Analytics-enabled teaching as design: Reconceptualisation and call for research

Sakinah S.J. Alhadad, Kate Thompson, Simon Knight, Melinda Lewis, Jason M. Lodge

Research output: Book chapter/Published conference paperConference paperpeer-review

13 Citations (Scopus)


As a human-centred educational practice and field of research, learning analytics must account for key stakeholders in teaching and learning. The focus of this paper is on the role of institutions to support teachers to incorporate learning analytics into their practice by understanding the confluence of internal and external factors that influence what they do. In this paper, we reconceptualise ‘teaching as design’ for ‘analytics-enabled teaching as design’ to shape this discussion to allow for the consideration of external factors, such as professional learning or ethical considerations of student data, as well as personal considerations, such as data literacy and teacher beliefs and identities. In order to address the real-world challenges of progressing teachers’ efficacy and capacity toward analytics-enabled teaching as design, we have placed the teacher – as a cognitive, social, and emotional being – at the center. In so doing, we discuss potential directions towards research for practice in elucidating underpinning factors of teacher inquiry in the process of authentic design.
Original languageEnglish
Title of host publicationProceedings of the 8th International Conference on Learning Analytics and Knowledge
Subtitle of host publicationTowards User-Centred Learning Analytics, LAK 2018
PublisherAssociation for Computing Machinery
Number of pages9
ISBN (Electronic)9781450364003
Publication statusPublished - 07 Mar 2018
Event8th International Conference on Learning Analytics and Knowledge: LAK 2018 - SMC Conference & Function Centre, Sydney, Australia
Duration: 05 Mar 201809 Mar 2018 (Conference website)


Conference8th International Conference on Learning Analytics and Knowledge
Abbreviated titleTowards User-Centred Analytics
OtherThe International Conference on Learning Analytics & Knowledge moves to the southern hemisphere for the first time, convening in the centre of historic, vibrant Sydney. LAK18 is organised by the Society for Learning Analytics Research (SoLAR) and is hosted by The University of Sydney, one of Australia’s leading research universities.We extend invitations to researchers, practitioners, leaders, administrators, government and industry professionals interested in the field of learning analytics and related disciplines. LAK provides a forum to address critical issues and challenges confronting the education sector today, by harnessing the power of data science in combination with learner-centred design.An important feature of the LAK community that attracts diverse delegates is our interest in the human factors in learning analytics systems. As learning analytics tools move out of the lab into the real world, their success or failure must be judged not only on technical criteria, but also by their adoption and effectiveness in schools, universities and workplaces. Often this is where the gulf between hype and reality becomes apparent. The complexities of embedding innovative technology in authentic contexts open a range of critical challenges for the field.
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