The New Smarts in Teaching and Learning

Jon Mason, Stefan Popenici, Leigh Blackall, Peter Shaw

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    Abstract

    As the debates concerning the production and consumption of data move beyond issues of security and privacy to surveillance capitalism and designing smart societies, it is timely to consider how learning itself is understood and calibrated. Traditional educational practice has tightly coupled learning with assessment and credentialing; and, more and more, standardised approaches to measurement such as e-testing and the use of rubrics are implemented. But what happens when rubrics fail? How can the next generation of analytics dashboards be configured to account for nuances in the learning journeys of an increasingly diverse student cohort? And, how can skills that are increasingly the pivot of 21st century education be appraised through analytics? Skills such as creativity are now identified as critical to the workplace by leading organisations such as the World Economic Forum, so how do we use analytics to nurture as well as measure this? In this ‘post-truth’ era what ways can analytics be used to assist students develop data literacy and discriminating wisdom in the digital environment? This chapter focuses on these questions while also grappling with the dynamics of change triggered by related innovations in digital technologies such as artificial intelligence and augmented reality learning systems.
    Original languageEnglish
    Title of host publicationEmerging Trends in Learning Analytics
    Subtitle of host publicationLeveraging the Power of Education Data
    EditorsMyint Swe Khine
    Place of PublicationLeiden, The Netherlands
    PublisherBrill
    Chapter6
    Pages85-99
    Number of pages15
    ISBN (Electronic)9789004399273
    ISBN (Print)9789004396616
    DOIs
    Publication statusPublished - 25 Apr 2019

    Publication series

    NameContemporary Approaches to Research in Learning Innovations
    PublisherBrill | Sense
    Volume012
    ISSN (Print)2542-8756

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