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Submitted
Sep 3, 2019
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Sep 6, 2019
Published
Oct 12, 2019
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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 evaluation system adopted in the course, deliberately inspired by the principles of formative assessment: an ongoing evaluation in the form of feedback shared with the students, and which integrates the teacher's evaluation with self-evaluation and peer-evaluation. 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.

Keywords

Learning Analytics Blended Learning Moodle Formative Assessment

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How to Cite
Sansone, N., & Cesareni, D. (2019). Which Learning Analytics for a socio-constructivist teaching and learning blended experience?. Journal of E-Learning and Knowledge Society, 15(3), 319-329. https://doi.org/10.20368/1971-8829/1135047

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