Hilliger Isabel, Aguirre Camila, Miranda Constanza, Celis Sergio, Pérez-Sanagustín Mar
School of Engineering, Pontificia Universidad Católica de Chile, Vicuña Mackenna 4860, 7820436 Macul, Santiago Chile.
Online Campus, Universidad Andrés Bello, Santiago, Chile.
J Comput High Educ. 2022;34(3):633-657. doi: 10.1007/s12528-022-09315-4. Epub 2022 Mar 31.
Curriculum Analytics (CA) emerged as a sub-field of Learning Analytics, aiming to use large amounts of educational data to drive curriculum decision-making and program improvement. However, it is still an open question how the use of CA tools impacts student learning and program quality. To advance this field, this paper describes the lessons learned from having designed and implemented a CA tool to help managers and teaching staff reflect on curriculum and teaching practices. This CA tool was developed under a design-based research approach called The Integrative Learning Design Framework. We implemented a two-cycle building-testing structure to evaluate the perceived usefulness and usability of this tool. The first cycle consisted of designing a first version of the tool and evaluating its use throughout a case study involving 5 managers and 124 teaching staff members who participated in a 3-year continuous improvement process in one Latin American university. The second cycle consisted of redesigning the tool according to the lessons learned during the first cycle and evaluating its use throughout workshops with 16 managers and 9 teaching staff members in two Latin American universities. Findings indicate that the CA tool helped teachers collect a greater number and variety of evidence regarding students' attainment of competencies, allowing staff to be more aware of the learning situation of their students when redesigning course assessment methods and course sequences. Currently, this CA tool is being used by 20 Latin American universities, guiding curriculum renewal strategies beyond the current global pandemic.
The online version contains supplementary material available at 10.1007/s12528-022-09315-4.
课程分析（CA）作为学习分析的一个子领域出现，旨在利用大量教育数据推动课程决策和项目改进。然而，CA工具的使用如何影响学生学习和项目质量仍是一个悬而未决的问题。为了推动该领域的发展，本文描述了在设计和实施一个CA工具以帮助管理人员和教学人员反思课程和教学实践过程中所吸取的经验教训。这个CA工具是在一种名为“综合学习设计框架”的基于设计的研究方法下开发的。我们实施了一个两阶段的构建-测试结构来评估该工具的感知有用性和可用性。第一阶段包括设计该工具的第一个版本，并在一个涉及5名管理人员和124名教学人员的案例研究中评估其使用情况，这些人员参与了一所拉丁美洲大学为期3年的持续改进过程。第二阶段包括根据第一阶段吸取的经验教训重新设计该工具，并在两所拉丁美洲大学与16名管理人员和9名教学人员进行的研讨会上评估其使用情况。研究结果表明，CA工具帮助教师收集了关于学生能力达成情况的更多数量和种类的证据，使工作人员在重新设计课程评估方法和课程顺序时能够更清楚地了解学生的学习情况。目前，20所拉丁美洲大学正在使用这个CA工具，指导当前全球疫情之外的课程更新策略。
在线版本包含可在10.1007/s12528-022-09315-4获取的补充材料。
