2026-04-14T17:09:11Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/314262025-03-26T19:10:04Zcom_10324_1191com_10324_931com_10324_894col_10324_1379

Hernández Leo, Davinia Martínez Maldonado, Roberto Pardo, Abelardo Muñoz Cristobal, Juan Alberto Rodríguez Triana, María Jesús 2018-09-06T11:11:00Z 2018-09-06T11:11:00Z 2018 British Journal of Educational Technology, 2018 (in press) 0007-1013 http://uvadoc.uva.es/handle/10324/31426 10.1111/bjet.12645 Producción Científica The field of learning design studies how to support teachers in devising suitable activities for their students to learn. The field of learning analytics explores how data about students' interactions can be used to increase the understanding of learning experiences. Despite its clear synergy, there is only limited and fragmented work exploring the active role that data analytics can play in supporting design for learning. This paper builds on previous research to propose a framework (analytics layers for learning design) that articulates three layers of data analytics—learning analytics, design analytics and community analytics—to support informed decision‐making in learning design. Additionally, a set of tools and experiences are described to illustrate how the different data analytics perspectives proposed by the framework can support learning design processes. Ministerio de Economía, Industria y Competitividad (Projects TIN2014-53199-C3-2-R, TIN2014-53199-C3-3-R, TIN2017-85179-C3-2-R, TIN2017-85179-C3-3-R, MDM-2015- 0502) Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA082U16) European Commission (Proyect 588438-EPP-1-2017-1-EL-EPPKA2-KA) application/pdf eng Wiley info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0/ Attribution-NonCommercial-NoDerivatives 4.0 International Aprendizaje Analytics for learning design: A layered framework and tools info:eu-repo/semantics/article https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12645 SI