Against the background of a data-driven education system that has detrimental effects on teachers' personal and professional lives, we report on an exploratory project in which seven primary teachers in England shared experiences of literacy teaching through generating 'small' data visualised on postcards. Thematic analysis of their data-sharing…

This article makes the case for an approach to reflective practice (RP) that is both evidence-based and data-led. We argue that, while RP within the field of TESOL enjoys a relatively high level of acceptance and status (perhaps even an orthodoxy), it has little corresponding knowledge base that demonstrates how RP "gets done". We…

Learning Analytics can provide powerful tools for teachers in order to support them in the iterative process of improving the effectiveness of their courses and to collaterally enhance their students' performance. In this paper, we present the theoretical background, design, implementation, and evaluation details of eLAT, a Learning Analytics…