Applying educational theory to learning analytics – What could that look like?
Monday 19 November 2018 from 2pm - 3pm
To set the scene, Dr Bartimote-Aufflick will present a taxonomy of educational analytics that distinguishes between learning analytics, learner analytics, and institutional analytics. Then making use of the idea of teaching as design, a recently published process model for ‘doing’ learning analytics is introduced where data are observed, analysed, reported, and acted upon.
Moving on, she will apply a realist perspective to learning analytics in the classroom, the consequence of which is to emphasise both explanation and theory. A number of practical realist principles are presented, and these are applied to the case of a university statistics teacher looking to understand the effect of trialling some new pedagogical strategies in her courses. Throughout she will also touch on several educational theories are also applied to the case, including social cognitive theory and learning trajectories.
Dr Kathryn Bartimote-Aufflick
Dr Kathryn Bartimote-Aufflick is Head, Quality and Analytics within the Deputy Vice-Chancellor (Education) Portfolio, and an honorary associate in the School of Education and Social Work at the University of Sydney. In her leadership role, she oversees surveys of the student experience and graduate outcomes and education key performance indicators, as well as working to enable learning analytics across the institution. She began her academic career as a lecturer in applied statistics and experimental design, and continues to use quantitative methods in her research on various educational psychology topics.
Her current interests include motivation, self-regulation and metacognition, epistemic beliefs, and research methodology.
Central Lecture Block 2