Orchestrating learning analytics (OrLA) : Supporting inter-stakeholder communication about adoption of learning analytics at the classroom level

• Published in: Australasian Journal of Educational Technology Vol. 35; no. 4; pp. 14 - 33
• Main Authors: Prieto, Luis P, Rodríguez-Triana, María Jesús, Martínez-Maldonado, Roberto, Dimitriadis, Yannis, Gaševic, Dragan
• Format: Journal Article
• Language: English
• Published: Australasian Society for Computers in Learning in Tertiary Education 01-01-2019
• Subjects: Adoption (Ideas); Classroom techniques; Communication Strategies; Decision making; Educational innovation; Educational technology; Foreign Countries; Frameworks; Higher education; Interpersonal Communication; Learning Analytics; Literature reviews; Records (Forms); Stakeholders; Technology integration; Technology Uses in Education; Australia; Estonia; Spain
• ISSN: 1449-5554; 1449-3098; 1449-5554
• DOI: 10.14742/ajet.4314

Despite the recent surge of interest in learning analytics (LA), their adoption in everyday classroom practice is still slow. Knowledge gaps and lack of inter-stakeholder communication (particularly with educational practitioners) have been posited as critical factors for previous LA adoption failures. Yet, what issues should researchers, practitioners and other actors communicate about, when considering the adoption of an LA innovation in a particular context? We reviewed and synthesised existing literature on four focus areas related to LA, their adoption, implications for practice, and more general factors that have emerged as crucial when studying everyday classroom adoption of technologies (i.e., classroom orchestration). This synthesis resulted in two conversational frameworks and an inter-stakeholder communication tool. These can be used to guide and support conversations and decision-making about the adoption of LA innovations. We illustrate their usefulness with examples of use in ongoing LA adoption processes in Australia, Spain and Estonia. [Author abstract]