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Epistemology, pedagogy, assessment and learning analytics

Knight, Simon; Buckingham Shum, Simon and Littleton, Karen (2013). Epistemology, pedagogy, assessment and learning analytics. In: Third Conference on Learning Analytics and Knowledge (LAK 2013), 8-12 April 2013, Leuven, Belgium, pp. 75–84.

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URL: http://dl.acm.org/citation.cfm?id=2460312
DOI (Digital Object Identifier) Link: https://doi.org/10.1145/2460296.2460312
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Abstract

There is a well-established literature examining the relationships between epistemology (the nature of knowledge), pedagogy (the nature of learning and teaching), and assessment. Learning Analytics (LA) is a new assessment technology and should engage with this literature since it has implications for when and why different LA tools might be deployed. This paper discusses these issues, relating them to an example construct, epistemic beliefs – beliefs about the nature of knowledge – for which analytics grounded in pragmatic, sociocultural theory might be well placed to explore. This example is particularly interesting given the role of epistemic beliefs in the everyday knowledge judgements students make in their information processing. Traditional psychological approaches to measuring epistemic beliefs have parallels with high stakes testing regimes; this paper outlines an alternative LA for epistemic beliefs which might be readily applied to other areas of interest. Such sociocultural approaches afford opportunity for engaging LA directly in high quality pedagogy.

Item Type: Conference or Workshop Item
Copyright Holders: 2013 ACM
ISBN: 1-4503-1785-5, 978-1-4503-1785-6
Extra Information: This publication has been refined and extended in Knight, S., Buckingham Shum, S., & Littleton, K. (In press). Epistemology, assessment, pedagogy: where learning meets analytics in the middle space. In Journal of Learning Analytics
Keywords: computers and education; computer uses in education; collaborative learning, measurement; documentation; design; human factors; theory; learning analytics; epistemology; pedagogy; educational assessment; discourse analytics; social learning analytics
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Centre for Research in Computing (CRC)
Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 36635
Depositing User: Simon Knight
Date Deposited: 18 Feb 2013 10:19
Last Modified: 24 Nov 2017 19:08
URI: http://oro.open.ac.uk/id/eprint/36635
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