Integrating Learning Analytics for higher-order thinking e-assessments

This paper attempts to understand the broader implications for integrating learning analytics in e-learning systems. This is also the commencement of a collaborative effort for developing research bases around learning analytics between the University of Mauritius and the University of KwaZuluNatal. The focus on e-assessments is deliberate: the tendancy in both our universities to appraise student learning as summative and quantitative does not reflect contemporary workplace and scholarly needs where learning processes are more valuable than outcomes. The necessity for epistemological rethinking and developing systems based on contextual requirements is important, whether it is related to curriculum development or workshop organisation or even conducting a class. After a survey of the literature on the potentials and hypes around learning analytics, we look towards the literature linking learning analytics, data mining and e-assessment for educators to interface more effectively and efficiently with the LMS platform. We conclude this concept-paper with a workshop outline which can help educational technologists organise practical, sustainable and meaningful hands-on sessions with educators.