Learning analytics for teachers and students

After participation in the course, student knows definitions and fields of learning analytics. Student can analyze the use of learning analytics as a support for learning, teaching and guidance. Student knows different purposes and pedagogical approaches for using LA with different stakeholder groups. Student can critically evaluate the limitations of data use and improve data literacy skills. Student gets competencies to design, utilize and evaluate LA use as part of different pedagogical processes. Student can design and use LA for teaching and guidance in their own working environments.

Lectures and guided learning 24 hours, independent and group work 110h, in total 134h Lectures in englinsh, tasks can be made in finnish. Lectures starts 17.5.2022 at 12.15- 14.00. 19.5, 24.5, 25.5, 31.5, 2.6, 7.6, 14.6, 21.6.

Study material consist of course literature and timely scientific articles that will be announced during the course Charles Lang, George Siemens, Alyssa Friend Wise, Dragan Gašević, Agathe Merceron (Eds.). 2022. Handbook of Learning Analytics (2nd. ed.). SoLAR, Vancouver, BC. DOI: 10.18608/hla22.

 Assessment methods and criteria: Participation in online teaching, completion and sharing of learning analytics assignments. Assessment of learning outcomes will be done based on the, students’ course products, assignments and/or porfolio that student produces during the course. Accepted course completion requires a student to demonstrate his/her knowledge in basic concepts of learning analytics, tools, approaches and how to develop them. A student can identify challenges related to data usage, and critically review the applications and tools as part of learning, teaching and guidance. Student can assess their own products critically and recognize the development needs. Student can demonstrate his/her knowledge through portfolio, assignments and/or by sharing course products. In the case of failed course completion, a student hasn’t demonstrated his/her knowledge according to the course learning goals. Course products are incomplete, scattered and superficial. A student hasn’t demonstrated ones’ knowledge through portfolio, course assignments and/or sharing the course products.

Anni Silvola, Egle Gedrimiene, Satu Tamminen

Pass/failed