Using Learning Analytics for Investigating Learning Processes in Inclusive Chemistry Classrooms using Universal Design for Learning
Enabling more individualised learning is one of the most frequently articulated arguments for the use of digital media in school lessons. At the same time, the Universal Design for Learning (UDL; CAST, 2011) is an internationally widespread concept which, by minimizing learning barriers, appears suitable for initiating and designing inclusive teaching and learning processes.
In a previous research project, UDL was used to develop a digital, iPad-based learning environment that aimed to promote concepts about the nature of science in heterogeneous learning groups (Walkowiak & Nehring, 2018). This learning environment was investigated in an experimental study. Although the results show fundamentally positive effects on learning development, it is also clear that no higher growth is associated with an increase in UDL-based learning opportunities (Walkowiak, 2019).
This raises questions about the processes in UDL- and iPad-based learning, which relate in particular to the use of the numerous offers (e.g. “multiple means of representation” or “multiple multiple means of action and expression”).
Using suitable methods of learning analytics, it is therefore to be investigated how pupils learn in such an iPad-based setting and how the use of the learning offers is related to learning-relevant characteristics. Statements about possible forms of learning analytics-based support are to be derived and tested.
CAST. (2011). Universal Design for Learning Guidelines version 2.0. Author: Wakefield, MA.
Walkowiak, M. (2019). Konzeption und Evaluation von universell designten Lernumgebungen und Asessments zur Förderung und Erfassung von Nature of Science Konzepten Inhaltsverzeichnis. Hannover: Leibniz Universität Hannover. https://doi.org/https://doi.org/10.15488/5145
Walkowiak, M., & Nehring, A. (2018). Assessing Nature of Science Concepts in Inclusive Chemistry Classes Using Universal Design for Assessment. In O. E. Finlayson, E. McLoughlin, S. Erduran, & P. Childs (Eds.), Research, Practice and Collaboration in Science Education Proceedings of the ESERA 2017 Conference (pp. 2322–2334).Dublin: Dublin City University.