scholarly journals Critical Data Studies, Abstraction & Learning Analytics

2019 ◽  
Vol 6 (3) ◽  
Author(s):  
Simon Buckingham Shum
Keyword(s):  
Social Science ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Special Section ◽  
Keynote Address ◽  
Critical Data

This editorial introduces a special section of the Journal of Learning Analytics, for which Neil Selwyn’s keynote address to LAK ’18 has been written up as an article, “What’s the problem with learning analytics?” His claims and arguments are engaged in commentaries from Alfred Essa, Rebecca Ferguson, Paul Prinsloo, and Carolyn Rosé, who provide diverse perspectives on Selwyn’s proposals and arguments, from applause to refutation. Reflecting on the debate, I note some of the tensions to be resolved for learning analytics and social science critiques to engage productively, observing that central to the debate is how we understand the role of abstraction in the analysis of data about teaching and learning, and hence the opportunities and risks this entails.  

scholarly journals Commentary on Neil Selwyn’s LAK18 Keynote Address

2019 ◽  
Vol 6 (3) ◽  
Author(s):  
Paul Prinsloo
Keyword(s):  
Learning Analytics ◽  
Data Science ◽  
Keynote Address ◽  
Research Focus ◽  
Critical Data ◽  
Royal Household

In his keynote, Neil Selwyn not only acknowledged his role as ‘outsider’ to the field of learning analytics, but also intentionally assumed the role of “idiot”. In my commentary I assume that Selwyn’s embrace of being an idiot was more than just self-deprecating humour or a disclaimer aimed to prepare the audience for his provocations. In a Medieval carnival, the clown, fool or community idiot was crowned king, and for the duration of the carnival, could make fun of the royal household, blaspheme and provoke, all licenced by his or her role at that moment in time. Selwyn acknowledged that his own position was and continue to be informed by Critical Data Studies (CDS), an emerging research focus and discourse aimed at troubling much of current accepted and unquestioned assumptions and practices in the broader context of data science. I reflect and comment on Selwyn’s keynote by firstly mapping some of the key tenets of CDS, before addressing some aspects of the keynote and two aspect of his “learning analytics wish-list” namely “giving students control” and “seeing ethics in terms of power, not in terms of protection."

Ethical Responsibilities of Preserving Academicians in an Age of Mechanized Learning

2018 ◽  
pp. 210-240
Author(s):  
James E. Willis III ◽  
Viktoria Alane Strunk
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
New Technologies ◽  
Online Courses ◽  
Care Ethics ◽  
Face To Face ◽  
Ethical Frameworks ◽  
Automated Technology ◽  
Educational Delivery

In quickly-changing educational delivery modalities, the central role of the instructor is being redefined by technology. Examining some of the various causes with ethical frameworks of utilitarianism, relativism, and care ethics, the centrality of human agency in educational interaction is argued to be indispensable. While exploring the forefront of online, face-to-face, and massive open online courses, the shape and technique of teaching and learning as well as their corollary research methodologies are being modified with automated technology. Ethical engagement with new technologies like learning analytics, automatic tutors, and automated, rubric-driven graders is proposed to be a frontier of critical thinking.

The Ethics of Machine-Based Learning

2021 ◽  
pp. 125-140
Author(s):  
James E. Willis III ◽  
Viktoria A. Strunk
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Courses ◽  
Care Ethics ◽  
Massive Open Online Courses ◽  
Ethical Discourse ◽  
Technological Advances ◽  
Instruction And Learning ◽  
Educational Delivery

Technological advances in the previous two decades have created an environment of innovation; however, there seems to be sometimes conflicting, emerging educational practices within communities of learners and educators. The central role of the instructor is being redefined by technology due to quickly-changing educational delivery modalities. By employing utilitarianism, relativism, and care ethics, the centrality of human agency in educational interaction is argued to be indispensable. Teaching and learning in massive open online courses, automated instruction, and learning analytics is altering the role of human instructors. This rapid modification of instructors' roles suggests that the ethical discourse of new educational technologies can be a frontier of critical thinking, especially as rubric-driven, automatic graders are refined and scaled.

How Innovative Technologies Are Improving the Delivery of E-Assessment in Higher Education

2022 ◽  
pp. 137-161
Author(s):  
Paula Miranda ◽  
Pedro Isaías ◽  
Sara Pifano
Keyword(s):  
Higher Education ◽  
Mobile Technology ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Innovative Technologies ◽  
Core Practices ◽  
Technological Developments ◽  
Evolution Of Technology ◽  
The Impact

The impact of the swift evolution of technology has rippled across all areas of society with technological developments presenting solutions to some of society's greatest challenges. Within higher education, technology is welcomed with the necessary caution of a sector that is responsible for educating and empowering the future workforce. The progressive, and more recently accelerated, digitalisation of education causes the core practices and procedures associated with teaching and learning, including assessment, to be delivered in innovative formats. Technology plays a central role in the delivery of e-assessment, widening its possibilities and broadening its methods and strategies. This chapter aims to examine how innovative technologies are shaping and improving the delivery of e-assessment in the context of higher education. More specifically, it examines the role of artificial intelligence, gamification, learning analytics, cloud computing, and mobile technology in how e-assessment can be delivered.

