Buckingham Shum, Simon and Deakin Crick, Ruth
(2012).
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Abstract
Theoretical and empirical evidence in the learning sciences substantiates the view that deep engagement in learning is a function of a complex combination of learners’ identities, dispositions, values, attitudes and skills. When these are fragile, learners struggle to achieve their potential in conventional assessments, and critically, are not prepared for the novelty and complexity of the challenges they will meet in the workplace, and the many other spheres of life which require personal qualities such as resilience, critical thinking and collaboration skills. To date, the learning analytics research and development communities have not addressed how these complex concepts can be modelled and analysed, and how more traditional social science data analysis can support and be enhanced by learning analytics. We report progress in the design and implementation of learning analytics based on a research validated multidimensional construct termed “learning power”. We describe, for the first time, a learning analytics infrastructure for gathering data at scale, managing stakeholder permissions, the range of analytics that it supports from real time summaries to exploratory research, and a particular visual analytic which has been shown to have demonstrable impact on learners. We conclude by summarising the ongoing research and development programme and identifying the challenges of integrating traditional social science research, with learning analytics and modelling.
| Item Type: | Conference Item |
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| Copyright Holders: | 2012 ACM Press |
| Extra Information: | This is the author’s version of the work. It is posted here
by permission of ACM for your personal use. Not for redistribution. The definitive version was published in: Proceedings LAK’12: 2nd International Conference on Learning Analytics & Knowledge, 29 April - 2 May 2012, Vancouver, BC, Canada. ACM Digital Library: http://dl.acm.org |
| Keywords: | learning analytics; learning dispositions; learning power; learning how to learn; transferable skills; 21st century skills; educational assessment, Effective Lifelong Learning Inventory |
| Academic Unit/Department: | Knowledge Media Institute |
| Interdisciplinary Research Centre: | Centre for Research in Computing (CRC) |
| Related URLs: | |
| Item ID: | 32823 |
| Depositing User: | Kay Dave |
| Date Deposited: | 07 Mar 2012 14:45 |
| Last Modified: | 23 Oct 2012 22:23 |
| URI: | http://oro.open.ac.uk/id/eprint/32823 |
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