Register now for the August webinar with Dr. María Jesús Rodríguez-Triana

We are pleased to announce our next webinar with Dr. María Jesús Rodríguez-Triana which will take place on August 31, 2021 at 3pm CEST (9am EDT, 2pm BST, 10pm JST). This webinar will provide an overview of how analytics proposals can enhance awareness and reflection about learning design practices.

You can join us by registering for the August webinar event HERE.

Links and information to all past webinar series recordings can be found on our website here:


Abstract: TEL researchers have advocated for the alignment between learning design and analytics. This alignment may bring benefits such as the use of learning designs to better understand and interpret analytics in its pedagogical context (e.g., using student information set at design time). Conversely, learning analytics could help improve a pedagogical design, e.g., through detecting deviations from the original plan or identifying aspects that may require revision based on metrics obtained while enacting the design. Despite its clear synergies between both fields, there are few studies exploring the active role that data analytics can play in supporting design for learning. This talk provides an overview of data analytics proposals, illustrating how they can enhance awareness and reflection about the learning design impact, properties and activity.

Bio: María Jesús Rodríguez-Triana received her Ph.D. in Information and Communication Technologies from the University of Valladolid (Spain). In 2014, she joined the École Polytechnique Fédérale de Lausanne (Switzerland) as a postdoctoral fellow and, since 2016, she is part of the Centre of Excellence in Educational Innovation of Tallinn University (Estonia), where she is an associate professor. Since 2008, she has been involved in various educational research and innovation projects at the national and international level dealing with the application of learning analytics in physical and digital spaces, to support decision making from classroom to institutional levels, and to reinforce different pedagogical approaches such as collaborative or inquiry-based learning. Currently, she is investigating the challenges and strategies towards the adoption of learning analytics in authentic scenarios such as classrooms, institutions, and communities of practice.