| 45016 |
Creator |
c9d52ef4a11ad1277436a89c20d0a5d4 |
| 45016 |
Creator |
f037b91553d4d0d207f3e2fe9751bb02 |
| 45016 |
Date |
2016-09-01 |
| 45016 |
Is Part Of |
p14678535 |
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Is Part Of |
repository |
| 45016 |
abstract |
Educators need to change their practice to adapt to a shifting educational context.
By visualising learning design decisions, this article highlights the need to capture
educators' “tacit” knowledge relating to course material, activity types and workload,
through employing learning analytics methods in order to analyse the learning designs
of courses taken by 60,000+ students, common pedagogical patterns are identified.
When analysing 157 learning designs using a taxonomy of seven different learning activities,
we found that the majority of educators used two types of learning activities most
widely, namely assimilative activities (reading, watching videos and listening to
audio) and assessment activities. Surprisingly, educators do not choose different
activity types based upon function (eg, replace one type of student-activating activity
by another), but patterns can be seen where educators combine assimilative, productive
and assessment activities or assimilative, finding and handling information and communication
tasks. While educators rely heavily on assimilative and assessment activities, no
positive correlation was found between any of the seven learning design activity types
and student outcomes. Our initial findings suggest that student outcomes are negatively
correlated with a high proportion of assimilative activities. Further studies are
needed to establish whether particular learning design decisions are related to student
outcomes and whether these findings can be replicated in different research settings. |
| 45016 |
authorList |
authors |
| 45016 |
issue |
5 |
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status |
peerReviewed |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/387080 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/387519 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/387520 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/387521 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/387522 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/387523 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/387524 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/388660 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/412994 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/412999 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/413000 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/413001 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/413002 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/413003 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/413063 |
| 45016 |
uri |
http://data.open.ac.uk/oro/document/651989 |
| 45016 |
volume |
47 |
| 45016 |
type |
AcademicArticle |
| 45016 |
type |
Article |
| 45016 |
label |
Toetenel, Lisette and Rienties, Bart (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, 47(5) pp. 981–992.
|
| 45016 |
label |
Toetenel, Lisette and Rienties, Bart (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, 47(5) pp. 981–992. |
| 45016 |
Title |
Analysing 157 learning designs using learning analytic approaches as a means to evaluate
the impact of pedagogical decision-making |
| 45016 |
in dataset |
oro |