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Discourse, computation and context – sociocultural DCLA revisited

Knight, Simon and Littleton, Karen (2013). Discourse, computation and context – sociocultural DCLA revisited. In: 1st International Workshop on Discourse-Centric Learning Analytics 2013, 8 April 2013, Leuven, Belgium.

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Abstract

This paper expands the sociocultural analysis of earlier discourse centric learning analytics (DCLA) to discuss the pedagogic functions of discourse, and the implications of these functions for DCLA. Given the importance of discourse for learning [13], and the potential of computers to (a) scaffold effective discourse and (b) give meaningful feedback on such discourse, it is important that DCLA are well theorised. Sociocultural theory emphasises context, and discourse “in action” in its analysis. If DCLA wishes to ground itself in such theory, work will need to be done to address these aspects of discourse in computational analysis. Given the potential of DCLA to provide support for educational talk – an important aspect of learning – research should be conducted to further develop DCLA approaches to such talk.

Item Type: Conference or Workshop Item
Copyright Holders: 2013 The Authors
Extra Information: co-located with the 3rd ACM Conference on Learning Analytics and Knowledge (LAK13)
Keywords: discourse; discourse centric learning analytics; learning analytics; sociocultural; education; learning; pragmatism; computational linguistics; natural language processing
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 Education and Educational Technology (CREET)
Related URLs:
Item ID: 36640
Depositing User: Simon Knight
Date Deposited: 20 Mar 2013 09:23
Last Modified: 04 Oct 2016 14:00
URI: http://oro.open.ac.uk/id/eprint/36640
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