Analysing 157 Learning Designs using Learning Analytic approaches as a means to evaluate the impact of pedagogical decision-making
AbstractEducators continuously need to adapt to a shifting educational context, in order to advance educational objectives (Mor, Craft, & Hernández-Leo, 2013). Both the context and educational objectives are continuously changing, as the objectives set by society follow technological advancements. Whereas educators traditionally adapted their learning designs based upon their local practice, this might be problematic when used in a distance learning setting, where content is offered by various educators in different local settings. In a recent special issue on learning design in this journal, Mor, Ferguson, and Wasson (2015, p222) suggest that ‘teachers have the advantage of an intimidate knowledge of the context of the learning and the characteristics of the learners, ensuring that they produce a design that is fit for purpose’. In order to ‘scale up’ this intimidate knowledge of the learning, ‘research and practice in learning design aims to make the tacit practices of design for learning explicit, provide suitable textual, visual and computational representations to support these practices, and suitable tools to manipulate them and share them’ (ibid) . In this article we analyse the learning designs of courses studied by over 60000 students and make a first quantitative attempt at scrutinising these designs in order to better understand what activity types are used in different contexts, and how they relate to student outcomes. When educators have empirical evidence as to the impact of particular learning designs and / or student activities, they can use this information to improve course design and to share good practice across the institution.
Toetenel, Lisette <http://oro.open.ac.uk/view/person/lt5995.html> and Rienties, Bart <http://oro.open.ac.uk/view/person/bcr58.html> (2016). Analysing 157 Learning Designs using Learning Analytic approaches as a means to evaluate the impact of pedagogical decision-making. British Journal of Educational Technology (in press).