Abstract

The objective of this paper is to present a Learning Analytics (LA) tool designed for use within modules. The LA tool¸ from this point referred to as SHLAM² (Simple Hermeneutics-inspired Learning Analytics Model for Modules), enables learners to participate in a series of weekly learner self-reflections throughout the duration of a module. This paper reports on the preliminary use of SHLAM² as part of a 5-credit research methods module (for doctoral students). The 5-credit module was completed by three doctoral students over a 12-week period (from January to March 2023) in an Irish Higher Education Institution (HEI). The module leaders (co-authors of this paper) are also the co-designers of the SHLAM² LA tool. Therefore, the insights presented in this paper are based on the observations of the module leaders as opposed to the learners registered on the module. Our SHLAM² insights reveal that ‘Seeking Clarity’ (through reading and re-reading papers) is the strongest pattern of learning, while ‘Building Confidence’ (through evaluating an evolving design artefact) and ‘Finding Voice’ (through peer-led discussion and in-class presentations) are consistently lower throughout the delivery of the 12-week module.

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