Author ORCID Identifier
Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence
5.3 EDUCATIONAL SCIENCES, *training, *pedagogy
This paper reports on a study aimed at identifying training requirements for both staff and students in higher education to enable more widespread use of learning analytics. Opinions of staff and students were captured through ten focus groups (37 students; 40 staff) and two surveys (1,390 students; 160 staff). Participants were predominantly from two higher education institutions in Ireland. Analysis of the results informed a framework for continuous professional development in learning analytics focusing on aspects of using data, legal and ethical considerations, policy, and workload. The framework presented here differentiates between the training needs of students, academic staff and professional services staff.
Gray, G., Schalk, A.,Rooney, P. & Lang, C. 2021. A Stakeholder Informed Professional Development Framework to Support Engagement with Learning Analytics. LAK21: 11th International Learning Analytics and Knowledge Conference (LAK21), April 12–16, 2021, Irvine, CA, USA. ACM, New York, NY, USA. DOI:10.1145/3448139.3448162
National Forum for the Enhancement of Teaching and Learning