Abstract
Learning Analytics research and approaches have enhanced learning in many different ways — particularly in environments in which the interactions of learners can be easily tracked, analyzed, predicted, and visualized. The “right” kind (not all of them) of data are of critical importance to understand “how things are” and contribute to evidence-based approaches to education.
The presentation will focus on theories, methods, and drawbacks based on specific examples representing a challenge of equal (if not more) importance: how can data driven approaches provide insights and foundations for envisioning new educational designs for learning to explore “how things could or should be? ”
Gerhard Fischer is a Professor Adjunct and Professor Emeritus of Computer Science, a Fellow of the Institute of Cognitive Science, and the Director of the Center for Lifelong Learning and Design (L3D) at the University of Colorado at Boulder. He is a member of the Computer Human Interaction Academy (CHI; 2007), a Fellow of the Association for Computing Machinery (ACM; 2009), and a recipient of the RIGO Award of ACM-SIGDOC (2012). In 2015, he was awarded an honorary doctorate from the University of Gothenburg, Sweden.
His research has focused on new conceptual frameworks and new media for learning, working, and collaborating, human-centered computing, and design. His recent work is centered on quality of life in the digital age, social creativity, meta-design, cultures of participation, design trade-offs, and rich landscapes for learning.