Challenges for Education in a Connected World: Digital Learning, Data Rich Environments, and Computer-Based Assessment—Introduction to the Inaugural Special Issue of Technology, Knowledge and Learning

Adcock, Amy; Erlandson, Benjamin E.; Gosper, Maree; Greiff, Samuel; Pirnay-Dummer, Pablo

doi:10.1007/s10758-014-9228-2

Cited by 20 publications

(6 citation statements)

References 9 publications

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“…The ambivalent nature of digital personalization draws attention to the dualism in technologies that was highlighted in Johri's socio-material theoretical analysis. It also corresponds to scholars' reflections on the ambivalent role of learning analytics in supporting real-time analysis and monitoring on the individual level, which have been highlighted as to produce both beneficial and potentially detrimental effects, such as increased motivation yet attention loss and/or classroom disturbance (Ifenthaler et al 2014). All our participants valued the potential for parents and teachers to support children's agency by encouraging their purposeful use of personalized digital products, such as creating their own digital stories.…”

Section: Discussionsupporting

confidence: 61%

Young Children’s Use of Personalized Technologies: Insights From Teachers and Digital Software Designers in Japan

2020

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Many smart technologies offer personalized experiences, such as the possibility for children to record their voice, add their own pictures or drawings to digital stories, customize their avatars or adjust display settings to their needs. This study examined the views of teachers and digital software designers on children's use of smart personalized technologies in Japan. Sixteen teachers and two designers from Japan took part in semi-structured interviews on the school or company premises in Tokyo and Osaka. Thematic analysis of the transcripts yielded three themes: agency, privacy and autonomy, which we consider through the lens of socio-materiality. While there were clear concerns about the protection of children's privacy with personalized technologies, children's agency and autonomy in using them was perceived both as a benefit and limitation of digital personalization features. The participants' paradoxical perceptions of the risks and benefits of personalization point to a complex socio-technological model of personalization that is embedded in children's smart technologies and influences adults' views on their use in early education. Our findings have implications for informing and theorising the design of personalization features in digital technologies.

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Section: Discussionsupporting

confidence: 61%

Young Children’s Use of Personalized Technologies: Insights From Teachers and Digital Software Designers in Japan

2020

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“…In a second step, the titles, abstracts, and publication format were scanned for relevance. Qualitative and purely descriptive studies, books, editorials (e.g., Ifenthaler et al, 2014), conference abstracts (not proceedings), and theoretical papers were excluded. To reduce selection bias, technical reports and case studies were included if data procedures were adequately presented (e.g., Milliron, Malcolm, & Kil, 2014), whereas scoping studies were eliminated (e.g., Gašević, Kovanović, Joksimović, & Siemens, 2014).…”

Section: Inclusion and Exclusion Criteriamentioning

confidence: 99%

Synergies of Learning Analytics and Learning Design: A Systematic Review of Student Outcomes

Blumenstein

2020

JLA

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The field of learning analytics (LA) has seen a gradual shift from purely data-driven approaches to more holistic views of improving student learning outcomes through data-informed learning design (LD). Despite the growing potential of LA in higher education (HE), the benefits are not yet convincing to the practitioner, in particular aspects of aligning LA data with LD toward desired learning outcomes. This review presents a systematic evaluation of effect sizes reported in 38 key studies in pursuit of effective LA approaches to measuring student learning gain for the enhancement of HE pedagogy and delivery. Large positive effects on student outcomes were found in LDs that fostered socio-collaborative and independent learning skills. Recent trends in personalization of learner feedback identified a need for the integration of student-idiosyncratic factors to improve the student experience and academic outcomes. Finally, key findings are developed into a new three-level framework, the LA Learning Gain Design (LALGD) model, to align meaningful data capture with pedagogical intentions and their learning outcomes. Suitable for various settings — face to face, blended, or fully online — the model contributes to data-informed learning and teaching pedagogies in HE.

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“…The interest shown by students in participatory activities should be sustained throughout the term. There are many emerging opportunities for research in digital learning to improve the learning experience and optimize learning outcomes as well as guarantee high quality learning design and instruction [9]. At the institutional level, and at the core-branch level, the students can be motivated to take responsibility for their learning which has not yet attained a satisfactory mark.…”

Section: Dataanalysismentioning

confidence: 99%

Evolving Philosophy of OBE in Engineering Physics Course-A Case Study

Renuka¹,

Chitra²,

Pranesha³

2016

Journal of Engineering Education Transformations

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Abstract-1. Introduction Engineering Physics Course is offered to all the freshmen students entering our Institution. They are introduced to a question and answer platform, [1] and [2] as a flipped classroom in our course. Their adaptability to the new teachinglearning process was put to test after a month into the term. The effectiveness of our teaching and evaluation methodology was tested through an opinion poll, taken voluntarily by the students. The success of the flipped classroom, analysis of the students' survey, the enormous scope it provides for further improvement and some useful inferences that can be included in our pedagogical process in future are compiled in this paper.

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Challenges for Education in a Connected World: Digital Learning, Data Rich Environments, and Computer-Based Assessment—Introduction to the Inaugural Special Issue of Technology, Knowledge and Learning

Cited by 20 publications

References 9 publications

Young Children’s Use of Personalized Technologies: Insights From Teachers and Digital Software Designers in Japan

Young Children’s Use of Personalized Technologies: Insights From Teachers and Digital Software Designers in Japan

Synergies of Learning Analytics and Learning Design: A Systematic Review of Student Outcomes

Evolving Philosophy of OBE in Engineering Physics Course-A Case Study

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