Role of Learning Analytics in Enhancing Teaching and Learning

2016 ◽  
pp. 259-281
Author(s):  
Amir Manzoor
Keyword(s):  
Decision Making ◽  
Learning Analytics ◽  
Data Analytics ◽  
Teaching And Learning ◽  
Learning Systems ◽  
Practical Applications ◽  
Research Organizations ◽  
Student Grades ◽  
Tools And Techniques

Data analytics, tools and techniques are no more confined to research organizations. These tools are being adopted by many organizations to generate business intelligence for improving decision making. Higher education institutions (HEIs) are beginning to use data analytics for improving their services and for increasing student grades and retention. Educational learning analytics are used to research and build models in several areas that can influence online learning systems. While use of analytics and data mining in education is increasing, sorting out fact from fiction and identifying research possibilities and practical applications are not easy. This chapter intends to help policymakers and administrators of HEIs understand how learning analytics have been used and can be applied for educational improvements.

Ethical Responsibilities of Preserving Academicians in an Age of Mechanized Learning

2015 ◽  
pp. 166-195 ◽  
Author(s):  
James E. Willis III ◽  
Viktoria Alane Strunk
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
New Technologies ◽  
Online Courses ◽  
Care Ethics ◽  
Face To Face ◽  
Ethical Frameworks ◽  
Automated Technology ◽  
Educational Delivery

In quickly-changing educational delivery modalities, the central role of the instructor is being redefined by technology. Examining some of the various causes with ethical frameworks of utilitarianism, relativism, and care ethics, the centrality of human agency in educational interaction is argued to be indispensable. While exploring the forefront of online, face-to-face, and massive open online courses, the shape and technique of teaching and learning as well as their corollary research methodologies are being modified with automated technology. Ethical engagement with new technologies like learning analytics, automatic tutors, and automated, rubric-driven graders is proposed to be a frontier of critical thinking.

scholarly journals New Era of Education: Incorporating Machine Teachers into Education

2021 ◽  
Vol 4 ◽  
pp. 121-122
Author(s):  
Jihyun Kim
Keyword(s):  
Learning Environments ◽  
Empirical Research ◽  
Teaching And Learning ◽  
Special Section ◽  
New Era ◽  
Instructional Activity ◽  
Communication Pedagogy ◽  
Research Studies

This editorial briefly discusses the potential of machine agents in education that can assist in creating more positive and meaningful teaching and learning environments. Then, it introduces three articles, two empirical research studies and one research-based instructional activity, compromising a special section on “Machine Teachers in Education” of Journal of Communication Pedagogy. Collectively, these articles help us better understand the role of machines in education and facilitate intellectual dialogues

Traditional Versus Digital Assessment Methods

2020 ◽  
pp. 20-34
Author(s):  
Begüm Çubukçuoğlu Devran ◽  
Alev Elçi
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Assessment Methods ◽  
Advantages And Disadvantages ◽  
Digital Assessment ◽  
Technology Changes

Higher education has focused on adopting emerging digital technologies for teaching and learning in recent years. Regarding the technology changes in empowering skills of students, assessment in teaching and learning started to evolve from traditional to more alternative and finally to digital assessment. For example, augmented reality and learning analytics are becoming more popular in assessments. After a comprehensive literature review, this chapter explains the types of digital assessment methods, their advantages, and disadvantages for both faculty and learners. The role of faculty and needs for faculty development are put forward.

scholarly journals Chapters, Volumes, Editors! Oh My! Reassessing the Role of Edited Volumes in the Social Sciences

2013 ◽  
Vol 46 (02) ◽  
pp. 380-382 ◽  
Author(s):  
David L. Leal
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Social Science ◽  
Teaching And Learning ◽  
The Social

AbstractMany scholars discount the value of edited volumes and book chapters to the social science enterprise. Nevertheless, these unique formats advance scholarship, help faculty and graduate students achieve their goals, and enhance teaching and learning. This article therefore assesses the criticisms of volumes and chapters, reconsiders the contributions of these publications, and makes recommendations for improving their accessibility and status.

scholarly journals The role of social science in the governance and management of wildland fire

2015 ◽  
Vol 24 (2) ◽  
pp. 151 ◽  
Author(s):  
Karyn Bosomworth ◽  
John Handmer ◽  
Richard Thornton
Keyword(s):  
Risk Management ◽  
Social Science ◽  
Indigenous Knowledge ◽  
Fire Management ◽  
Environmental Changes ◽  
Social Economic ◽  
Wildland Fire ◽  
Special Section ◽  
Shared Responsibility

Global social-economic and environmental changes are increasing the challenges of wildfire risk management. Addressing these challenges requires perspectives beyond knowledge of the bio-physical dynamics of fire. This Special Section provides some such perspectives, including safety, children's understanding of the risk, indigenous knowledge of fire, and ‘shared responsibility’. Each paper highlights important challenges and ideas for fire management.

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