This report describes a 15-month collaboration between three Every Learner Everywhere partner org... more This report describes a 15-month collaboration between three Every Learner Everywhere partner organizations (Achieving the Dream, the American Association of Public and Land-grant Universities [APLU], and Digital Promise) and five colleges, all engaged in a research-practice partnership (RPP) around enhancing equity and digital learning in gateway courses. The report describes the key features of research-practice partnerships, the design choices made for this Equity and Digital Learning RPP, the process of establishing the RPP, RPP activities both within and across institutions, and data on student perceptions and academic performance in the target courses before and after the RPP activities.
Producción CientíficaThe effectiveness of using learning analytics for learning design primarily ... more Producción CientíficaThe effectiveness of using learning analytics for learning design primarily depends upon two concepts: grounding and alignment. This is the primary conjecture for the study described in this paper. In our design-based research study, we design, test, and evaluate teacher-facing learning analytics for an online inquiry science unit on global climate change. We design our learning analytics in accordance with a socioconstructivism-based pedagogical framework, called Knowledge Integration, and the principles of learning analytics Implementation Design. Our methodology for the design process draws upon the principle of the Orchestrating for Learning Analytics framework to engage stakeholders (i.e. teachers, researchers, and developers). The resulting learning analytics were aligned to unit activities that engaged students in key aspects of the knowledge integration process. They provided teachers with actionable insight into their students' understanding at crit...
Designing for effective and efficient pedagogical interventions and orchestration in complex Tech... more Designing for effective and efficient pedagogical interventions and orchestration in complex Technology-Enhanced Learning (TEL) ecosystems is an increasingly challenging issue. Learning Analytics (LA) solutions are very promising for purposes of understanding and optimizing learning and the environments in which it occurs. Moreover, LA solutions may contribute to an improved evidence-based teacher inquiry into student learning. However, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions. This chapter argues for Human-Centered Design (HCD) and orchestration of actionable learning analytics and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders; integration of the learning design cycle and the LA design process; and reliance on educational theories to guide the LA solution design and implementation. The HCD principles are illustrated and discussed through two case studies in authentic learning contexts. This chapter aims at contributing to move the research community in relation to the design and implementation of Human-centered Learning Analytics solutions for complex Technology-enhanced Learning ecosystems.
The abrupt transition to remote instruction in response to COVID-19 posed significant challenges ... more The abrupt transition to remote instruction in response to COVID-19 posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges college students faced during the shift to remote instruction and the nature of spring 2020 courses from the perspectives of both students and instructors. These descriptions are complemented by survey data on the prevalence of online instructional practices that are generally recommended in the online learning literature and analyses of the relationship of these practices to student satisfaction with their course. This report describes findings from two research activities conducted concurrently: a survey of a nationally representative sample of over 1,000 undergraduates who were taking online courses that included in-person meetings when they began and had to switch to entirely remote instruction; and qualitative descriptions of 29 courses offered by 10 institutions, base...
This report describes a 15-month collaboration between three Every Learner Everywhere partner org... more This report describes a 15-month collaboration between three Every Learner Everywhere partner organizations (Achieving the Dream, the American Association of Public and Land-grant Universities [APLU], and Digital Promise) and five colleges, all engaged in a research-practice partnership (RPP) around enhancing equity and digital learning in gateway courses. The report describes the key features of research-practice partnerships, the design choices made for this Equity and Digital Learning RPP, the process of establishing the RPP, RPP activities both within and across institutions, and data on student perceptions and academic performance in the target courses before and after the RPP activities.
Producción CientíficaThe effectiveness of using learning analytics for learning design primarily ... more Producción CientíficaThe effectiveness of using learning analytics for learning design primarily depends upon two concepts: grounding and alignment. This is the primary conjecture for the study described in this paper. In our design-based research study, we design, test, and evaluate teacher-facing learning analytics for an online inquiry science unit on global climate change. We design our learning analytics in accordance with a socioconstructivism-based pedagogical framework, called Knowledge Integration, and the principles of learning analytics Implementation Design. Our methodology for the design process draws upon the principle of the Orchestrating for Learning Analytics framework to engage stakeholders (i.e. teachers, researchers, and developers). The resulting learning analytics were aligned to unit activities that engaged students in key aspects of the knowledge integration process. They provided teachers with actionable insight into their students' understanding at crit...
Designing for effective and efficient pedagogical interventions and orchestration in complex Tech... more Designing for effective and efficient pedagogical interventions and orchestration in complex Technology-Enhanced Learning (TEL) ecosystems is an increasingly challenging issue. Learning Analytics (LA) solutions are very promising for purposes of understanding and optimizing learning and the environments in which it occurs. Moreover, LA solutions may contribute to an improved evidence-based teacher inquiry into student learning. However, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions. This chapter argues for Human-Centered Design (HCD) and orchestration of actionable learning analytics and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders; integration of the learning design cycle and the LA design process; and reliance on educational theories to guide the LA solution design and implementation. The HCD principles are illustrated and discussed through two case studies in authentic learning contexts. This chapter aims at contributing to move the research community in relation to the design and implementation of Human-centered Learning Analytics solutions for complex Technology-enhanced Learning ecosystems.
The abrupt transition to remote instruction in response to COVID-19 posed significant challenges ... more The abrupt transition to remote instruction in response to COVID-19 posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges college students faced during the shift to remote instruction and the nature of spring 2020 courses from the perspectives of both students and instructors. These descriptions are complemented by survey data on the prevalence of online instructional practices that are generally recommended in the online learning literature and analyses of the relationship of these practices to student satisfaction with their course. This report describes findings from two research activities conducted concurrently: a survey of a nationally representative sample of over 1,000 undergraduates who were taking online courses that included in-person meetings when they began and had to switch to entirely remote instruction; and qualitative descriptions of 29 courses offered by 10 institutions, base...
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Papers by Korah Wiley