Cited By
View all- Singh R(2018)Learning AnalyticsImpact of Learning Analytics on Curriculum Design and Student Performance10.4018/978-1-5225-5369-4.ch001(1-18)Online publication date: 2018
Developing a multiple-document-processing performance assessment for epistemic literacy
Pages 241 - 245
Abstract
The LAK15 theme "shifts the focus from data to impact", noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach--the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of trace-indicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory.
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Index Terms
- Developing a multiple-document-processing performance assessment for epistemic literacy
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Published In
March 2015
448 pages
ISBN:9781450334174
DOI:10.1145/2723576
- Conference Chairs:
- Josh Baron,
- Grace Lynch,
- Nicole Maziarz,
- Program Chairs:
- Paulo Blikstein,
- Agathe Merceron,
- George Siemens
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Association for Computing Machinery
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Published: 16 March 2015
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LAK '15
LAK '15: the 5th International Learning Analytics and Knowledge Conference
March 16 - 20, 2015
New York, Poughkeepsie
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LAK '15 Paper Acceptance Rate 20 of 74 submissions, 27%;
Overall Acceptance Rate 236 of 782 submissions, 30%
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View all- Singh R(2018)Learning AnalyticsImpact of Learning Analytics on Curriculum Design and Student Performance10.4018/978-1-5225-5369-4.ch001(1-18)Online publication date: 2018
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