Pedagogical design: Bridging learning theory and learning analytics

“…2007; Schott & Seel, 2015; Seel et al., 2017), with learning steps (activities) typically arranged in linear and iterative models (see for example Branch, 2009; Dick et al., 2005; Gagné, 1965; Morrison et al., 2004; Smith & Ragan, 2004) and assessments designed to measure learner achievement of…”

“Typically, these evolve as a sequence of learning activities designed to engage learners in interactive and collaborative learning environments (see for example Bybee et al., 2006; Heinich et al., 1999; Jonassen, 1999; Merrill, 2002; Papadakis, 2012).”

“Instead, the focus of behaviourist study is observable behaviour, and the role of environmental factors that influence behaviour (Watson, 1913).”

“Moreover, since formative assessment is a feature of constructivist learning design (Jonassen, 1991), CsLA trace data about learning activities rather than teaching activities, and typically give feedback to learners as well as educators about how they are learning.”

“…Learning Theory and Learning Analytics 5 memory, attention, problem solving, and information processing) in learning, and seek to explain how information processing (receiving, organizing, storing, and retrieving of information) is happening in the mind (Currie, 2004; Ertmer & Newby, 2013).”

“Learning analytics is focussed on learning (Gašević et al., 2015).”

“As Shaffer et al. (2016) explain, ENA “is a set of techniques that identifies and measures connections among elements in coded data and represents them in dynamic network models” (pp. 9-10).”

“Investigators report, for instance, that digital technologies can facilitate learner engagement (Chen et al., 2010), empower learning (Prasertsilp, 2013) or assist students with disabilities (Perelmutter et al., 2017; Stauter et al., 2019).”

“Wise predicted in 2014 that LA would not meaningfully influence teaching and learning until it was designed into the larger pattern of instruction, but to date most LA literature continues to address researchers, and not pedagogical designers, practitioners or educators (Ferguson & Clow, 2017; Viberg et al., 2018).”

“Effective and successful application of learning analytics in educational contexts demands that we give attention to the theoretical foundations of the learning contexts we design (Gašević et al., 2016; Gašević et al., 2015; Knight et al., 2013; Koh et al., 2016; Stewart, 2017; Wise, 2014).”

“Pedagogical Design: Bridging Learning Theory and Learning Analytics 12 and interactions with non-human components such as technologies and organizations (Brown, 2000; Gütl & Chang, 2008; Saadatmand, 2017).”

“…well with our understanding of the chaotic, rapidly growing and connected nature of knowledge in the current era, it is nonetheless challenging to design a learning environment which is pedagogically well-matched with evolving and complex nature of connectivism (Bell, 2011; Kop & Hill, 2008).”

“Pedagogical designs rooted in constructivist principles are therefore learner-centred (Gagnon & Collay, 2005) and consider learners to be responsible for their learning, with educators responsible for designing and facilitating authentic, challenging and problem-based learning activities and environments to effectivel…”

“Moreover, in online learning environments, every action generates data which can be collected, stored, and analyzed in pursuit of new understandings of learner behaviours and learning (Clow, 2013).”

“These authors outline their technical efforts to integrate learner contributions from multiple channels, but to date, and perhaps reflecting the significant pedagogical challenge of connectivist learning environment design (Bell, 2011; Kop & Hill, 2008), no vision for meaningful ConLA to support learners or educators…”

“Berland et al. (2014) propose that learning analytics can help constructivist educators provide a rich learning environment for learners.”

“Effective and successful application of learning analytics in educational contexts demands that we give attention to the theoretical foundations of the learning contexts we design (Gašević et al., 2016; Gašević et al., 2015; Knight et al., 2013; Koh et al., 2016; Stewart, 2017; Wise, 2014).”

“Shaffer and Ruis (2017) offer a worked example of ENA applied to educational data from a learning environment Pedagogical Design: Bridging Learning Theory and Learning Analytics 13 to illustrate the potential of this approach.”

“Social network analysis (SNA) offers one of the better-known approaches to analyzing and visualizing learning processes documented in the LA literature (see for example Dawson, 2009).”

