Learning analytics, a challenge for teachers between digital learning environments and professional competencies

Abstract

Through big data exploration tools, it is possible to stimulate in the educational community new ways of formulating research questions, designing studies, analyzing and visualizing data in a replicable and more sustainable vision of the learning process in similar conditions. In the paper we present some models of interpretation of Learning analytics, not only to classifying techniques and application contexts, but also to make the theoretical and methodological assumptions accessible to possible target audiences. Specifically, teachers play a crucial role in the discipline’s development, however, several limitations make their contribution marginal so far. It is a timely challenge to foster a critical and informed interpretation of the results that emerge from algorithms and computational techniques in digital learning environments, to encourage non-expert users’ involvement in ongoing technology evolutions.