TEORINĖS MOKYMOSI ANALITIKOS TAIKYMO GALIMYBĖS PROJEKTUOJANT MOKYMĄ/SI

Abstract

The relevance of this paper is based on the scientific problem of effective and targeted use of learning analytics in instructional design. The aim of this article is to reveal the potential of learning analytics in the design of teaching and learning by means of an analysis of scientific literature. The aim is to justify the potential and limitations of the effectiveness of learning analytics by defining learning design and identifying assumptions about how learning activity data can support the design of the educational process. Drawing on the theoretical assumptions of foreign authors and the results of existing research, the paper seeks to make the case for the importance of not only collecting learning data, but doing so in a targeted way in order to improve the educational/learning process. The paper focuses on the analysis of the processes and possibilities of integrating learning analytics elements, with a particular focus on the CAFE learning design model.