Research On Learning Design Informed By Learning Analytics

How to realize the innovation and reform of teaching through technology is one of the important research topics of educational technology.Learning design is the key to the success of teaching innovation and reform.Learning analysis has the potential to provide support for learning design.Hence,the link between learning analysis and learning design is becoming one of the hot topics in educational technology and learning science.However,the research on the connection between learning analysis and learning design is still in the stage of theoretical exploration.Based on this,this study aims to explore how to realize the connection between learning analysis and learning design.Three research questions are identified in this study: 1)how to carry out learning analysis informed learning design;2)How to use teacher inquiry as an intermediary to realize learning analysis informed learning design;3)What is the implementation effect of learning analysis informed learning design mediated by teacher inquiry.In order to answer the three research questions,we divided the research into three main stages: theoretical construction stage,model application stage and effect evaluation stage.In the theoretical construction stage,teacher inquiry is taken as the intermediary variable to link learning analysis and learning design,and an intervention model of learning design informed by learning analysis mediated by teacher inquiry is constructed.The goal of the intervention model is to support teachers to implement evidence-based teaching and students to achieve self-regulated learning.Then,this study draws on relevant studies in the field of learning science to establish a research-practice partnership as an external support for teachers to realize the connection between learning analysis and learning design.Then,the realization path of the intervention model is constructed,namely,class teacher inquiry and unit teacher inquiry.Then,according to the design-based research,a primary school in western China was selected as our practical context,then the intervention model and its two practical paths were applied to practice.On the one hand,the effectiveness of the intervention model was explored,and on the other hand,the two practical paths were optimized during the practice.After the first round of practice,the present study conducted periodic reflection and evaluation of the research through interviews with teachers and students.We found that :1)the intervention model supported teachers to implement evidence-based teaching,but failed to support students to conduct self-regulated learning;2)Teachers believe that the unit teacher inquiry practice path is complete,while the class teacher inquiry practice path is inadequate.Then,based on relevant existing theories,we modified the intervention model,added unit collaborative reflection,and also improved the class teacher inquiry practice path.The two types of teacher inquiry explore the class learning design and unit learning design respectively through the support provided by learning analysis,and optimize the class hour and unit learning design based on the inquiry results,so as to connect learning analysis and learning design.Then,the modified intervention model and the practical path was implemented into practice.The purpose is to test the effectiveness of the optimized intervention model,and at the same time,to further explore and improve the practical path of both class and unit teacher inquiry.After three units of practice(unit 3 to 5),we conducted periodical reflection and evaluation of the research through interviews with teachers and students,we found that :1)the intervention model supported students to achieve self-regulated learning,indicating that the intervention model optimized based on the first round of practice was verified;2)the visualization of learning analysis had a negative influence on class teacher inquiry;3)and the result-oriented learning analysis was difficult to meet the needs of unit teacher inquiry to inquiry students' learning process.Based on this,the class and unit teacher inquiry practical path were optimized.Then,the third round of practice was carried out to test the effectiveness of the optimized class and unit teacher inquiry practice path.After the practice of three units(unit 6 to 8),then through the interviews with teachers and students,we conducted phased reflection and evaluation of the research.We found that :1)the optimized visual way of learning analysis results helps teachers to conduct class teacher inquiry better,the negative impact of the learning analysis visualization on class teacher inquiry,which found in the second round,was solved;2)The optimized process-oriented learning analysis can better support unit teacher inquiry to explore the learning process of students,can help teacher have a better understanding of students' learning.These finding indicating the optimized class and unit teacher inquiry practice path have been verified.Finally,after three rounds of practical application,the overall practical application effect of the intervention model is explored.From the perspective of students,this study found that the learning design intervention model informed by learning analysis can promote the development of students' learning motivation,learning engagement,self-regulation learning and digital learning ability.From the perspective of teachers,this study found that the intervention model of learning design informed by learning analysis supports the development of teachers' inquiry and innovative teaching ability.Teachers' inquiry ability is reflected in: teachers have the ability to discover and explore research problems,have the ability to comprehensively describe students' learning by using data,and can make accurate teaching intervention decisions based on evidence provided by data.Teachers' innovative teaching ability is reflected in: have a comprehensive understanding of innovative teaching,can accurate grasp the key points of learning design and its implementation,have the ability to implement layered teaching and personalized guidance.Finally,the main research contents and findings,research innovations and shortcomings of this study are summarized,and the future research direction is also proposed.The present study enriches the theoretical research on learning design and expands the research field of learning design.Secondly,the present study explores the practice path of teacher inquiry in both class and units,which expands relevant theories of teacher inquiry,has important theoretical significance for teacher professional development,and provides a new idea for promoting teacher professional development in the technological environment.