A pedagogical framework for learning analytics in collaborative inquiry tasks

Koh, Elizabeth; Shibani, Antonette; Tan, Jennifer Pei-Ling; Hong, Helen

doi:10.1145/2883851.2883914

Cited by 31 publications

(31 citation statements)

References 39 publications

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“…To address concerns regarding the assessment of learning in complex hands-on learning environments, learning analytics researchers have begun to develop assessment models that are able to take into account these complexities to ascertain what students are learning in these new learning spaces (Koh, Shibani, Pei-Ling Tan, & Hong, 2016). In continuing to investigate means of assessing hands-on learning environments, it is important for educators to deepen their research into curricula.…”

Section: Assessing Media Production As Curricula To Support Literacy mentioning

confidence: 99%

Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities

Leach¹

2017

JMLE

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Producing digital media is a hands-on, inquiry-based mindful process that naturally embeds Universal Design for Learning (UDL) principles into literacy instruction, providing options for learning and assessment for a wide array of students with diverse learning abilities. Video production learning experiences acknowledge the cognitive talents of some students labeled "disabled." For some, the discovery of personal abilities activated when learning through the production process may motivate deeper learning. Although challenges of access, quality of teacher preparation and assessment strategies represent significant challenges, digital media production learning experiences offer diverse learners a rich, socially interactive environment that models open communication and excitement for learning, and supports the scaffolding of comprehension skills for learning academic content.

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Section: Assessing Media Production As Curricula To Support Literacy mentioning

confidence: 99%

Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities

Leach¹

2017

JMLE

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“…The framework supports and encourages teachers to take 'pedagogical steps' in their practice with technology. Koh et al [20] presented the Team and Self Diagnostic Learning (TSDL) framework, in the context of collaborative inquiry tasks. The framework is based on experiential learning, collaborative learning, and the learning analytics process model.…”

Section: State-of-the-art In the Development Of Pedagogical Frameworkmentioning

confidence: 99%

Faster pedagogical framework for steam education based on educational robotics

Damaševičius¹,

Maskeliūnas²,

Blažauskas³

2018

IJET

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Globalization and sustainable development requires shifting education targets from acquisition of structures knowledge to the mastery of skills. Robot-aided learning can used as a tool of creativity in AHSS (Arts, Humanities and Social Sciences) classes thus attracting the attention of learners to cross-disciplinary subjects with elements of STEM (Science, Technology, Engineering, and Mathematics), which is expanded to STEAM (STEM + All). The presented FASTER pedagogical framework is based on the combination of project-based teaching, educational robotics and team based learning for achieving educational aims and supporting creativity in class. We describe the practical use of the framework in a university course, with specific examples of student projects. Finally, we discuss the educational implications of the framework and beyond.

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“…The need for more explicit and deeper engagement with pedagogic theory in LA has been observed in extant literature (Ferguson, 2012;Koh, Shibani, Tan, & Hong, 2016). Much of LA work tend to subtly embed or vaguely point to pedagogical models, while others even claim pedagogical neutrality.…”

Section: Defining Lamentioning

confidence: 99%

Situating learning analytics pedagogically: towards an ecological lens

Tan

Koh

2017

Learning: Research and Practice

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Why a special issue on LA? Learning Analytics (LA) is both a growing trend and an increasingly prominent feature of contemporary twenty-first century teaching and learning that has captured the attention and imaginations of educators, researchers, policymakers, learning designers, and technologists alike. In this age of big data and smart cities, LA brings exciting new possibilities for more agentic, engaging, and equitable educational landscapesor is at least perceived by many to bear such promise. As the use of computers and networked technologies become progressively ubiquitous alongside myriad forms of computermediated educational tools and data sources, LA may indeed offer much potential for enhancing learning agency and effectiveness, pedagogical reflexivity and adaptivity, socio-institutional efficiency and innovativeness. Yet, the challenges ahead are substantial. In response to the broader educational community's growing curiosity and interest in LA and its potential affordances for improving teaching and learning across diverse educational contexts, an inaugural International Symposium and Roundtable on LA was held recently by the National Institute of Education (NIE) with key institutional partners in Singapore. The event brought together four leading international LA scientists and more than a 100 local educational researchers, policymakers, and practitioners to dialogue and debate current advancements and conundrums in the field. Keynote speakers and presenters shared concrete examples and learnings gleaned from a range of LA innovations in tertiary and K-12 educational settings across Australia, North America, Europe, and Singapore. 1 Critical views and provocations were raised around a number of key questions perplexing the field. Specifically, what types of data, reflecting what forms of learning, to what ends, and for whose purposes, agenda, and gains? Issues of taken-for-granted epistemological and methodological assumptions and approaches, ethics, ownership, governance, as well as the opportunities (or lack thereof) for individual sense-making and collective meaningmaking by students and teachers at the educational coalface, and how these might reciprocally inform the iterative (re)design and (re)deployment of LA tools and solutions for diverse communities of learners and educators were also contemplated. While definitive answers remain far from reach, this special issue features a small collection of research papers and letters that directly engage with a number of these pertinent issues. With this journal's broader readership of educational researchers, policymakers, and pedagogues beyond the immediate Learning Sciences and Computer-Supported Collaborative Learning (CSCL) community in mind, we first draw attention to some notable milestones in the emergence of the LA field, highlight common definitional understandings,

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A pedagogical framework for learning analytics in collaborative inquiry tasks

Cited by 31 publications

References 39 publications

Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities

Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities

Faster pedagogical framework for steam education based on educational robotics

Situating learning analytics pedagogically: towards an ecological lens

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