Educational Data Literacy

TRAMA

Digital Education is recognised as a key transformative innovation for K-12 school and university teaching and learning, as well as, for professional development and vocational training. As a result, blended and online courses are nowadays widely deployed to meet the needs of K-12, higher education and vocational training students, as well as, the needs for professional development of in-service professionals. In this context, important professional roles in digital education and training, such as, the Instructional Designers, who design and develop online and blended courses, and the Trainers or Tutors who support the delivery of these online and blended courses, require new professional competences compared to those assumed at the traditional face to face education and tra ining programs.This is particularly relevant today, in the post Covid-19 era, where educational organisations, leaders and teachers are challenged with reinventing their teaching and learning environments to offer higher quality, more accessible and inclusive teaching, learning and assessment. Educational Data Literacy (EDL) is a core competence for all education professionals, including school teachers, instructional designers and tutors of online and blended learning courses, as well as educational institutions' leaders. Nevertheless, existing professional competence frameworks for educators pay little attention to EDL, missing out the potential of using emerging EDL methods and tools in online and blended teaching and learning - thus there is a need for extending existing professional competence frameworks for educators with new competences to accommodate the emerging field of EDL. To this end, this brief monograph presents a comprehensive proposal of an Educational Data Literacy Competence Profile (EDL-CP) framework for education professionals, as well as, exemplary learning outcomes for the proposed EDL-CP framework, and use-case examples for indicative target groups, namely instructional designers, e-Trainers and K-12 school teachers. The work of this book has been produced within the project "Learn2Analyze — An Academia-Industry Knowledge Alliance for enhancing Online Training Professionals’ (Instructional Designers and e-Trainers) Competences in Educational Data Analytics" which is co-funded by European Commission through the Erasmus+ Program (Cooperation for innovation and the exchange of good practices – Knowledge Alliances).

SOMMARIO

Introduction.- State of the Art in Educational Data Literacy (brief environment scan).- Towards an Educational Data Literacy Competence Model (the Learn2Analyse proposal).- Educational Data Literacy Competence Model: From theory to practice (exemplify how the EDL-CP can be put into practice).- Conclusions and Future Direction.

AUTORE

Demetrios Sampson is a Professor of Digital Systems for Teaching and Learning at the Department of Digital Systems, University of Piraeus, Greece since 2003. He has been a Professor of Learning Technologies and Director of Research at the School of Education, Curtin University, Australia (2015-2017) and Senior Research (1999-2003) at the Information Technologies Institute of the Center for Research and Technology – Hellas (CERTH).He is the co-author of 350 articles in scientific books, journals and conferences, and the editor of 90+ books, special issues in academic journals and international conference proceedings books. He has received 10 times Best Paper Award in International Conferences on Learning Technologies. He has been a Keynote/Invited Speaker/Lecturer in 100+ International/National Conferences and/or Postgraduate Programs around the world; project director, principle investigator and/or research consultant in 70 Research and Innovation projects with external funding at therange of 16 Million€. He has supervised 180+ honours and postgraduate students to successful completion since 2003. He has developed and delivers the first Massive Online Open Course (MOOC) on the use of Educational Data Analytics by School Teachers (Analytics for the Classroom Teacher), offered by the edX platform (a Harvard and MIT led global initiative) which has attracted more than 25.000 participants from 180 countries around the world since October 2016. He lead an international University-Industry Consortium (Learn2Analyse) that promotesd professional development in Educational Data Literacy for Online Education & Training Professionals and Higher Education students, co-funded by the EuropeanCommission (Erasmus+ Knowledge Alliance Program, 2018-2021). He is the recipient of the IEEE Computer Society Distinguished Service Award (July 2012) and was named a Golden Core Member of IEEE Computer Society in recognition of his contribution to the field of Learning Technologies. He is also the recipient of the Golden Nikola Tesla Chain Award of the International Society for Engineering Pedagogy (IGIP) for "International outstanding achievements in the field of Engineering Pedagogy" (September 2018).Zacharoula Papamitsiou (she/her) is a Research Scientist at the Department of Technology Management, SINTEF Digital. Dr. Papamitsiou holds a Ph.D. degree from the University of Macedonia, Thessaloniki, Greece, in adapting and personalizing assessment using Learning Analytics. Her research interest is on learning analytics, user modeling, autonomous learning, digital transformation, human-computer interaction, and trustworthy AI. She has published more than 40 peer-reviewed papers in highly ranked journals, conferences, and book chapters (including British Journal of Educational Technologies, Computers in Human Behavior, IEEE TLT, Information Systems Frontiers, LAK, UMAP, ICER, and many more), she is a reviewer in more than 10 highly ranked journals (including Computers and Education, Computers in Human Behavior, IEEE Transactions in Learning Technologies, Journal of Computer Assisted Learning, Journal of Learning Analytics), and she has served/serves as guest editor in prestigious journals (e.g., Frontier in Artificial Intelligence) and in various organization committees (e.g., associate chair) and program committees. She is professional member of ACM, IEEE Technical Committee on Learning Technology, and founding member of the Trondheim-ACM-W Chapter. She has been involved in several projects, funded by the Norwegian Research Council, European Commission (e.g., Horizon 2020, Erasmus+) or other national or international associations (e.g., Norwegian Ministry of Foreign Affairs, Innovation Norway, NordForsk). In 2017, she received the Martin Wolpers Award for the research project of the most promising young researcher. Dr. Papamitsiou is also recipient of the ERCIM fellowship and has completed her Postdoctoral research at the ComputerScience Department, Norwegian University of Science and Technology (NTNU).Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and UNESCO Deputy Chair of Data Science in Higher Education Learning and Teaching at Curtin University, Australia. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA. Dirk’s research focuses on the intersection of cognitive psychology, educational technology, data analytics, and organisational learning. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and internationa

ALTRE INFORMAZIONI

• Condizione: Nuovo
• ISBN: 9783031117046
• Collana: Advances in Analytics for Learning and Teaching
• Dimensioni: 235 x 155 mm
• Formato: Copertina rigida
• Illustration Notes: XVI, 115 p. 12 illus., 11 illus. in color.
• Pagine Arabe: 115
• Pagine Romane: xvi