RT info:eu-repo/semantics/article
T1 Orchestrating learning analytics (OrLA): Supporting inter-stakeholder communication about adoption of learning analytics at the classroom level
A1 Prieto, Luis P.
A1 Rodríguez Triana, María Jesús
A1 Martínez Maldonado, Roberto
A1 Dimitriadis Damoulis, Ioannis
A1 Gašević, Dragan
K1 Aprendizaje
K1 Aula
AB Despite the recent surge of interest in learning analytics (LA), their adoption in everydayclassroom practice is still slow. Knowledge gaps and lack of inter-stakeholder communication(particularly with educational practitioners) have been posited as critical factors for previousLA adoption failures. Yet, what issues should researchers, practitioners and other actorscommunicate about, when considering the adoption of an LA innovation in a particularcontext? We reviewed and synthesised existing literature on four focus areas related to LA,their adoption, implications for practice, and more general factors that have emerged as crucialwhen studying everyday classroom adoption of technologies (i.e., classroom orchestration).This synthesis resulted in two conversational frameworks and an inter-stakeholdercommunication tool. These can be used to guide and support conversations and decisionmaking about the adoption of LA innovations. We illustrate their usefulness with examples of use in ongoing LA adoption processes in Australia, Spain and Estonia.
PB Australasian Society for Computers in Learning in Tertiary Education
SN 1449-5554
YR 2018
FD 2018
LK http://uvadoc.uva.es/handle/10324/31413
UL http://uvadoc.uva.es/handle/10324/31413
LA eng
NO Australasian Journal of Educational Technology  (accepted, july 2018)
NO Producción Científica
DS UVaDOC
RD 29-abr-2024