| 1. |
- Hegestedt, Robert, et al.
(författare)
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Data-driven school improvement and data-literacy in K-12 : Findings from a Swedish national program
- 2023
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Ingår i: International Journal. - : International Association of Online Engineering. - 1868-8799 .- 1863-0383. ; 18:15, s. 189-208
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Tidskriftsartikel (refereegranskat)abstract
- Data-driven school improvement has been proposed to improve and support edu-cational practices and more studies are emerging describing data-driven practices in schools and the effects of data-driven interventions. This paper reports on a study that has taken place within a national program where 15 schools from six different municipalities and organizations are working at classroom, school and municipality levels to improve educational practices using data-driven methods. The study aimed at understanding what educational problems teachers, principals and administrative staff in the project aimed to address through the utilization of data-driven methods and the challenges they face in doing so. Using a mixed method design, we identified four thematic areas that reflect the focused problem areas of the participants in the project, namely didactics, democracy, assessment and planning, and mental health. All development groups identified problems that can be solved with data-driven methods. Along with this, we also identified five challenges faced by the participants: time and resources, competence, ethics, digi-tal systems and common language. We conclude that the main challenge faced by the participants is data literacy, and that professional development is needed to support effective and successful data-driven practices in schools.
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| 2. |
- Masiello, Italo, Professor, 1969-, et al.
(författare)
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A Current Overview of the Use of Learning Analytics Dashboards
- 2024
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 14:1
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Tidskriftsartikel (refereegranskat)abstract
- The promise of Learning Analytics Dashboards in education is to collect, analyze, and visualize data with the ultimate ambition of improving students’ learning. Our overview of the latest systematic reviews on the topic shows a number of research trends: learning analytics research is growing rapidly; it brings to the front inequality and inclusiveness measures; it reveals an unclear path to data ownership and privacy; it provides predictions which are not clearly translated into pedagogical actions; and the possibility of self-regulated learning and game-based learning are not capitalized upon. However, as learning analytics research progresses, greater opportunities lie ahead, and a better integration between information science and learning sciences can bring added value of learning analytics dashboards in education.
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