Le cinquième rapport de la Open University Innovation, Innovating Pedagogy 2016, propose 10 innovations qui sont déjà en cours, mais qui n’ont pas encore eu une influence profonde sur l’éducation.

Parmi ces innovations, le « formative analytics » :

Most current applications of learning analytics aim to measure and predict the learning processes of students by tracing their behaviour and inferring their thinking processes. Analytics track, for example, time spent on online learning, or performance on an assessment. By identifying who may be at risk of failing a test, summative learning analytics provide teachers with a digest of performance and insight into who needs support. In contrast, formative analytics support learners to reflect on what they have learned, what can be improved, which goals can be achieved, and how they should move forward. By providing analytics for learning rather than analytics of learning, formative analytics have the potential to empower each learner through timely, personalised, and automated feedback, including visualisations of potential learning paths. (p.5)

Parmi les inspirations de cette innovation qui se taille tranquillement une place en apprentissage, on compte le projet LACE, une initiative de l’Union Européenne.

 

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