As technology advances, learning analytics is expanding to include students’ collaboration settings. Despite their increasing application in practice, some types of analytics might not fully capture the comprehensive educational contexts in which students’ collaboration takes place (e.g., when data is collected and processed without predefined models, which forces users to make conclusions without sufficient contextual information). Furthermore, existing definitions and perspectives on collaboration analytics are incongruent. In light of these circumstances, this opinion paper takes a collaborative classroom setting as context and explores relevant comprehensive models for collaboration analytics. Specifically, this paper is based on Pei-Ling Tan and Koh’s ecological lens (2017, Situating learning analytics pedagogically: Towards an ecological lens. Learning: Research and Practice, 3(1), 1–11. https://doi.org/10.1080/23735082.2017.1305661), which illustrates the co-emergence of three interactions among students, teachers, and content interwoven with time. Moreover, this paper suggests several factors to consider in each interaction when executing collaboration analytics. Agendas and recommendations for future research are also presented.
Open access to information is now a universal phenomenon thanks to rapid technological developments across the globe. This open and universal access to information is a key value of democratic societies because, in principle, it supports well-informed decision-making on individual, local, and global matters. In practice, however, without appropriate readiness for navigation in a dynamic information landscape, such access to information can become a threat to public health, safety, and economy, as the COVID-19 pandemic has shown. In the past, this readiness was often conceptualized in terms of adequate literacy levels, but the contemporarily observed highest-ever literacy levels have not immunized our societies against the risks of misinformation. Therefore, in this Perspective, we argue that democratization of access to information endows citizens with new responsibilities, and second, these responsibilities demand readiness that cannot be reduced to mere literacy levels. In fact, this readiness builds on individual adequate literacy skills, but also requires rational thinking and awareness of own information processing. We gather evidence from developmental, educational, and cognitive psychology to show how these aspects of readiness could be improved through education interventions, and how they may be related to healthy work-home balance and self-efficacy. All these components of education are critical to responsible global citizenship and will determine the future direction of our societies.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.