“For educationalists, behaviourism positions learning as relatively permanent changes in behaviour (Mazur, 2016), and knowledge as something acquired from external sources (Boghossian, 2013; Mazur, 2016).”

“With the learner at the heart of the pedagogical process (Gagnon & Collay, 2005), and the learning process given greater importance than learning outcomes, we have classified as constructivist learning analytics (ConLA) those LA tools and approaches that focus on capturing, analyzing, and reporting data that can provi…”

“, 2010), empower learning (Prasertsilp, 2013) or assist students with disabilities (Perelmutter et al., 2017; Stauter et al., 2019).”

“…2014 that LA would not meaningfully influence teaching and learning until it was designed into the larger pattern of instruction, but to date most LA literature continues to address researchers, and not pedagogical designers, practitioners or educators (Ferguson & Clow, 2017; Viberg et al., 2018).”

“Connectivism offers an approach to accommodating in our design and pedagogy the new understandings of chaos, Pedagogical Design: Bridging Learning Theory and Learning Analytics 11 complexity, and networks that have been driven by the technology explosion (Dunaway, 2011; Siemens, 2005).”

“Different fields of study conceive of learning differently, and although scholars from diverse disciplines, such as cognitive science, computer science, educational psychology, applied linguistics, and anthropology, have contributed to our understanding of learning (Sawyer, 2014), it remains a complex and contested co…”

“…in a selected learning environment, then it is vital to acknowledge how learning is believed to take place in that environment, how we believe our design strategy is supporting learning (Wong et al., 2019), and what kinds of data will meaningfully offer insight into the learning of individuals.”

“…open, dynamic, independent, and adaptive systems that include both interpersonal interactions Pedagogical Design: Bridging Learning Theory and Learning Analytics 12 and interactions with non-human components such as technologies and organizations (Brown, 2000; Gütl & Chang, 2008; Saadatmand, 2017).”

“, 2017) This perspective is motivated by questions such as: What will be learned? How will it be learned? How will learning be assessed? (Ifenthaler et al., 2018).”

“…and although scholars from diverse disciplines, such as cognitive science, computer science, educational psychology, applied linguistics, and anthropology, have contributed to our understanding of learning (Sawyer, 2014), it remains a complex and contested concept (Barron et al., 2015).”

“Pedagogical Design: Bridging Learning Theory and Learning Analytics 10 It offers learners automated feedback to help them develop their academic and reflective writing (Shibani et al., 2019).”

“In a different area of work, a range of text mining and natural language processing methods are being employed to assess relevance, quality or evolving complexity, and sophistication or rhetorical structure of learner work compiled in ePortfolios or submitted over time (McNamara et al., 2017).”

“From a behaviourist perspective, mind, thoughts, and consciousness are considered to be unobservable phenomena (Akdeniz, 2016; Siemens, 2005).”

“Effective and successful application of learning analytics in educational contexts demands that we give attention to the theoretical foundations of the learning contexts we design (Gašević et al., 2016; Gašević et al., 2015; Knight et al., 2013; Koh et al., 2016; Stewart, 2017; Wise, 2014).”

“Learning design focuses mainly on what learners do (Mor et al., 2015; Seel et al., 2017) This perspective is motivated by questions such as: What will be learned? How will it be learned? How will learning be assessed? (Ifenthaler et al.”

“Gathering and distributing diverse and current knowledge (Kizito, 2016; Siemens, 2005; Siemens & Tittenberger, 2009) from networks are understood to be intrinsic features of learning, and the learning environment is viewed as an ecosystem - virtually a living organism.”

“Effective and successful application of learning analytics in educational contexts demands that we give attention to the theoretical foundations of the learning contexts we design (Gašević et al., 2016; Gašević et al., 2015; Knight et al., 2013; Koh et al., 2016; Stewart, 2017; Wise, 2014).”

“…and play a guiding role through design and provision of instructional supports such as scaffolding, examples, feedback, and advance organizers for new topics (Mohammadi et al., 2010), and by facilitating recall of prior knowledge (Mergel, 1998) and design of authentic situations for learning.”

