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dc.contributor.authorIfenthaler, D.
dc.contributor.authorGibson, David
dc.contributor.authorDobozy, E.
dc.identifier.citationIfenthaler, D. and Gibson, D. and Dobozy, E. 2017. The synergistic and dynamic relationship between learning design and learning analytics, in Partridge, H. and Davis, K. and Thomas, J. (eds), Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Dec 4-6 2017, pp. 112-116. Toowoomba, Queensland: ASCILITE.

The synergistic relationship between learning design and learning analytics has the potential for improving learning and teaching in near real-time. The potential for integrating the newly available and dynamic information from ongoing analysis into learning design requires new perspectives on learning and teaching data processing and analysis as well as advanced theories, methods, and tools for supporting dynamic learning design processes. Three perspectives of learning analytics design provide summative, real-time, and predictive insights. In a case study with 3,550 users, the navigation sequence and network graph analysis demonstrate the potential of learning analytics design. The study aims to demonstrate how the analysis of navigation patterns and network graph analysis could inform the learning design of self-guided digital learning experiences. Even with open-ended freedom, only 608 sequences were evidenced by learners out of a potential number of hundreds of millions of sequences. Advancements of learning analytics design have the potential for mapping the cognitive, social and even physical states of the learner and optimise their learning environment on the fly.

dc.titleThe synergistic and dynamic relationship between learning design and learning analytics
dc.typeConference Paper
dcterms.source.titleASCILITE 2017
curtin.departmentLearning Futures
curtin.accessStatusOpen access
curtin.facultyCurtin Learning and Teaching (CLT)

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