Are We Living in La (P)LA Land? Reporting on the Practice of 30 STEM Tutors in Their Use of a Learning Analytics Implementation at The Open University

Autor/inn/en	Olney, Tom; Walker, Steve; Wood, Carlton; Clarke, Anactoria
Titel	Are We Living in La (P)LA Land? Reporting on the Practice of 30 STEM Tutors in Their Use of a Learning Analytics Implementation at The Open University
Quelle	In: Journal of Learning Analytics, 8 (2021) 3, S.45-59 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Olney, Tom) ORCID (Walker, Steve) ORCID (Wood, Carlton) ORCID (Clarke, Anactoria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Learning Analytics; Higher Education; STEM Education; College Faculty; Open Universities; Foreign Countries; Predictive Measurement; Barriers; Social Influences; Technology Uses in Education; Distance Education; Educational Technology; Teacher Characteristics; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; STEM; Fakultät; Offene Universität; Ausland; Sozialer Einfluss; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Großbritannien
Abstract	Most higher education institutions view their increasing use of learning analytics as having significant potential to improve student academic achievement, retention outcomes, and learning and teaching practice but the realization of this potential remains stubbornly elusive. While there is an abundance of published research on the creation of visualizations, dashboards, and predictive models, there has been little work done to explore the impact of learning analytics on the actual practice of teachers. Through the lens of social informatics (an approach that views the users of technologies as active social actors whose technological practices constitute a wider socio-technical system) this qualitative study reports on an investigation into the practice of 30 tutors in the STEM faculty at Europe's largest distance learning organization, The Open University UK (OU). When asked to incorporate learning analytics (including predictive learning analytics) contained in the Early Alert Indicator (EAI) dashboard during the 2017-2018 academic year into their practice, we found that tutors interacted with this dashboard in certain unanticipated ways and developed three identifiable "shadow practices". (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: https://learning-analytics.info/index.php/JLA/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01