Checkpoint analytics and process analytics contextualised in H817
Thursday, 15 Aug 2019, 16:50
Visible to anyone in the world
Edited by Tabitha Naisiko, Wednesday, 30 Oct 2019, 14:27
Quoting
(SoLar, 2011), Heather Gibson and Alan Clarke (2018) define learning analytics
as the measurement, collection, analysis, and reporting of data about learners
and their contexts, for purposes of understanding and optimizing learning and
the environments in which it occurs. They
observe that Ferguson (2018) emphasizes that it is important that the data
generated by learning analytics is acted upon, so the definition can be amended
as follows: "The measurement, collection,
analysis, reporting, and use of data about learners and their contexts, for
purposes of understanding and enhancing learning and the environments in which
it occurs". Based on this, in the table attached, is an assessment of the
learning analytics that applies for H817 block 3 on Learning Design Studio.
Checkpoint analytics and process analytics contextualised in H817
Quoting (SoLar, 2011), Heather Gibson and Alan Clarke (2018) define learning analytics as the measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. They observe that Ferguson (2018) emphasizes that it is important that the data generated by learning analytics is acted upon, so the definition can be amended as follows: "The measurement, collection, analysis, reporting, and use of data about learners and their contexts, for purposes of understanding and enhancing learning and the environments in which it occurs". Based on this, in the table attached, is an assessment of the learning analytics that applies for H817 block 3 on Learning Design Studio.