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ERIC Number: EJ1127031
Record Type: Journal
Publication Date: 2014
Pages: 25
Abstractor: As Provided
Reference Count: 77
ISBN: N/A
ISSN: EISSN-1929-7750
Epistemology, Assessment, Pedagogy: Where Learning Meets Analytics in the Middle Space
Knight, Simon; Shum, Simon Buckingham; Littleton, Karen
Journal of Learning Analytics, v1 n2 p23-47 2014
Learning Analytics is an emerging research field and design discipline that occupies the "middle space" between the learning sciences/educational research and the use of computational techniques to capture and analyze data (Suthers & 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, socio-cultural perspective are well placed to explore this construct using discourse-centric technologies. The examples provided throughout this paper, through emphasizing the consideration of intentional design issues in the middle space, underscore the "interpretative flexibility" (Hamilton & Feenberg, 2005) of new technologies, including analytics.
Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A