Which Learning Analytics for a socio-constructivist teaching and learning blended experience?

Abstract

The contribution describes and problematizes the use of learning analytics within a blended university course based on a socio-constructivist approach and aimed at constructing artefacts and knowledge. Specifically, the authors focus on the assessment system adopted in the course, deliberately inspired by the principles of formative assessment: an ongoing assessment in the form of feedback shared with the students, and which integrates the teacher’s assessment with self-assessment and peer-assessment. This system obviously requires the integration of qualitative procedures from teachers and tutors and quantitative managed through the reporting functions of the LMS and online tools used for the course. The contribution ends with a reflection on the possibilities of technological development of learning analytics within the learning environment, such as to better support constructivist teaching: Learning Analytics that comes closest to social LA techniques providing the teacher with a richer picture of the student’s behaviour and learning processes.