“Effective and successful application of learning analytics in educational contexts demands that we give attention to the theoretical foundations of the learning contexts we design (Gašević et al., 2016; Gašević et al., 2015; Knight et al., 2013; Koh et al., 2016; Stewart, 2017; Wise, 2014).”

“, 2010), empower learning (Prasertsilp, 2013) or assist students with disabilities (Perelmutter et al., 2017; Stauter et al., 2019).”

“Rosé et al. (2015) and Crosslin et al. (2018) describe an experimental effort to design an explicitly connectivist multi-level MOOC, which integrated multiple and optional innovative forms of support for discussion-based learning, social learning, and self-regulated learning.”

“, 2010), empower learning (Prasertsilp, 2013) or assist students with disabilities (Perelmutter et al.”

“Banihashem et al. 2019 collected and analyzed LA expert perspectives on the relationship between learning theories and learning analytics, and reported their belief that consideration of learning theories can support effective implementation and use of learning analytics in three important ways: •…”

“Learners are viewed as nodes in an ecosystem of interconnected networks (Banihashem & Aliabadi, 2017) and they make use of the ecosystem to build their own personal connections and networks (Richardson, 2002).”

“Each offers its own prescription for a pedagogical frameworks that can shape how teaching and learning happen in a given context, specifying resources, teaching guidelines, and learning values that are designed to provide productive teaching and facilitate learning (Halttunen, 2011; Romiszowski, 2016).”

“Typically, these evolve as a sequence of learning activities designed to engage learners in interactive and collaborative learning environments (see for example Bybee et al., 2006; Heinich et al., 1999; Jonassen, 1999; Merrill, 2002; Papadakis, 2012).”

“In terms of the fi rst component, data ( what ) are the core foundation of LA since LA is a data-driven fi eld of study (Banihashem and Macfadyen 2021).”

“Hence, effective instructional design, underpinned by established learning theories (Banihashem & Macfadyen, 2021), is essential for fostering collaborative learning among students with the support of their teachers (Pradana et al., 2023).”

“However, their underutilization and ineffective engagement hinder the realization of these advantages [17].”

“Depending on how the system is constructed, learning theories such as constructiv-ism or connectivism can apply (Banihashem & Macfadyen, 2021).”

“…and supporting instructors’ use of analytics, a number of learning analytics scholars have also argued for the important role of pedagogy (Knight et al., 2013), learning theories (Banihashem & Macfadyen, 2021) and learning design (Lockyer et al., 2013) in impacting learning analytics use.”

“It is sometimes difficult to have peer assessment in traditional face-to-face settings, but it can be done in a variety of ways when peer assessment is implemented using AI applications (Banihashem & Macfadyen, 2021), for instance.”

“…education in the blended format may influence their perceptions of education experiences, especially considering the role of emerging technologies such as ChatGPT and learning analytics (K. Banihashem & Macfadyen, 2021; S. K. Banihashem et al., 2022; Farrokhnia et al., 2023; Noroozi et al., 2019).”

“Banihashem and Macfadyen (2021) claimed that learning approaches could bridge the gap between learning theory and learning analytics.”

“Banihashem and Macfadyen (2021) argued that designing educational tools with a solid theoretical foundation could have several important functions, such as supporting the selection and development of the tool, guiding its use, interpreting the resulting learning outcomes, and preventing…”

“This makes it difficult for teachers to deliver timely, intelligent, and scaled-effective instruction in face-to-face (F2F) settings without taking into account intelligent online technologies (Banihashem, Farrokhnia, et al., 2022, 2022b; Banihashem & Macfadyen, 2021; Noroozi et al., 2019, 2020).”

“Similarly, current study agrees with Banihashem & Macfadyen [58] , who affirmed that Internet connectivity enables learning from any location at any time.”

“Nevertheless Nevertheless, many predictive systems remain weakly grounded in educational theory, with limited integration of frameworks such as Self-Determination Theory or Constructivist Learning Theory [40], [41].”