is reaching a state of maturity that enables non-technical people to engage with expertly designed “walk up and use”
I believe this still has quite a long way to go - there are still many assumptions from the designers of technology or systems that the end users have the skills to easily engage and implement
Analytics could disempower learners, making them increasingly reliant on institutions providing them with continuous feedback, rather than developing meta-cognitive and learning-to-learn skills and dispositions.
I believe this is really worth considering carefully - it relates also the 'pull' effect in previous comments. It is also relevant to consider in the context of the author's comments about skills such as creativity, resilience, etc becoming more important as learning skills.
Tutors can use these analytics to reflect on their feedback, and the analytics can also be used to recommend moves towards the types of feedback that students find most useful.
This would be really useful and interesting. The timing of the feedback would be important to track also.
We have also indicated why these factors require new approaches to learning analytics.
Not just new approaches to LA itself, but also approaches on how to more effectively translate and disseminate this approach to those that are not as conversant with the LA but that operate at the coalface of the educational space ie teachers
This implies a need for ongoing analytics that can support the development of dispositions such as creativity and curiosity, collaboration skills and resilience.
I couldn't agree more! And this relates back to previous discussions about 'process' - creativity, curiosity, collaboration, etc are all processes
innovation requires social learning
Not sure what they mean by this? Are they implying that innovation cannot happen without social learning? I would argue that it helps facilitate innovation, but it is not exclusive
There is also a shift away from an institutional perspective towards a focus on the concerns of learners and teachers. The main beneficiaries are no longer considered to be administrators, funders, marketing departments and education authorities, but instead are learners, teachers and faculty membe
The benefits are great, however there is still much work to be done in this area ie how are the complexities and 'jargon' associated with LA translated effectively for the teachers and learners that are not familiar in this space