#1046: Teachers’ Co-Evolving Insights on E-Learning Design and Design-Aware Learning Analytics

Learning analytics (LA) can provide teachers with timely insights into student learning, helping them adjust learning design (LD) and optimizing educational outcomes. However, the concept of LA is relatively new, and the use of LA integrated with e-learning platforms remains uncommon, particularly among K–12 teachers. This paper reports on a Research Practice Partnership (RPP) project involving primary and secondary schools to develop a system and workflow that supports the integration of LA into teachers’ everyday professional practice, beginning at the LD stage. A qualitative case study of a teacher team over two years reveals how their professional learning evolved, from identifying meaningful learning analytics questions (LAQs) relevant to their LD context to recognizing the importance of selecting appropriate e-learning tools as a prerequisite for meaningful LA, and finally to incorporating targeted LAQs into their LD decision making process, thereby consciously closing the LD-LA loop in their professional practice.