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

Authors

  • Bodong Chen University of Minnesota - Twin Cities
  • Jianwei Zhang University at Albany, SUNY

DOI:

https://doi.org/10.18608/jla.2016.32.7

Abstract

Innovation and knowledge creation call for high-level epistemic agency and design-mode thinking, two competencies beyond the traditional scopes of schooling. In this paper, we discuss the need for learning analytics to support these two competencies, and more broadly, the demand for education for innovation. We ground these arguments on a distinctive Knowledge Building pedagogy that treats education as a knowledge-creation enterprise. By critiquing current learning analytics for their focus on static-state knowledge and skills, we argue for agency-driven, choice-based analytics more attuned to higher order competencies in innovation. We further describe ongoing learning analytics initiatives that attend to these elements of design. Prospects and challenges are discussed, as well as broader issues regarding analytics for higher order competencies.

Author Biography

Bodong Chen, University of Minnesota - Twin Cities

Assistant Professor, Learning Technologies
Department of Curriculum and Instruction
College of Education and Human Development
University of Minnesota - Twin Cities

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Published

2016-09-17

How to Cite

Chen, B., & Zhang, J. (2016). Analytics for Knowledge Creation: Towards Epistemic Agency and Design-Mode Thinking. Journal of Learning Analytics, 3(2), 139-163. https://doi.org/10.18608/jla.2016.32.7

Issue

Vol. 3 No. 2 (2016): Multimodal and 21st Century Skills Learning Analytics and Datasets

Section

Special section: Learning Analytics for 21st Century Competencies

License

Copyright (c) 2016 Journal of Learning Analytics

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