DesignLAK24: Operationalising the Learning Design and Learning Analytics Connection

at Learning Analytics and Knowledge Conference, Kyoto

Monday, March 18, 2024 - am half day | 9:00 am to 12:30 pm JST | in person

 

Welcome to DesignLAK24 Workshop

 This Workshop provides an opportunity for participants to identify the core elements and pathways to connect learning analytics-based feedback and e-learning applications in their own research/practice. A core reason that significant advances in learning analytics (LA) has not brought widespread adoption in authentic educational contexts is the complexities in navigating the multiple steps/connections between stakeholder needs, the learning and design context, and the myriads of decisions on data collection, tools, and feedback/recommendations needed. Participants in this workshop will be introduced to an Interactive Map of the key interconnecting elements in systems that provide learning-design-aware learning analytics and feedback support, and explore using the map to construct the elements appropriate for their own needs. They will use this map to construct a blueprint for their own LD-LA system development.

Please select "F2F | Pre-Conference Ticket ONLY" for the registrant type if you do not attend the main/full conference.

Objectives

The primary objective of DesignLAK24 is to explore the ways in which the LDLA Map can guide stakeholders in the development of LDLA projects, including (but not limited to) design-aware learning analytics applications, professional learning programs for different stakeholder groups, and LDLA-related research projects. Getting participants to work with the map will provide insights into the extent to which the map can help in operationalising the LD/LA connection. The workshop activities will be interactive and collaborative, giving participants the opportunity to build networks and potentially identify ways to work together into the future. Participants will be asked to come to the workshop with ideas for authentic LDLA projects in their context, and by collaborating with others on initial project designs, they will receive valuable feedback from their peers on these designs. 

Workshop Design

The DesignLAK24 workshop is designed to be delivered in a face-to-face format as a half-day event. The schedule of activities will include opportunities to apply the LDLA map to an authentic context, to discuss and critique its design and application, and to provide feedback and build networks with peers on projects connecting LD and LA. 

Part 1: Introduction 

Introduction to the workshop aims and outcomes, as well as an icebreaker activity to allow participants to get to know each other and why they chose to engage in this LD/LA conversation. 


Part 2: Discussion 

A discussion will be led by the workshop team to the LDLA Map, its evolution over the past two years, and the intended uses of the map.


Part 3: The LD-LA map

Participants will have a chance to work in groups to o work through how to apply the map to their individual project ideas. 


Part 4: Integrated Framework Feedback 

Groups will be encouraged to spend time on each of their members’ project ideas and to also note down anything that arises from these conversations where the map may be missing critical elements. At key points through this activity the whole group will come back together to discuss any challenges encountered and to give feedback on the utility of the map for operationlising the LD/LA connection in the context of their projects.


Part 5: Future Directions 

The workshop will close with a group reflection activity where participants will be encouraged to consider next steps for their own projects as well as to make recommendations for future development and dissemination of the LDLA Map. 

Workshop Organisers

Professor Nancy Law

Nancy has engaged in comparative studies of ICT in education policy and practice and ecological models of educational change and innovation; One of her research foci is on developing learning technologies and social technical infrastructure for learning design and learning analytics for scalable technology-enhanced pedagogical and assessment Innovations. Nancy is Professor, Associate Dean (Research), and Founding Director of the Centre for Information Technology in Education (CITE) at the Faculty of Education, University of Hong Kong.

Associate Professor Linda Corrin


Linda is an Associate Professor and Associate Director of Learning Innovation at Deakin Learning Futures, Deakin University. She is currently working on several large research projects exploring how learning analytics can provide meaningful and timely feedback to academics and students as well research into the ethics of learning analytics. Linda is a co-founder of the Victorian/Tasmanian Learning Analytics Network and is a coordinator of the ASCILITE Learning Analytics Special Interest Group. 

Dr Aneesha Bakharia


Aneesha began her career as an electronics engineer but quickly transitioned to an educational software developer. Aneesha has worked in the higher education and vocational educational sectors in a variety of technical, innovation and project management roles. She is currently the Learning Analytics Manager at the University of Queensland.

Xiao Hu
Associate Professor 

Xiao's main research interests are applications of data mining and machine learning in the domains of Information, Education and Culture, including big data in education, learning analytics, teachable AI, music information retrieval, affective computing and social data science. She is the Associate Professor at the Faculty of Education, University of Hong Kong.

Daisy Chen


Daisy has spent over 10 years working collaboratively with teachers and adult learners in higher education, with dedication and commitment to developing learning designs that are pedagogically sound. Her pedagogical background includes learning design theories, adult learning theories and strategies, and assessment and feedback design. She is currently a digital pedagogy specialist at the Faculty of Health Sciences, McMaster University.