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

Autor/inn/en	Chen, Bodong; Zhang, Jianwei
Titel	Analytics for Knowledge Creation: Towards Epistemic Agency and Design-Mode Thinking
Quelle	In: Journal of Learning Analytics, 3 (2016) 2, S.139-163 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Epistemology; Educational Research; Data Collection; Data Analysis; Educational Innovation; Educational Objectives; Competence + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Bildungsforschung; Pädagogische Forschung; Data capture; Datensammlung; Auswertung; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Kompetenz
Abstract	Innovation and knowledge creation call for high-level epistemic agency and design-mode thinking, two competencies beyond the traditional scopes of schooling. In this paper, we discuss the need for learning analytics to support these two competencies, and more broadly, the demand for education for innovation. We ground these arguments on a distinctive Knowledge Building pedagogy that treats education as a knowledge-creation enterprise. By critiquing current learning analytics for their focus on static-state knowledge and skills, we argue for "agency-driven, choice-based" analytics more attuned to higher order competencies in innovation. We further describe ongoing learning analytics initiatives that attend to these elements of design. Prospects and challenges are discussed, as well as broader issues regarding analytics for higher order competencies. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01