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Technology, Knowledge and Learning

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01.07.2014 | Integrative Review

Educational Data Mining and Learning Analytics: Applications to Constructionist Research

Erschienen in: Technology, Knowledge and Learning | Ausgabe 1-2/2014

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Abstract

Constructionism can be a powerful framework for teaching complex content to novices. At the core of constructionism is the suggestion that by enabling learners to build creative artifacts that require complex content to function, those learners will have opportunities to learn this content in contextualized, personally meaningful ways. In this paper, we investigate the relevance of a set of approaches broadly called “educational data mining” or “learning analytics” (henceforth, EDM) to help provide a basis for quantitative research on constructionist learning which does not abandon the richness seen as essential by many researchers in that paradigm. We suggest that EDM may have the potential to support research that is meaningful and useful both to researchers working actively in the constructionist tradition but also to wider communities. Finally, we explore potential collaborations between researchers in the EDM and constructionist traditions; such collaborations have the potential to enhance the ability of constructionist researchers to make rich inferences about learning and learners, while providing EDM researchers with many interesting new research questions and challenges.

Vorheriger Artikel Improving Learners’ Ability to Recognize Emergence with Embedded Assessment in a Virtual Watershed

Nächster Artikel Development and Validation of a Learning Analytics Framework: Two Case Studies Using Support Vector Machines

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Titel: Educational Data Mining and Learning Analytics: Applications to Constructionist Research
Publikationsdatum: 01.07.2014
Erschienen in: Technology, Knowledge and Learning / Ausgabe 1-2/2014
Print ISSN: 2211-1662
Elektronische ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-014-9223-7

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