Methodological strategy for the implementation of Learning Analytics in the Master's Degree in Pedagogy in Digital Environments

Abstract

Learning Analytics (LA) is a topic that occupies one of the primary interests in current pedagogical practices, associated with the rise of Information and Communication Technologies (ICT). The objective of this work was to develop a methodological strategy for training in Learning Analytics for the faculty of the Master's program in Digital Environments. The methodology used was qualitative, based on theoretical methods such as historical-logical and inductive-deductive approaches, as well as practical methods including participant observation, educational diagnosis, competency assessment, radial graphs, and descriptive statistics. The key results included a diagnosis that identified the fundamental shortcomings of the faculty in the Master's program in Pedagogy in Digital Environments regarding the implementation of learning analytics supported by digital teaching resources. A methodological strategy was designed with all the elements that make it functional and ensure the preparation of faculty on this issue. Finally, it was validated by experts who not only evaluated it but also assessed its scores, allowing for adjustments to the strategy based on their criteria. In conclusion, a flexible, adjustable, and contextualized methodological strategy has been developed that guarantees the training of faculty in the Master's program in Pedagogy in Digital Environments