D&D - Learners' Analysis

Full Session: Concurrent Session

Short Description

Abstract 1: In this presentation we’ll explore issues of designing instructional technology that utilizes learning analytics—an emerging field of practice and research unfamiliar to many instructional designers. Drawing from projects in which we are currently engaged and using an adapted framework from academic analytics, we’ll discuss key decisions that instructional designers need to make that are pertinent to the selection, capture, visualization, and use of data within an instructional system.

Abstract 2: Active learning environments have known benefits, yet questions remain about how active learning spaces affect student perceptions of their learning experiences and if those perceptions are influenced by course level or subject matter (Brooks, 2011). This study used survey methods to examine student perceptions (N=96) of learning practices across 14 courses taught in a general-purpose active learning classroom at a large Midwestern university. Factors related to course level and subject matter are examined for significance.

Sub Unit

• Design and Development

Submissions

• What Should Instructional Designers Know About Learning Analytics? - Randall Davies, BYU; Rob Nyland, Brigham Young University; Robert Bodily, Brigham Young University; John Chapman, Brigham Young University; Brian Jones, Brigham Young University; Jay Young, Brigham Young University

• Student Learning Practices within an Active Learning Space: Factors in Context - Tiffany Roman, Indiana University