In recent years, instructional design has become even more challenging for teaching staff members in higher education institutions. If instructional design causes student overload, it could lead to superficial learning and decreased student well-being. A strategy to avoid overload is reflecting upon the effectiveness of teaching practices in terms of time-on-task. This article presents a Work-In-Progress conducted to provide teachers with a dashboard to visualize student self-reports of time-on-task regarding subject activities. A questionnaire was applied to 15 instructors during a set trial period to evaluate the perceived usability and usefulness of the dashboard. Preliminary findings reveal that the dashboard helped instructors became aware about the number of hours spent outside of class time. Furthermore, data visualizations of time-on-task evidence enabled them to redesign subject activities. Currently, the dashboard has been adopted by 106 engineering instructors. Future work involves the development of a framework to incorporate user-based improvements.

Curriculum analytics (CA) emerged as a sub-field of learning analytics, aiming to use evidence to drive curriculum decision-making and program improvement. However, its overall impact on program outcomes remains unknown. In this context, this paper presents work-in-progress of a large research project to understand how CA could support continuous improvement processes at a program-level. We followed an approach based on design-based research to develop a CA tool: The Integrative Learning Design Framework. This paper describes three out of four phases of this framework and its main results, including the evaluation of the local impact of this CA tool. This evaluation consisted of an instrumental case study to evaluate its use to support 124 teaching staff in a 3-year continuous improvement process in a Latin American university. Lessons learned indicate that the tool helped staff to collect information for curriculum discussions, facilitating the availability of evidence regarding student competency attainment. To generalize these lessons, future work will consist of evaluating the tool in different university settings.