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Multi-stakeholder Analytics for Learning Design: A Case Study of Location-based Tools
PROCEEDINGS

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World Conference on Mobile and Contextual Learning,

Abstract

The current access to mobile devices and the emphasis on situated learning are contributing to bring learning beyond the classroom. Taking this opportunity, more and more location-based tools are being used in learning scenarios outside the classroom. Multiple stakeholders could benefit from understanding the learning and teaching processes triggered by these tools. Teachers and instructional designers could not only monitor and regulate the implementation of their learning designs (LDs) but also assess the impact and effectiveness, tasks especially challenging when learning happens outside the classroom. Also, the community around specific mobile learning tools -such as researchers, managers of educational institutions, or developers- could use the feedback from the assessments to better understand how the tools are being adopted and how to improve them further. For this purpose, data analytics could help to collect, analyse and visualise the evidence gathered from learning environments. This paper presents the first steps of the development of a location-based authoring tool that incorporates multi-stakeholder analytics for LD features. We investigate how analytics can support specific LD needs of stakeholders from two existing location-based authoring tools: Avastusrada and Smartzoos. Specifically, we conducted two sets of interviews: contextual inquiry interviews with teachers, as well as semi-structured interviews with managers of educational institutions and researchers. Results emphasise the specific technical implications, as well as the potential of multi-stakeholder analytics for LD in the context of location-based learning tools.

Citation

Pishtari, G., Rodríguez-Triana, M.J. & Väljataga, T. (2019). Multi-stakeholder Analytics for Learning Design: A Case Study of Location-based Tools. In Proceedings of World Conference on Mobile and Contextual Learning 2019 (pp. 94-101). Retrieved April 5, 2020 from .

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