Knowledge and Human Interests.

Vallance, Elizabeth; Habermas, Jürgen; Shapiro, Jeremy J.

doi:10.2307/2217493

Cited by 2 publications

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“…This immediate, visual analytic presents the learning power latent variable scores as a pattern to invite personal reflection. Numerical scores are avoided because they represent a form of analytic rationality (Habermas, 1973) more often used to grade and compare for external regulation and encourage entity thinking rather than integral and dynamic thinking (Morin, 2008). The visual analytic provides a framework and a language for a coaching conversation that moves between the individual's identity and purpose and their learning goals and experiences.…”

Section: Ruth Crickmentioning

confidence: 99%

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The Handbook of Learning Analytics

Gašević¹,

Merceron²

2022

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Over the last ten years learning analytics (LA) has grown from a hypothetical future into a concrete field of inquiry and a global community of researchers and practitioners. Although the LA space may appear sprawling and complex, there are some clear through-lines that the new student or interested practitioner can use as entry points. Four of these are presented in this chapter, 1. LA as a concern or problem to be solved, 2. LA as an opportunity, 3. LA as field of inquiry and 4. the researchers and practitioners that make up the LA community. These four ways of understanding LA and its associated constructs, technologies, domains and history can hopefully provide a launch pad not only for the other chapters in this handbook but the world of LA in general. A world that, although large, is open to all who hold an interest in data and learning and the complexities that follow from the combination of the two.

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Section: Ruth Crickmentioning

confidence: 99%

“…A further observation about the visualization of learning power data is that it connects with different ways of knowing or different "deep seated anthropological interests" (Habermas, 1973(Habermas, , 1989Outhwaite, 1994).…”

Section: Visual Representation Of Data: Making the Complex Meaningfulmentioning

confidence: 99%

The Handbook of Learning Analytics

Gašević¹,

Merceron²

2022

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Beyond competency-based continuing professional development

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2017

Medical Teacher

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Competency based medical education (CBME) has become the default for undergraduate and post-graduate medical education (PGME) but its role in continuing professional development (CPD) is under discussion. Some critical differences between CPD and PGME are identified and these differences applied to: the relative roles of competence and performance; existing criticisms of CBME; heutagogy as a learning theory; and post-modernism as an underlying philosophical perspective. The argument is made that the characteristics of CPD fit with performance based medical education, a heutagogical learning theory, a focus on capabilities, rather than competencies; and a post-modern perspective.

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Knowledge and Human Interests.

Cited by 2 publications

References 0 publications

The Handbook of Learning Analytics

The Handbook of Learning Analytics

Beyond competency-based continuing professional development

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