Knight, Simon; Buckingham Shum, Simon and Littleton, Karen
(2014).
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Abstract
Learning Analytics is an emerging research field and design discipline which occupies the ‘middle space’ between the learning sciences/educational research, and the use of computational techniques to capture and analyse data (Suthers and Verbert, 2013). We propose that the literature examining the triadic relationships between epistemology (the nature of knowledge), pedagogy (the nature of learning and teaching) and assessment provide critical considerations for bounding this middle space. We provide examples to illustrate the ways in which the understandings of particular analytics are informed by this triad. As a detailed worked example of how one might design analytics to scaffold a specific form of higher order learning, we focus on the construct of epistemic beliefs: beliefs about the nature of knowledge. We argue that analytics grounded in a pragmatic, sociocultural perspective are well placed to explore this construct using discourse-centric technologies. The examples provided throughout this paper, through emphasising the consideration of intentional design issues in the middle space, underscore the “interpretative flexibility” (Hamilton & Feenberg, 2005) of new technologies, including analytics.
| Item Type: | Journal Item |
|---|---|
| Copyright Holders: | 2014 The Authors |
| ISSN: | 1929-7750 |
| Extra Information: | This publication builds on and extends the work in:
Knight, S., Buckingham Shum, S., & Littleton, K. (2013, April). Epistemology, pedagogy, assessment and learning analytics. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 75-84). ACM. |
| Keywords: | 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) |
| Research Group: | Centre for Research in Computing (CRC) Centre for Research in Education and Educational Technology (CREET) |
| Related URLs: | |
| Item ID: | 39226 |
| Depositing User: | Simon Knight |
| Date Deposited: | 09 Jan 2014 09:49 |
| Last Modified: | 11 Sep 2018 06:28 |
| URI: | http://oro.open.ac.uk/id/eprint/39226 |
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