Action-oriented, Accountable, and Inter(Active) Learning Analytics for Learners

This short paper describes our developing theorizing around the nature of learning analytics, and specifically ‘learning analytics for learners’. We describe a value sensitive, participatory, design process for the development of a learning platform and learning analytics. Preliminary design sessions with students illustrate the approach we have taken to developing analytics in one masters level course at the University of Technology Sydney. We highlight ‘three As’ in our approach. We argue that: (A1) learning analytics for learners should be action oriented, with a focus on process-based analytics that lead to actionable insight; (A2) accountable, supporting sensemaking around learning data across stakeholders; and (A3) (inter)active, involving students in understanding their own learning through analysis of processes (per A1), made visible and accessible to them (per A2), and in which they have a say. We thus argue that engaging students in participatory design of learning analytics and their platforms is a key potential of LAL.

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