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Scaffolding Teacher Learning During Professional Development with Theory-Driven Learning Analytics

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Advances in Web-Based Learning – ICWL 2021 (ICWL 2021)

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Abstract

It is claimed that the innovative use of educational technology combined with appropriate pedagogical strategies can lead to improved student outcomes. However, teachers face difficulties in adopting educational technology and novel pedagogical methods as this involves acquiring complex new knowledge. Combined with training, Learning Analytics dashboards – artifacts which mediate teachers’ learning in technology-enhanced environments – can aid them in this task. Using student engagement as an example, we present the prototype of a theory-driven dashboard that can help teachers to better understand and implement new instructional methods in technology-enhanced learning environments. We describe here our needs analysis, design, and evaluation process and outcomes, reflecting upon how teachers can benefit from using thoughtfully-designed LA dashboards in professional development scenarios.

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Authors and Affiliations

  1. Tallinn University, Tallinn, Estonia

    Manisha Khulbe & Kairit Tammets

Authors
  1. Manisha Khulbe
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  2. Kairit Tammets
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Correspondence to Manisha Khulbe .

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Editors and Affiliations

  1. University of Macau, Macau, China

    Wanlei Zhou

  2. University of Macau, Macau, China

    Yi Mu

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Khulbe, M., Tammets, K. (2021). Scaffolding Teacher Learning During Professional Development with Theory-Driven Learning Analytics. In: Zhou, W., Mu, Y. (eds) Advances in Web-Based Learning – ICWL 2021. ICWL 2021. Lecture Notes in Computer Science(), vol 13103. Springer, Cham. https://doi.org/10.1007/978-3-030-90785-3_2

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  • DOI: https://doi.org/10.1007/978-3-030-90785-3_2

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-90784-6

  • Online ISBN: 978-3-030-90785-3

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