New piece based on Shibani’s PhD work on writing analytics, and the perspective of the educators in adopting and adapting a writing analytics technology and learning design to their contexts.
Abstract: Failing to understand the perspectives of educators, and the constraints under which they work, is a hallmark of many educational technology innovations’ failure to achieve usage in authentic contexts, and sustained adoption. Learning Analytics (LA) is no exception, and there are increasingly recognised policy and implementation challenges in higher education for educators to integrate LA into their teaching. This paper contributes a detailed analysis of interviews with educators who introduced an automated writing feedback tool in their classrooms (triangulated with student and tutor survey data), over the course of a three-year collaboration with researchers, spanning six semesters’ teaching. It explains educators’ motivations, implementation strategies, outcomes, and challenges when using LA in authentic practice. The paper foregrounds the views of educators to support cross-fertilization between LA research and practice, and discusses the importance of cultivating educators’ and students’ agency when introducing novel, student-facing LA tools.