Analytics for Knowledge Creation: Towards Epistemic Agency and Design-Mode Thinking

Chen, Bodong; Zhang, Jianwei

doi:10.18608/jla.2016.32.7

Cited by 38 publications

(24 citation statements)

References 41 publications

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“…requirements to compete in certain sectors (Heras-Saizarbitoria et al 2006);(Heras-Saizarbitoria et al 2011); (Adair and Jaeger, 2016); (Gómez-López et al 2019). The results of this study are in line with the results of research by (Chen and Zhang, 2016) that IT (Information Technology) investment is the most important factor in achieveing business success. The competitive advantage that can be achieved depends largely on whether the SMEs will effectively use network technology and the expansion of the size of the business (from SMEs to larger scale business).…”

Section: Managerial Implicationssupporting

confidence: 88%

“…Research related MSMEs in Beijing, China on the adoption of the e-commerce and its impact on business success found that IT investment is the most important factor to achieve success, the competitive advantage can be achieved largely depends on whether the company will effectively use network technology; second, expanding the size of the company can encourage an increase in the volume of MSMEs transactions in the short term; third, internet availability has a positive effect on the volume of e-commerce trade, but the intensity is unclear, and the effect is relatively stable (Chen and Zhang, 2016). In addition, research conducted by (Hamad, Elbeltagi and El-Gohary, 2018), suggesting that the technology-organizationenvironment (TOE) framework factor has a significant impact on various levels of B2B e-commerce adoption and has an indirect impact on competitive advantage.…”

Section: Information Technology Adoption and Sustainable Competitive Advantagementioning

confidence: 99%

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A MODEL FOR SUSTAINABLE COMPETITIVE ADVANTAGE IMPROVEMENT OF BATIK SMEs AT CENTRAL JAVA PROVINCE AND DIY (SPECIAL REGION OF YOGYAKARTA)

Indriyaningrum¹,

Fachrunnisa²

2021

jabm

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The availablity of Information technology in IR 4.0 demands the ability of SMEs to build a culture to foster competitiveness. This study aims to test a model to improve Sustainability Competitive Advantage based on Innovation Culture, Adaptation Capability and IT Adoption. This type of research uses explanatory research, to test the proposed hypothesis. Data was collected from 106 Batik SMEs owner of Central Java and Yogyakarta through a questionnaire and analysis using SmartPLS. The results shows that SMEs need to strive for the development of an Innovation Culture, in the form of creating new product and services and finding new market opportunities for running their business. Innovation Culture is useful for fostering adaptability in the form of creating change, focusing on services, and developing knowledge. The Innovation Culture that has been formed also has an impact on the ability to apply information technology, namely relative advantage, adaptability, and practicality. Adaptation Capability and Technology Information Adoption that has been formed in SMEs, can help to increase Competitive Advantage so that it continues, marked by increased cost reduction, differentiation and quality.

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Section: Managerial Implicationssupporting

confidence: 88%

Section: Information Technology Adoption and Sustainable Competitive Advantagementioning

confidence: 99%

A MODEL FOR SUSTAINABLE COMPETITIVE ADVANTAGE IMPROVEMENT OF BATIK SMEs AT CENTRAL JAVA PROVINCE AND DIY (SPECIAL REGION OF YOGYAKARTA)

Indriyaningrum¹,

Fachrunnisa²

2021

jabm

View full text Add to dashboard Cite

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“…What is (implicitly or explicitly) questioned is whether the default frame of mind for which LA produces data should be that of a rational decision maker (Marzouk et al, 2016). Here, it makes sense to ask whether analytics, first and foremost, should be embedded in learning, as opposed to data about learning (Chen & Zhang, 2016). This would create the design challenge of creating a system that delivers actionable insights into action flows without necessarily demanding rational deliberation outside the flow.…”

Section: Resultsmentioning

confidence: 99%

“…This hierarchical structure has not gone unnoticed. Chen and Zhang (2016) write that In a traditional learning analytic scenario, the learners reside at the bottom of a hierarchy, being treated as "data objects" to be interpreted by "data clients" performed by teachers, institutions, and governmental agencies (Greller & Drachsler, 2012). For example, institutional data are fed into algorithms to predict student success, with resulting predictions delivered to the teacher on demand to trigger intervention (Arnold & Pistilli, 2012).…”

Section: A Simplified Storymentioning

confidence: 99%

What Constitutes an ‘Actionable Insight’ in Learning Analytics?

