New Pub: Students Want to Experiment While Teachers Care More About Assessment! Exploring How Novices and Experts Engage in Course Design
Computer-supported collaborative learning, Conference, Conference, Higher Education, Learning Analytics, Learning Design, New Pub, Open access, Open science, Publication, Technical paper
Abstract: Learning Design (LD) is the strategic orchestration of educational components to create a rewarding experience for students and educators. Adapting it to real-world scenarios with evolving technologies, like learning analytics (LA), adds complexity but offers the potential for enhanced learning outcomes and engagement. Prior research highlights the growing importance of LA in informing LD decisions. The FoLA2 method offers a collaborative approach to course design considering LA implications. This study pursues two primary objectives. Firstly, to enhance the FoLA2 method by granting course designers access to the Open Learning Analytics Indicator Repository (OpenLAIR) that facilitates visual connections between LD pedagogies, LDLA activities, LA indicators and their metrics. Secondly, to explore how novice and expert groups utilize the FoLA2 methodology to design a course in Technology Enhanced Learning. The findings…
