Assessment of Learning in Digital Interactive Social Networks: A Learning Analytics Approach.

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Bibliographic Details
Title:	Assessment of Learning in Digital Interactive Social Networks: A Learning Analytics Approach.
Authors:	Wilson, Mark¹, Gochyyev, Perman¹, Scalise, Kathleen²
Source:	Online Learning. Jun2016, Vol. 20 Issue 2, p25-47. 23p.
Subject Terms:	Teaching methods, Learning, Social networks, Social media, Online social networks
Abstract:	This paper summarizes initial field-test results from data analytics used in the work of the Assessment and Teaching of 21st Century Skills (ATC21S) project, on the "ICT Literacy - Learning in digital networks" learning progression. This project, sponsored by Cisco, Intel and Microsoft, aims to help educators around the world enable students with the skills to succeed in future career and college goals. The paper begins with describing some expansions to a common definition of learning analytics, then includes a review of the literature on ICT literacy, including the specific development that led to the ATC21S effort. This is followed by a description of the development of a "learning progression" for this project, as well as the logic behind the instrument construction and data analytics, along with examples of each. Data were collected in a demonstration digital environment in four countries: Australia, Finland, Singapore and the U.S. The results indicate that the new constructs developed by the project, and the novel item forms and analytics that were employed, are indeed capable of being employed in a large-scale digital environment. The paper concludes with a discussion of the next steps for this effort. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This paper summarizes initial field-test results from data analytics used in the work of the Assessment and Teaching of 21st Century Skills (ATC21S) project, on the "ICT Literacy - Learning in digital networks" learning progression. This project, sponsored by Cisco, Intel and Microsoft, aims to help educators around the world enable students with the skills to succeed in future career and college goals. The paper begins with describing some expansions to a common definition of learning analytics, then includes a review of the literature on ICT literacy, including the specific development that led to the ATC21S effort. This is followed by a description of the development of a "learning progression" for this project, as well as the logic behind the instrument construction and data analytics, along with examples of each. Data were collected in a demonstration digital environment in four countries: Australia, Finland, Singapore and the U.S. The results indicate that the new constructs developed by the project, and the novel item forms and analytics that were employed, are indeed capable of being employed in a large-scale digital environment. The paper concludes with a discussion of the next steps for this effort. [ABSTRACT FROM AUTHOR]
ISSN:	24725749
DOI:	10.24059/olj.v20i2.799