 / 247
页数：11
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