Learning Analytics for 21st Century Competencies?

safariscreensnapz484We’re delighted to announce a Special Section of the Journal of Learning Analytics, published this week, focusing on the challenge of Learning Analytics for 21st Century Competencies. In our editorial we introduce the nature of the challenge, and after summarising the different researcher and practitioner papers, propose a complex systems approach which takes seriously the ‘layers, loops and processes’ of learning infrastructures and the iterative relationship between the human and the digital, where people learn at the nodes of networked flows of information.neural_network_by_rajasegar-d2xx3w9

Learning analytics is an emerging field powered by the paradigm shifts of the information age. Pedagogy and learning that produce students capable of thriving in conditions of complexity, risk, and challenge by taking responsibility for their own learning journeys, and using technology and analytics to scaffold this process is  at the heart of the challenge. It is an emergent field, still struggling to find its way. These papers represent a unique ‘window’ into this programme from the viewpoint of both users and researchers.

You can enjoy full access to all the articles, since JLA is an open access journal.

I gave an overview of the topic and some of the papers in the above volume in this talk to the Asian Learning Analytics Summer Institute, with thanks to Yong-Sang Cho and the LASI-Asia team for the kind invitation…


Learning Analytics for 21st Century Competencies

Simon Buckingham Shum, Ruth Deakin Crick

Towards the Discovery of Learner Metacognition From Reflective Writing

Andrew Gibson, Kirsty Kitto, Peter Bruza

An Approach to Using Log Data to Understand and Support 21st Century Learning Activity in K-12 Blended Learning Environments

Caitlin K. Martin, Denise Nacu, Nichole Pinkard

Understanding Learning and Learning Design in MOOCs: A Measurement-Based Interpretation

Sandra Kaye Milligan, Patrick Griffin

Practical Measurement and Productive Persistence: Strategies for Using Digital Learning System Data to Drive Improvement

Andrew Edward Krumm, Rachel Beattie, Sola Takahashi, Cynthia D’Angelo, Mingyu Feng, Britte Cheng

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

Bodong Chen, Jianwei Zhang

Tracking and Visualising Student Effort: Evolution of a Practical Analytics Tool for Staff and Student Engagement

Robin Paul Nagy

Marks Should Not Be the Focus of Assessment – But How Can Change Be Achieved?

Darrall G Thompson

About the author

Simon Buckingham Shum

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