Abstract
Learning analytics (LA) provides data-driven feedback that aims to improve learning and inform action. For learners, LA-based feedback may scaffold self-regulated learning skills, which are crucial to learning success. For teachers, LA-based feedback may help the evaluation of teaching effects and the need for interventions. However, the current development of LA has presented problems related to the cognitive, social-affective, and structural dimensions of feedback. In light of this, this position paper argues that attention needs to shift from the design of LA as a feedback product to one that facilitates a process in which both teachers and students play active roles in meaning-making. To this end, implications for feedback literacy in the context of LA are discussed.
| Original language | English |
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| Title of host publication | ICLS Proceedings, 16th International Conference of the Learning Sciences (ICLS) 2022 |
| Editors | Clark Chinn, Edna Tan, Carol Chan, Yael Kali |
| Place of Publication | Gothenburg Sweden |
| Publisher | International Society of the Learning Sciences |
| Pages | 27-34 |
| Number of pages | 8 |
| ISBN (Electronic) | 9781737330653 |
| Publication status | Published - 2022 |
| Event | International Conference of the Learning Sciences 2022 - Hiroshima, Japan Duration: 6 Jun 2022 → 10 Jun 2022 Conference number: 16th https://2022.isls.org/proceedings/ (Proceedings) https://2022.isls.org (Website) |
Publication series
| Name | Proceedings of International Conference of the Learning Sciences, ICLS |
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| Publisher | International Society of the Learning Science |
| ISSN (Print) | 1814-9316 |
Conference
| Conference | International Conference of the Learning Sciences 2022 |
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| Abbreviated title | ICLS 2022 |
| Country/Territory | Japan |
| City | Hiroshima |
| Period | 6/06/22 → 10/06/22 |
| Internet address |
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