Challenges of Learning Analytics Execution in the Educational System

Challenges of Learning Analytics Execution in the Educational System

Manoj Kumar Singh (Mekelle University, Ethiopia)
DOI: 10.4018/978-1-5225-5369-4.ch003

Abstract

Education for the twenty-first century continues to promote discoveries in the field through learning analytics. The problem is that the rapid embrace of learning analytics diverts educators' attention from clearly identifying requirements and implications of using learning analytics in higher education. Learning analytics is a promising emerging field, yet higher education stakeholders need to become further familiar with issues related to the use of learning analytics in higher education. This chapter addresses the above problem and design of learning analytics implementations: the practical shaping of the human tactics involved in taking on and using analytic equipment, records, and reviews as part of an educational enterprise. This is an overwhelming but equally essential set of design choices from the ones made within the advent of the learning analytics structures themselves. Finally, this chapter's implications for learning analytics teachers and students and areas requiring further studies are highlighted.
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Implementations Of Learning Analytics

This chapter makes a specialty of the elements shaping how getting to know analytics are encouraged and mobilized for effective use by instructors, learning analytics designers, and students. The act of introducing learning analytics into an academic environment is called a studying analytics implementation. While the time period “learning analytics intervention” has also been used in the past, it is a narrower label that implies getting to know analytics use as an interruption to everyday studying practices that occurs at a selected point in time to cope with a hassle. Implementation is preferred as an extra fashionable term that still consists of ongoing learning analytics use as a sustained relaxation integrated into habitual learning analytics practices.

Learning analytics implementation layout is then described globally as the purposeful framing of hobby surrounding how analytic tools, records, and reports are taken up and used as part of an academic enterprise. Specifically, it addresses questions of who must have get admission to to particular forms of analytic data, when the analytics have to be consulted, for what purposes, and the way the analytics feed again into the larger educational methods taking region. The technique of using mastering analytics involves making experience of the facts supplied and taking movement based on it. While analytics are often advanced for trendy use across a vast variety of situations, the solution to questions of that means and motion are inherently neighborhood. Correspondingly, the design of learning analytics implementations desires to be greater touchy to the immediate learning context than the layout of mastering analytics gear. This is seen in several well-documented demanding situations in the usage of analytics to inform instructional decision-making at the level of interpretation as well as at subsequent levels of taking motion.

At the extent of interpretation, two important demanding situations are the ones of context and priorities. The venture of context refers to the reality that analytics are inherently abstracted representations of past interest. Interpreting those representations to inform future interest requires an understanding of the functions and approaches of the mastering pastime wherein they had been generated and an average by means of which to attach the analytics to those.

The assignment of priorities refers to how users assign relative cost to the form of analytic feedback to be had. Particular components of analytic remarks may be greater or less important at exceptional points inside the getting to know method and distinctive analytics can offer records that show divergent interpretations that need to be reconciled (Wise, 2014).

At the degree of taking action, two critical worries are the ones of possible options and enacting change. The venture of viable options refers to the fact that analytics offer a retrospective lens to evaluate beyond interest, however this doesn't continually without delay suggest what moves can be taken within the destiny to trade the state of affairs. The mission of enacting alternate refers back to the question of ways and on what timeline these moves (as soon as recognized) should occur. Change does now not arise instantly incremental improvement and intermediate tiers of progress need to be considered.

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