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  • Evidence-Based Learning: Futures

    Bart Rienties, Ann Jones

    Chapter from the book: Ferguson, R et al. 2019. Educational visions: The lessons from 40 years of innovation.

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    With the introduction of learning design in early 2000 and learning analytics in 2012, the OU has led the way in how teachers make complex decisions to design interactive courses, and how students can maximise their learning potential. The next obvious steps would be to include AI, personalisation, and student-led learning analytics to provide learning opportunities that meet the unique needs of each learner, but whether this would be technically feasible and pedagogically desirable will be discussed. In this chapter we will look at recent and future developments concerning the “holy trinity” of learning design, learning analytics, and how teachers can help institutions like the OU to ensure that our current and future students’ needs are met. Furthermore, we will reflect on the affordances and limitations of learning design and learning analytics to help teachers to adapt their teaching and learning practices to meet learners’ needs.

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    How to cite this chapter
    Rienties B. & Jones A. 2019. Evidence-Based Learning: Futures. In: Ferguson, R et al (eds.), Educational visions. London: Ubiquity Press. DOI: https://doi.org/10.5334/bcg.g

    This is an Open Access chapter distributed under the terms of the Creative Commons Attribution 4.0 license (unless stated otherwise), which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited. Copyright is retained by the author(s).

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    Published on Dec. 18, 2019


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