ABSTRACT

Learning analytics (LA) is a fast-growing field but adoption by teachers remain limited. This paper presents the results of a review of 18 LA frameworks and discusses how they have tried to address prominent challenges in LA adoption. The results show that researchers have made significant advances in developing appropriate frameworks to conceptualise LA adoption among teachers, and have advanced considerably in connecting LA and learning theory. However, few frameworks are concretised into technological artefacts and concrete data streams. Moreover, there is a need to empirically validate and put into use the most promising existing frameworks. We hope that this review will be informative for teachers who have little LA experience but are interested in adopting LA in authentic practice.

摘要

学习分析（LA）是一个快速发展的领域，但教师的采用仍然有限。本文介绍了18个LA框架的审查结果，并讨论了它们如何尝试解决LA采用中的重大挑战。结果表明，研究人员在开发适当的框架以概念化教师中采用LA方面取得了重大进展，并且在将LA和学习理论联系起来方面也取得了很大进步。但是，很少有框架被具体化为技术文物和具体的数据流。此外，需要根据经验验证并使用最有前途的现有框架。我们希望这篇评论对没有LA经验但有兴趣在真实实践中采用LA的老师有所帮助。