![]() ![]() ![]() The Tripartite model was adopted to carry out a comprehensive, systematic and critical analysis of the literature of TA. The review was intended to inform the establishment of a framework describing the various aspects of TA and to develop a model that can enable us to gain more insights into how TA can help teachers improve teaching practices and learning outcome. This research aims to explore current TA related discussions in the literature, to provide a generic conception of the meaning and value of TA. Providing teachers access to analytics associated with their teaching practice and learning outcome can improve the quality of teaching practice. In other words, teachers need to equip themselves with the knowledge necessary to understand the complexity of teaching and the learning environment. Additionally, they need to understand how choices in particular pedagogues and the LD can enhance their teaching experience. These skills are dependent on understanding the connection between TA, LA and Learning Design (LD). ![]() Arguably, teachers need to develop their teacher data literacy and data inquiry skills to learn about teaching challenges. The outcome of TA can be used to engage teachers in a meaningful dialogue to improve the quality of teaching. Further, TA provides a platform for teachers to use data to reflect on teaching outcome. ![]() It also identifies optimal ways in which teaching performance can be enhanced. TA is now gaining prominence because it offers enormous opportunities to the teachers. Teaching Analytics (TA) is a new theoretical approach, which combines teaching expertise, visual analytics and design-based research to support teacher’s diagnostic pedagogical ability to use data and evidence to improve the quality of teaching. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |