Authors
Simon Knight
University of Technology Sydney
Abstract
There is a well-established literature examining the relationships between epistemology (the nature of knowledge), pedagogy (the nature of learning and teaching), and assessment. Learning Analytics (LA) is a new assessment technology and should engage with this literature since it has implications for when and why different LA tools might be deployed. This paper discusses these issues, relating them to an example construct, epistemic beliefs – beliefs about the nature of knowledge – for which analytics grounded in pragmatic, sociocultural theory might be well placed to explore. This example is particularly interesting given the role of epistemic beliefs in the everyday knowledge judgements students make in their information processing. Traditional psychological approaches to measuring epistemic beliefs have parallels with high stakes testing regimes; this paper outlines an alternative LA for epistemic beliefs which might be readily applied to other areas of interest. Such sociocultural approaches afford opportunity for engaging LA directly in high quality pedagogy.
Keywords education  assessment  pedagogy  learning analytics
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References found in this work BETA

Argumentation Schemes.Douglas Walton, Chris Reed & Fabrizio Macagno - 2008 - Cambridge and New York: Cambridge University Press.
Experience and Education.John Dewey - 1938 - Kappa Delta Pi.
Argumentation Schemes.Douglas Walton, Christopher Reed & Fabrizio Macagno - 2008 - Cambridge and New York: Cambridge University Press.
Experience and Education.John Dewey - 1939 - Philosophy 14 (56):482-483.

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