Evidence based learning design – the opportunities afforded by learning analytics

Abstract

Purpose

As a means of better understanding learner success, higher education institutions, training providers, and corporate learning and development teams are contemplating the opportunities learning analytics affords. Simply put, learning analytics is the collection, analysis, and reporting of learner data, for the principle means of enhancing learning. It is argued that learning analytics – when available in a consistent and digestible format – not only provides educators with a clear view of the learners “footprint” but also allows for the means of navigating the broad spectrum of possible learning interventions. This brief paper outlines a clear definition of learning analytics and provides some suggestions on how learning analytics can assist in informing the decision-making relating to learning interventions for learning designers and educators via an evidence-based approach, one in which learner success is at the forefront.

Design/methodology/approach

Viewpoint paper

Findings

This paper has found that the collecting, reporting, predicting, and acting on learning analytics are more effective means of targeting adjustment to learning material, including interactive aspects, videos, text, discussion board activities, collaborative group work, assessment tasks, quizzes, branching scenarios, and teacher facilitated learning interventions.

Research limitations/implications

This is not a research paper, and as such so no limitations/implications are presented.

Practical implications

This paper explores how this is undertaken using an evidence-based approach, one in which learner success is at the forefront.

Social implications

This paper provides some practical strategies for trainers, educators, and learning designers.

Originality/value

Viewpoint paper

Citation

Cohen, J.A. (2018), "Evidence based learning design – the opportunities afforded by learning analytics", Development and Learning in Organizations, Vol. 32 No. 4, pp. 10-13. https://doi.org/10.1108/DLO-10-2017-0084