Teacher-led inquiry, learning design and learning analytics: a virtuous circle
Guest editors: Dr Yishay Mor, Dr Rebecca Ferguson and Professor Barbara Wasson
This special issue, BJET Volume 46, Issue 1, will be published in January 2015. This issue seeks to explore the synergy between teacher-led inquiry into student learning (TISL), learning design, and learning analytics. For learning design to be effective, it should be informed and evaluated by teacher inquiry or should form part of a process of inquiry. For TISL to be meaningful, it should support the design of activities and resources. Together, these suggest an integrated dynamic model of teaching as design inquiry of learning. The recent emergence of learning analytics as a field offers to equip learners and teachers with powerful new tools that can support their inquiry into learning practices.
The OU’s Innovating Pedagogy reports explore new forms of teaching, learning and assessment, to guide educators and policy makers. The 2013 report updates four previous areas of innovation and introduces six new ones: Crowd Learning, Learning from Gaming, Maker Culture, Geo-Learning, Digital Scholarship and Citizen Inquiry. The report can be downloaded from http://www.open.ac.uk/innovating.