文章基本信息

标题：Which Learning Analytics for a socio-constructivist teaching and learning blended experience?
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作者：Nadia Sansone ; Donatella Cesareni
期刊名称：Je-LKS
印刷版ISSN：1826-6223
电子版ISSN：1971-8829
出版年度：2019
卷号：15
期号：3
页码：319-329
DOI：10.20368/1971-8829/1135047
出版社：Casalini Libri
摘要：The contribution describes and problematizes the use of learning analytics within a blended university course based on a socio-constructivist approach and aimed at constructing artefacts and knowledge. Specifically, the authors focus on the assessment system adopted in the course, deliberately inspired by the principles of formative assessment: an ongoing assessment in the form of feedback shared with the students, and which integrates the teacher’s assessment with self-assessment and peer-assessment. This system obviously requires the integration of qualitative procedures - from teachers and tutors - and quantitative - managed through the reporting functions of the LMS and online tools used for the course. The contribution ends with a reflection on the possibilities of technological development of learning analytics within the learning environment, such as to better support constructivist teaching: Learning Analytics that comes closest to social LA techniques providing the teacher with a richer picture of the student’s behaviour and learning processes.
关键词：Blended learning; higher education; qualitative assessment; Moodle