Jørnø

Gynther

2018

Learning Analytics

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The possibilities of Learning Analytics as a tool for empowering teachers and educators have created a steep interest in how to provide so-called actionable insights. However, the literature offers little in the way of defining or discussing what the term "actionable insight" means. This selective literature review provides a look into the use of the term in current literature. The review points to a dominant perspective in the literature that assumes the perspective of a rational actor, where actionable insights are treated as insights mined from data and subsequently acted upon. It also finds evidence of other perspectives and discusses the need for clarification of the term in order to establish a more precise and fruitful use of the term. Notes for Practice• At the time of this review, we only found a single source in the literature that discusses the definition of "actionable insights." All other sources task the reader to infer the meaning of the concept from its use.• This paper provides a selective overview of learning analytics literature that sheds light on the use of the concept and its equivalents.• We identify a widely used perspective taken in learning analytics, which we dub "data-informed decision-making." This perspective is characterized by an insistence of the perspective of a rational actor and the use of learning analytics for the institutional goal of increasing retention.• We contend that "actionable insights" should be interpreted as data that allows a corrective procedure, or feedback loop, to be established for a set of actions.• We argue that the field of learning analytics would benefit from greater attention to the role of perspective and action capabilities in determining what "actionable insights" are.• The implications of these findings are that the perspective of data-informed decision-making is challenged, and with it, the idea that the presence of data alone provides the basis for determining insights. Instead, it charges any learning analytics researcher to map out the workflow of actions, the end goals of the actors involved, and the relevant couplings between them.

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“…The present century demands diverse kinds of soft skills to characterize knowledge, develop competences to fulfill diverse tasks, and acquisition of attitudes to profit from learning experiences that prepare students for lifelong learning in a complex, heterogeneous, and dynamic world (Buckingham & Deakin, 2016). For instance, with the aim of developing high-level epistemic agency and design mode thinking competencies, Chen and Zhang (2016) face education as a knowledge-creation enterprise, where LA is inspired in a conceptual model of knowledge-building analytics that embraces agency-driven, choice-based, and progress-oriented analytics. Moreover, qualities that lifelong learners need to succeed (e.g., effort revealed by behavior, diligence, engagement, and persistence) are evaluated by means of visual LA that facilitates a productive dialogue among staff and students (Nagy, 2016).…”

Section: Internalizationmentioning

confidence: 99%

Learning analytics: A glance of evolution, status, and trends according to a proposed taxonomy

Peña-Ayala

2018

WIREs Data Min & Knowl

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Before the emergence of computer‐based educational systems (CBES) whose aims of providing teaching and learning experiences to hundreds even thousands of users, an explosion of information (e.g., students' log data) demands sophisticated methods to gather, analyze, and interpret learners' traces to regulate and enhance education. Thus, learning analytics (LA) arises as a knowledge discovery paradigm that provides valuable findings and facilitates stakeholders to understand the learning process and its implications. Therefore, a landscape of the LA nature, its underlying factors, and applications achieved is outlined in this paper according to a suggested LA Taxonomy that classifies the LA duty from a functional perspective. The aim is to provide an idea of the LA toil, its research lines, and trends to inspire the development of novel approaches for improving teaching and learning practices. Furthermore, the scope of this review covers recently published papers in prestigious journals and conferences, where the works dated from 2016 are summarized and those corresponding to 2014–2015 are cited according to the proposed LA taxonomy. A glimpse is sketched of LA, where underlying elements frame the field foundations to ground the approaches. Moreover, LA strengths, weaknesses, challenges, and risks are highlighted to advice how the LA arena could be enhanced and empowered. In addition, this review offers an insight of the recent LA labor, as well as motivates readers to enrich the LA achievements. This work promotes the LA practice giving an account of the job being achieved and reported in literature, as well as a reflection of the state‐of‐the‐art and an acumens vision to inspire future labor. This article is categorized under: Application Areas > Education and Learning Application Areas > Science and Technology Fundamental Concepts of Data and Knowledge > Human Centricity and User Interaction

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Analytics for Knowledge Creation: Towards Epistemic Agency and Design-Mode Thinking

Cited by 38 publications

References 41 publications

A MODEL FOR SUSTAINABLE COMPETITIVE ADVANTAGE IMPROVEMENT OF BATIK SMEs AT CENTRAL JAVA PROVINCE AND DIY (SPECIAL REGION OF YOGYAKARTA)

A MODEL FOR SUSTAINABLE COMPETITIVE ADVANTAGE IMPROVEMENT OF BATIK SMEs AT CENTRAL JAVA PROVINCE AND DIY (SPECIAL REGION OF YOGYAKARTA)

What Constitutes an ‘Actionable Insight’ in Learning Analytics?

Learning analytics: A glance of evolution, status, and trends according to a proposed taxonomy

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