Evidence-Based Learning: Futures Using learning design and learning analytics to empower teachers to meet students’ diverse needs
With the introduction of learning design in early 2000 and learning analytics in 2012, the OU has led the way in how teachers make complex decisions to design interactive courses, and how students can maximise their learning potential. The next obvious steps would be to include AI, personalisation, and student-led learn- ing analytics to provide learning opportunities that meet the unique needs of each learner, but whether this would be technically feasible and pedagogically desir- able will be discussed. In this chapter we will look at recent and future develop- ments concerning the “holy trinity” of learning design, learning analytics, and how teachers can help institutions like the OU to ensure that our current and future students’ needs are met. Furthermore, we will reflect on the affordances and limitations of learning design and learning analytics to help teachers to adapt their teaching and learning practices to meet learners’ needs.
