professional-learning
Filtering by topic professional-learning(2)Clear all filters
- PaperComputers & Education25 Jun 2026
Unlocking the potential of resources: An examination of sharing and uptake signs in educational online communities
Fitore Morina, Tim Fütterer, Jeffrey P. Carpenter, Joshua M. Rosenberg et al.
Analyzing over 2 million tweets from German teacher hashtag communities, the study found that only 2.2-3.1% of replies to resource-containing tweets indicated intended or reported classroom use. Higher user centrality and teacher status were associated with more positive responses and a greater likelihood of uptake signals, suggesting social media can support resource circulation but with limited evidence of actual classroom adoption.
Original abstract
Educational resources like teaching materials, worksheets, and other instructional content are an essential source of teachers’ classroom practice. Prior research suggests that teachers use social media to acquire and share such resources, yet little is known about whether social media interaction indicate teacher’s resource-uptake for classroom practice. Drawing on an affinity-space perspective, this study examines how teacher-oriented educational resources are shared and responded to in four German teacher-oriented hashtag communities on Twitter (now X ). The dataset comprises 2,064,799 tweets from 116,967 users and covers activity from 2008 to 2021. Using qualitative and quantitative analyses, we investigate the distribution of resource-containing tweets, the sentiment of replies, and replies containing language that indicates intended or reported classroom use. Results show that links and media are not shared equally across community types and that replies to tweets containing potential educational resources are generally positive in tone. Across communities, approximately 2.2% to 3.1% of replies to resource-containing tweets contain language suggesting intended or reported classroom use. In addition, higher user centrality and, in some communities, teacher status are associated with more positive responses to resource-containing tweets and a greater likelihood of uptake-indicating replies. The study contributes to research on teachers’ informal professional learning by showing how teacher-oriented social media spaces may support the circulation of resources and generate limited signals of possible classroom uptake.
- PaperJournal of Learning Analytics20 Mar 2026
12 Heuristics for Learning Analytics in Simulation-Based Professional Learning
Susan Harrington, Charlott Sellberg
Develops 12 heuristics for evaluating learning analytics in simulation-based professional learning by combining a top-down theoretical framework with bottom-up empirical analysis. The heuristics address technological, pedagogical, and social dimensions, refined through expert review.
Original abstract
This study aims to develop a set of heuristics tailored for evaluating learning analytics in simulation-based professional learning, focusing on the following research questions: (1) What heuristics are appropriate for evaluating learning analytics in simulation-based professional learning contexts? (2) How can theoretical frameworks and empirical findings be combined in the development of such heuristics? (3) How can expert evaluation inform their refinement and applicability? The study combines a top-down approach, drawing on a theoretical framework for learning experience design, with a bottom-up analysis of empirical findings from prior studies in the context of a design project. An initial set of heuristics was iteratively reviewed and refined in collaboration with experts in user and learning experience design. The outcome is a detailed heuristic framework that supports the evaluation of learning analytics in simulation-based settings and accounts for the technological, pedagogical, and social dimensions of professional learning.