The contribution describes and problematizes the use of learning analytics within a blended university course based on a socio-constructivist approach and aimed at constructing artefacts and knowledge. Specifically, the authors focus on the assessment system adopted in the course, deliberately inspired by the principles of formative assessment: an ongoing assessment in the form of feedback shared with the students, and which integrates the teacher’s assessment with self-assessment and peer-assessment. This system obviously requires the integration of qualitative procedures - from teachers and tutors - and quantitative - managed through the reporting functions of the LMS and online tools used for the course. The contribution ends with a reflection on the possibilities of technological development of learning analytics within the learning environment, such as to better support constructivist teaching: Learning Analytics that comes closest to social LA techniques providing the teacher with a richer picture of the student’s behaviour and learning processes
Which Learning Analytics for a socio-constructivist teaching and learning blended experience / Sansone, Nadia; Cesareni, Maria Donata. - In: JE-LKS. JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY. - ISSN 1971-8829. - 15:3(2019), pp. 319-329. [10.20368/1971-8829/1135047]
Which Learning Analytics for a socio-constructivist teaching and learning blended experience
Nadia Sansone;Donatella Cesareni
2019
Abstract
The contribution describes and problematizes the use of learning analytics within a blended university course based on a socio-constructivist approach and aimed at constructing artefacts and knowledge. Specifically, the authors focus on the assessment system adopted in the course, deliberately inspired by the principles of formative assessment: an ongoing assessment in the form of feedback shared with the students, and which integrates the teacher’s assessment with self-assessment and peer-assessment. This system obviously requires the integration of qualitative procedures - from teachers and tutors - and quantitative - managed through the reporting functions of the LMS and online tools used for the course. The contribution ends with a reflection on the possibilities of technological development of learning analytics within the learning environment, such as to better support constructivist teaching: Learning Analytics that comes closest to social LA techniques providing the teacher with a richer picture of the student’s behaviour and learning processesFile | Dimensione | Formato | |
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