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Social Learning Analytics

Buckingham Shum, Simon ; Ferguson, Rebecca

Educational technology & society, 2012-07, Vol.15 (3), p.3-26 [Periódico revisado por pares]

Palmerston North: International Forum of Educational Technology & Society

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Título:
Social Learning Analytics
Autor: Buckingham Shum, Simon ; Ferguson, Rebecca
Assuntos: Academic learning ; Analytics ; Collaborative learning ; College Instruction ; College Students ; Computer Managed Instruction ; Computer Uses in Education ; Content Analysis ; Data ; Data Analysis ; Definitions ; Discourse Analysis ; Distance learning ; Educational activities ; Educational Environment ; Educational technology ; Educational Trends ; Electronic Learning ; Ethics ; Foreign Countries ; Handheld Devices ; Influence of Technology ; Informal learning ; Information Retrieval ; Information Technology ; Integrated Learning Systems ; Integrity ; Learning ; Learning Analytics ; Lifelong learning ; Mathematical analysis ; Network Analysis ; Observational learning ; Online education ; Online learning ; Open Universities ; Power Structure ; Program Design ; Program Implementation ; Social Environment ; Social integration ; Social learning ; Social Networks ; Socialization ; Special Issue Articles ; Teaching methods ; United Kingdom ; Web 2.0 Technologies
É parte de: Educational technology & society, 2012-07, Vol.15 (3), p.3-26
Descrição: We propose that the design and implementation of effectiveSocial Learning Analytics (SLA)present significant challenges and opportunities for both research and enterprise, in three important respects. The first is that the learning landscape is extraordinarily turbulent at present, in no small part due to technological drivers. Online social learning is emerging as a significant phenomenon for a variety of reasons, which we review, in order to motivate the concept of social learning. The second challenge is to identify different types of SLA and their associated technologies and uses. We discuss five categories of analytic in relation to online social learning; these analytics are either inherently social or can be socialised. This sets the scene for a third challenge, that of implementing analytics that have pedagogical and ethical integrity in a context where power and control over data are now of primary importance. We consider some of the concerns that learning analytics provoke, and suggest that Social Learning Analytics may provide ways forward. We conclude by revisiting the drivers and trends, and consider future scenarios that we may see unfold as SLA tools and services mature.
Editor: Palmerston North: International Forum of Educational Technology & Society
Idioma: Inglês

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Social Learning Analytics

Buckingham Shum, Simon ; Ferguson, Rebecca

Palmerston North: International Forum of Educational Technology & Society

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