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It argues that learning analytics tools adopted only because they are convenient or available can wrongly steer instruction, masking misaligned goals. By reviewing established learning theories, the study links each theoretical perspective to corresponding analytics approaches and provides examples of alignment. 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Macfadyen, University of British Columbia, Canada  \nAbstract  \nWhich learning analytics (LA) approach might be the best choice for your teaching and learning context? Learning analytics as a field of research and application seeks to collect, analyze, report, and interpret educational data with the goal of improving teaching and learning. However, hasty adoption of learning analytics tools and methods that are simply convenient, promoted, or available risks allowing learning analytics to “drive the pedagogical bus.” In this paper, we propose that careful reflection on pedagogical design choices and the learning theory that underpins them can and should inform selection of relevant learning analytics tools and approaches. We broadly review established learning theories and the implications of each for pedagogical design; for each design approach, we offer examples of learning analytics most clearly aligned with the theoretical perspectives on learning and knowledge that have shaped it. Moreover, we argue that careful consideration of the learning theory underpinning the pragmatics of pedagogical design choices should guide LA implementation, and help educators and designers avoid the risk of gathering data on, and measuring outcomes for, activities that are not relevant to their pedagogical design or goals.  \nKeywords: Epistemology; learning analytics ; learning theory ; pedagogical design ; learning design ; instructional design ; learning ecosystem design  \nRésumé  \nQuelle approche de l'analyse de l'apprentissage pourrait être le meilleur choix pour votre contexte d'enseignement et d'apprentissage ? L'analyse de l'apprentissage, en tant que domaine de recherche et d'application, cherche à collecter, analyser, rapporter et interpréter les données éducatives dans le but d'améliorer l'enseignement et l'apprentissage. Cependant, l'adoption précipitée d'outils et deméthodes d'analyse de l'apprentissage qui sont simplement pratiques, promus ou disponibles risque de  \nCJLT/RCAT Vol. 47 (1)  \npermettre à l'analyse de l'apprentissage de \"conduire le bus pédagogique\". Dans cet article, nous proposons qu'une réflexion approfondie sur les choix de conception pédagogique et la théorie de  \nl'apprentissage qui les sous-tend puisse et doive éclairer la sélection d'outils et d'approches d'analyse del'apprentissage pertinents. Nous examinons de manière générale les théories de l'apprentissage établies et les implications de chacune d'entre elles pour la conception pédagogique ; pour chaque approche de conception, nous proposons des exemples d'analyse de l'apprentissage les plus clairement alignés avec les perspectives théoriques sur l'apprentissage et la connaissance qui l'ont façonnée. En outre, nous soutenons qu'un examen attentif de la théorie de l'apprentissage qui sous-tend la pragmatique des choix de conception pédagogique devrait guider la mise en œuvre des analyses de l'apprentissage et aider les éducateurs et les concepteurs à éviter le risque de recueillir des données sur des activités qui ne sont pas pertinentes pour leur conception ou leurs objectifs pédagogiques, et de mesurer les résultats de cesactivités.  \nMots-clés : Épistémologie ; analyse de l'apprentissage ; théorie de l'apprentissage ; conception pédagogique ; conception de l'apprentissage ; conception pédagogique ; conception de l'écosystèmed'apprentissage  \nIntroduction  \nInternet technologies and digital tools have allowed innovative educators to experiment with new approaches to facilitating learning and empowering learners. Investigators report, for instance, that digital technologies can facilitate learner engagement (Chen et al., 2010), empower learning (Prasertsilp, 2013) or assis","cbCainFGnL4iP9eb","https://ap.wps.com/l/cbCainFGnL4iP9eb","pdf",375602,22,"English","# Introduction\n## Learning Analytics and Learning Theory\n# Pedagogical Design: Bridging Learning Theory and Learning Analytics\n## Key argument: theory-informed analytics selection\n## Risks of tool-driven implementation","[{\"question\":\"Why does the paper warn against hasty adoption of learning analytics tools?\",\"answer\":\"It warns that adopting tools for convenience or availability can let learning analytics “drive the pedagogical bus,” leading to measures and interpretations that do not match the intended teaching and learning goals.\"},{\"question\":\"How does learning theory influence the choice of learning analytics approaches?\",\"answer\":\"The paper proposes that reflection on the pedagogical design choices and the learning theory behind them should inform which analytics tools and methods are most relevant to the teaching context.\"},{\"question\":\"What alignment does the paper seek between analytics and educational outcomes?\",\"answer\":\"It argues that educators and designers should avoid collecting data and measuring outcomes for activities that are not relevant to their pedagogical design or objectives, ensuring analytics supports meaningful implementation.\"}]","Pedagogical Design - Bridging Learning Theory and Learning Analytics | PDF",1792086573,55]