The rapid growth in data generated and collected during educational activities has great potential to inform how we teach and learn. In creating data-informed learning environments, campuses can generate synergies between learning analytics and learning design that allow for real-time adjustment and long-term iterative improvement of digital and classroom-based learning environments.
Data collected in the course of learning activities offers the appealing opportunity for educators to understand how students actually engage in the academic experiences designed for them. This provides a more detailed, comprehensive, and (relatively) impartial version of the kind of classroom feedback that instructors have relied on informally for years. The availability of real-time diagnostic information can support instructors in making responsive adjustments to their teaching in the moment and lead to iterative improvements in learning designs over the long term.
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Scooped by
Kim Flintoff
onto Learning Analytics, Educational Data Mining, Adaptive Learning November 9, 2016 5:05 PM
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