| 39226 |
Creator |
724c40fa3f0a6ad30c9356ca462a4c79 |
| 39226 |
Creator |
c462e6e93b1abb5370e850eaab3f1e79 |
| 39226 |
Creator |
b396c00ba9b4d167580523b671559ed1 |
| 39226 |
Date |
2014 |
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Is Part Of |
repository |
| 39226 |
Is Part Of |
p19297750 |
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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. |
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authorList |
authors |
| 39226 |
issue |
2 |
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status |
peerReviewed |
| 39226 |
uri |
http://data.open.ac.uk/oro/document/211869 |
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uri |
http://data.open.ac.uk/oro/document/211878 |
| 39226 |
uri |
http://data.open.ac.uk/oro/document/212308 |
| 39226 |
uri |
http://data.open.ac.uk/oro/document/212309 |
| 39226 |
uri |
http://data.open.ac.uk/oro/document/212310 |
| 39226 |
uri |
http://data.open.ac.uk/oro/document/212311 |
| 39226 |
uri |
http://data.open.ac.uk/oro/document/212312 |
| 39226 |
uri |
http://data.open.ac.uk/oro/document/212313 |
| 39226 |
uri |
http://data.open.ac.uk/oro/document/212314 |
| 39226 |
volume |
1 |
| 39226 |
type |
AcademicArticle |
| 39226 |
type |
Article |
| 39226 |
label |
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. |
| 39226 |
label |
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. |
| 39226 |
Title |
Epistemology, assessment, pedagogy: where learning meets analytics in the middle space |
| 39226 |
in dataset |
oro |