Connecting Learning Design and Learning Analytics

Abstract

Learning Design or, as some prefer, Design for Learning [1][2][3], is an emerging field of educational research and practice. Its practitioners are interested in understanding how the intuitive processes undertaken by teachers and trainers can be made visible, shared, exposed to scrutiny, and consequently made more effective and efficient. Mor and Craft [4] define learning design as “the creative and deliberate act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given context”. The emphasis on this activity as both “creative and deliberate” highlights the dual nature of design, and in particular learning design, as both a creative practice and a rigorous inquiry.