Analytics-Enabled Teaching as Design: Reconceptualisation and Call for Research

Abstract

As a human-centred educational practice and field of research, learning analytics must account for key stakeholders in teaching and learning. The focus of this paper is on the role of institutions to support teachers to incorporate learning analytics into their practice by understanding the confluence of internal and external factors that influence what they do. In this paper, we reconceptualise `teaching as design' for `analytics-enabled teaching as design' to shape this discussion to allow for the consideration of external factors, such as professional learning or ethical considerations of student data, as well as personal considerations, such as data literacy and teacher beliefs and identities. In order to address the real-world challenges of progressing teachers' efficacy and capacity toward analytics-enabled teaching as design, we have placed the teacher - as a cognitive, social, and emotional being - at the center. In so doing, we discuss potential directions towards research for practice in elucidating underpinning factors of teacher inquiry in the process of authentic design.

Arts, Education & Law Group, Griffith Institute of Higher Education

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