A Strategy for Incorporating Learning Analytics into the Design and Evaluation of a K-12 Science Curriculum

Autor/inn/en	Monroy, Carlos; Rangel, Virginia Snodgrass; Whitaker, Reid
Titel	A Strategy for Incorporating Learning Analytics into the Design and Evaluation of a K-12 Science Curriculum
Quelle	In: Journal of Learning Analytics, 1 (2014) 2, S.94-125 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Elementary Secondary Education; Science Education; Science Curriculum; Educational Research; Data Collection; Data Analysis; Visualization; Inquiry; School Districts; Educational Technology; Technology Uses in Education; Integrated Learning Systems; Use Studies; Instructional Program Divisions; Observation; Texas + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bildungsforschung; Pädagogische Forschung; Data capture; Datensammlung; Auswertung; Visualisation; Visualisierung; School district; Schulbezirk; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerschulung; Beobachtung
Abstract	In this paper, we discuss a scalable approach for integrating learning analytics into an online K-12 science curriculum. A description of the curriculum and the underlying pedagogical framework is followed by a discussion of the challenges to be tackled as part of this integration. We include examples of data visualization based on teacher usage data along with a methodology for examining an inquiry-based science program. With more than one million students and fifty thousand teachers using the curriculum, a massive and rich dataset is continuously updated. This repository depicts teacher and student usage, and offers exciting opportunities to leverage data to improve both teaching and learning. In this paper, we use data from a medium-sized school district, comprising 53 schools, 1,026 teachers, and nearly one-third of a million curriculum visits during the 2012-2013 school year. This growing dataset also poses technical challenges such as data storage, complex aggregation, and analyses with broader implications for pedagogy, big data, and learning. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01