The Open UniversitySkip to content
 

Epistemology, assessment, pedagogy: where learning meets analytics in the middle space

Knight, Simon; Buckingham Shum, Simon and Littleton, Karen (2014). Epistemology, assessment, pedagogy: where learning meets analytics in the middle space. Journal of Learning Analytics, 1(2) pp. 23–47.

Full text available as:
[img]
Preview
PDF (Accepted Manuscript) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (409kB) | Preview
Google Scholar: Look up in Google Scholar

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)
Interdisciplinary Research Centre: 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: 15 Nov 2017 18:28
URI: http://oro.open.ac.uk/id/eprint/39226
Share this page:

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU