4. Learning outcomes
The course design is learner-centered and based on learning outcomes, as shown in Table 1. The learning outcomes cover different levels of Bloom’s taxonomy and have different relative weights.
Table 1. Course learning outcomes
| Learning outcome |
Level |
Weight |
|
Explain the importance of learning analytics for improving the processes of learning and teaching |
Understanding |
12 |
|
Analyse ethical aspects, personal data protection aspects, and limitations in the use of learning analytics |
Analysing |
15 |
|
Apply digital technologies for collecting, analysing, and using data on student activities, performance, and progress |
Application |
23 |
|
Critically evaluate the sources, types, and quality of available data in order to gain more insights into student learning and teaching processes |
Analysing |
20 |
|
Evaluate and adapt learning design, teaching strategies, and assessment methods based on the results obtained through learning analytics |
Evaluation |
15 |
|
Apply learning analytics with the aim of improving learning and teaching, and implementing pedagogical interventions |
Application |
15 |
The highest weight and central role belong to the learning outcome: apply digital technologies for collecting, analysing, and using data on student activities, performance, and progress.
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