Indiana University-Purdue University Indianapolis (IUPUI) / This research took place as a cognitive exploration of sensemaking of
learning analytics at Ivy Tech Community College of Indiana. For the courses
with the largest online enrollment, quality standards in the course design are
maintained by creating sections from a course design framework. This means all
sections have the same starting content and the same framework for
assessment. The course design framework is maintained by the curriculum
committee composed of program chairs who oversee the program to which the
course belongs. This research proposed to develop a learning analytics
dashboard to elicit the best practices in instantiating a course design framework
from the perspective of the program chair. The Instructional Design
Implementation Dashboard, IDID, was designed to address the sensemaking
needs of program chairs. The program chairs were asked to make sense of IDID
built around the data collected from the course management system and the
student information system. IDID leveraged metrics from the user activity and the
learner performance from the learning management system, combined with data
about the student demographics captured from the student information system.
IDID was used to identify highly successful sections and examine the instructor
behaviors that might be considered best practices. Data Frame Sensemaking
theory was confirmed as an accurate description of the experience of program chairs when using IDID. A revised model of Data Frame Sensemaking theory
was developed to explain the interaction of those using the IDID platform.
| Identifer | oai:union.ndltd.org:IUPUI/oai:scholarworks.iupui.edu:1805/13763 |
| Date | 05 April 2017 |
| Creators | Morse, Robert Kenneth |
| Contributors | Brady, Erin, Bolchini, Davide, Boling, Elizabeth, Hook, Sara |
| Source Sets | Indiana University-Purdue University Indianapolis |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
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