The framework is focused on the methodological paradigms that each of the fields is primarily based on – i.e., essentialist, entatitive/reductionst, ontological/dialectical, and existentialist. Specifically, the paper presents a framework for analysis how contemporary fields focused on the study of data in education influence trends in learning analytics. In this paper, we propose that instead of emphasizing the examination of differences, a healthy development of the field should focus on collaboration and be informed by the developments in related fields. However, the boundaries of the field are still being explored by many researchers in a bid to determine what differentiates a contribution in learning analytics from contributions in related fields, which also center around data in education. The field has rapidly grown in terms of the reputation of its publication venues, established a vibrant community, and has demonstrated an increasing impact on policy and practice. Learning analytics has matured significantly since its early days. This may be due in part to the methodological focus of quantitative ethnographythe use of epistemic network analysis and related methodswhich represents one take on how to do existentialist work with large-scale educational data but is clearly not the only such method. ![]() Understanding the differences in processes of how students regulate their collaborative learning when faced with either motivational or comprehension-related problems (Melzner et al., 2019) Interestingly, research on constructionist learning environments was absent from the first year of the International Conference on Quantitative Ethnography, despite Madison (the city where the conference was held) being a center for constructionist learning analytics research.The use of Epistemic Network Analysis to represent shifts in identity over time among long-term members of an online game community (Barany & Foster, 2019).Analyses of differences in pre-service teachers' diagnostic argumentations (Bauer et al., 2019).
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