Framing Professional Learning Analytics as Reframing Oneself

Shum, SB; Littlejohn, A; Kitto, K; Crick, R

Framing Professional Learning Analytics as Reframing Oneself

Shum, SB Littlejohn, A Kitto, K

Crick, R

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Publisher:: Institute of Electrical and Electronics Engineers
Publication Type:: Journal Article
Citation:: IEEE Transactions on Learning Technologies, 2022, 15, (5), pp. 634-659
Issue Date:: 2022-01-01

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Field	Value	Language
dc.contributor.author	Shum, SB
dc.contributor.author	Littlejohn, A
dc.contributor.author	Kitto, K https://orcid.org/0000-0001-7642-7121
dc.contributor.author	Crick, R
dc.date.accessioned	2022-11-23T03:38:26Z
dc.date.available	2022-11-23T03:38:26Z
dc.date.issued	2022-01-01
dc.identifier.citation	IEEE Transactions on Learning Technologies, 2022, 15, (5), pp. 634-659
dc.identifier.issn	1939-1382
dc.identifier.issn	1939-1382
dc.identifier.uri	http://hdl.handle.net/10453/163678
dc.description.abstract	Central to imagining the future of technology-enhanced professional learning is the question of how data are gathered, analyzed, and fed back to stakeholders. The field of learning analytics (LA) has emerged over the last decade at the intersection of data science, learning sciences, human-centered and instructional design, and organizational change, and so could in principle inform how data can be gathered and analyzed in ways that support professional learning. However, in contrast to formal education where most research in LA has been conducted, much work-integrated learning is experiential, social, situated, and practice-bound. Supporting such learning exposes a significant weakness in LA research, and to make sense of this gap, this article proposes an adaptation of the <italic>Knowledge-Agency Window</italic> framework. It draws attention to how different forms of professional learning locate on the dimensions of learner agency and knowledge creation. Specifically, we argue that the concept of “reframing oneself” holds particular relevance for informal, work-integrated learning. To illustrate how this insight translates into LA design for professionals, three examples are provided: first, analyzing personal and team skills profiles (<italic>skills analytics</italic>); second, making sense of challenging workplace experiences (<italic>reflective writing analytics</italic>); and third, reflecting on orientation to learning (<italic>dispositional analytics</italic>). We foreground <italic>professional agency</italic> as a key requirement for such techniques to be used effectively and ethically.
dc.language	English
dc.publisher	Institute of Electrical and Electronics Engineers
dc.relation.ispartof	IEEE Transactions on Learning Technologies
dc.relation.isbasedon	10.1109/TLT.2022.3190055
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	0806 Information Systems, 1005 Communications Technologies, 1303 Specialist Studies in Education
dc.title	Framing Professional Learning Analytics as Reframing Oneself
dc.type	Journal Article
utslib.citation.volume	15
utslib.for	0806 Information Systems
utslib.for	1005 Communications Technologies
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Strength - ISF - Institute for Sustainable Futures
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
pubs.organisational-group	/University of Technology Sydney/Strength - CREDS - Centre for Research on Education in a Digital Society
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-11-23T03:38:24Z
pubs.issue	5
pubs.publication-status	Published
pubs.volume	15
utslib.citation.issue	5

Abstract:

Central to imagining the future of technology-enhanced professional learning is the question of how data are gathered, analyzed, and fed back to stakeholders. The field of learning analytics (LA) has emerged over the last decade at the intersection of data science, learning sciences, human-centered and instructional design, and organizational change, and so could in principle inform how data can be gathered and analyzed in ways that support professional learning. However, in contrast to formal education where most research in LA has been conducted, much work-integrated learning is experiential, social, situated, and practice-bound. Supporting such learning exposes a significant weakness in LA research, and to make sense of this gap, this article proposes an adaptation of the Knowledge-Agency Window framework. It draws attention to how different forms of professional learning locate on the dimensions of learner agency and knowledge creation. Specifically, we argue that the concept of “reframing oneself” holds particular relevance for informal, work-integrated learning. To illustrate how this insight translates into LA design for professionals, three examples are provided: first, analyzing personal and team skills profiles (skills analytics); second, making sense of challenging workplace experiences (reflective writing analytics); and third, reflecting on orientation to learning (dispositional analytics). We foreground professional agency as a key requirement for such techniques to be used effectively and ethically.

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http://hdl.handle.net/10453/163678