Pre-Conference Workshop A5
Applying and Translating Learning Design and Analytics Approaches in your Institution
Date Wednesday, Nov 23 Time – Room Check Price: free of charge Status: fully booked
Professor of Learning Analytics, Institute of Educational Technology at the Open University, UK, United Kingdom
Bart has over twenty years of experience in designing, researching and evaluating blended and online learning programmes in higher education and professional learning.
Bart is Professor of Learning Analytics and programme director of the learning analytics and learning design research programme at the Institute of Educational Technology at the Open University UK. As programme director he leads a group of academics who provide university-wide learning analytics and learning design solutions and conduct evidence-based research of how students and professionals learn. Over the last 20 years he has successfully led a range of institutional/national/European projects, and has received a range of awards for his educational innovation projects. These projects include a range of EU projects (AIT, Evaluate, LACE, LEAP, Teach 4.0), ESRC IDEAS, Leverhulme Open World Learning, and OFS Learning Gains, which focussed on learning analytics, evidence-based evaluations, and large-scale adoptions of innovation. Furthermore, he is programme lead of the learning analytics and learning design research theme within IET.
Bart conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Professional Development, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has published over 200 academic outputs, and is the 4th most cited author and contributor in Learning Analytics in the period 2011-2018 (Adeniji, 2019), the 5th most published author on internationalisation in the period 1900-2018 (Jing et al. 2020), the 7th most published author on social network analysis in social sciences in the period 1999-2018 (Su et al. 2020), and the 14th most published author on educational technology in the period 2015-2018 (West & Bodily, 2020).
He is Principal Fellow of the Higher Education Academy (HEA) and is visiting professor at University of Dundee.
Vice-Dean for Science, International Cooperation and Projects, University of Zagreb, Faculty of Organization and Informatics
Igor Balaban is Associate Professor at FOI and Head of Laboratory for advanced technologies in e-learning. He participated in several European and national projects, coordinated two of them (LLP, Erasmus+) and locally coordinated Horizon 2020 project.
He authored and co-authored 30+ scientific and professional papers and cooperates with European Commissions’ Joint Research Centre as an external expert for DigComOrg & DigCompEdu frameworks and SELFIE tool. He organized and conducted dozens of workshops, talked at several dozen conferences, and was invited speaker at some of them. He is also a reviewer for several highly respected journals such as Computers & Education, International Journal of ePortfolio and International Journal of Information Systems.
His main field of interest is technology supported learning with special focus on adaptivity and personalization in learning environments and digital transformation of educational organizations. He also has a traceable scientific record in assessing the successful implementation of information systems.
Full Professor, University of Zagreb, Faculty of Organization and Informatics, Croatia
Blaženka Divjak, PhD, Full Professor of Mathematics and Information Science at the University of Zagreb, Faculty of Organization and Informatics, served as Vice-Rector for students and study programs at the University of Zagreb (2010-2014) and was the Croatian Minister of Science and Education (2017-2020).
Her area of expertise besides mathematics includes learning design, e-learning, learning analytics, and strategic decision-making in higher education. She was a coordinator and a researcher in over 30 national and international projects and now coordinates two Erasmus + projects: "Relevant assessment and pedagogies for inclusive digital education", and "Innovating Learning Design in Higher Education".
Head of Software Development Center at Faculty of Organization and Informatics, University of Zagreb, Croatia
Darko Grabar works at University of Zagreb, Faculty of Organization and Informatics as head of Software Development Centre (SDC). As head of SDC, his main responsibilities are to provide e-learning support, ICT support and custom software development, cooperation with SMEs and support to various ICT related projects. He has been involved in dozens of national and international projects, working as software developer or ICT and/or e-learning expert. Through his work, he is actively participating in international Open Source community and since 2009 he is member of HrOpen (Croatian Society for Open Systems and Internet), currently in role of vice president.
This interactive workshop delivered by the University of Zagreb, Faculty of Organisation and Informatics (UZ) and the Open University UK (OU) will build on two large-scale implementations of learning design and learning analytics, and how you could potentially implement similar approaches in your institution.
The OU has been implementing learning design for over 15 years as a structured design, specification, and review process for blended and online courses. The learning design is focused on "what students do" as part of their learning, rather than on "what teachers do" or on what will be taught.
Building on this work, UZ has recently developed the Balanced Design Planning (BDP) tool specifically for educators working in hybrid and blended contexts. The tool is more focussed on intended learning outcomes and automated learning analytics and is currently developed and tested with 60+ practitioners from ten institutions at nine countries as part of three European projects (eDesk, Teach4EDU, and RAPIDE), and is publicly available for other institutions to use for free.
It has been shown by studies conducted by OU and UZ that when these learning design (LD) approaches are used, they help educators to make real-time informed decisions based on learning analytics (LA) and improve the predictive modelling of student behaviour.
Beyond the direct impact of learning design on how the OU and UZ and its 7000+ academics and educators use learning analytics on a daily basis, the LD approach has been used by 2000+ university educators over a dozen countries, including Belarus, China, EU countries, Kenya, South Africa, and the UK.
- Develop your own learning design and learning analytics approaches and/or to work with other educators to design a joint course and share it with other peers/students based on hands-on experiences with the Balanced Design Planning tool.
- Use lessons learned from both approaches from a range of European institutions in your own teaching and learning practices.
- Apply and translate these learning design and learning analytics approaches into your own institution based on provided good practices and use of the LD and LA concepts and tools.
In this session we will aim to provide the following structure, roughly one hour each:
- 14:00-15:00: Evidence-based principles of learning design and learning analytics and how to implement them in your institution
- 15:00-16:00: Hands-on working with the Balanced Design Planning tool to design your own course/qualification or to collaboratively work with others on learning design and share the design with students
- 16:00-17:00 How to implement learning design and learning analytics effectively in your institution and/or in your practice as an educator
- HE educators who teach in blended, hybrid and online settings
- HE instructional designers/learning designers
- HE managers and decision makers HE leaders
Level: intermediate (i.e., you need to have worked in HE for several years, but you do not need any learning analytics experience)