Substantial progress has been made in understanding how teachers design for learning. However, there remains a paucity of evidence of the actual students’ response towards leaning designs.
At the University of Saskatchewan, our approach is to gather information about our students’ academic performance as well as demographic and activity data that could pertain to learning success.
B. Kump, C. Seifert, G. Beham, S. Lindstaedt, и T. Ley. Proceedings of the 2Nd International Conference on Learning Analytics and Knowledge, стр. 153--157. New York, NY, USA, ACM, (2012)