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.
Highlights
The view of learning analytics that this paper is based on starts with the observation that the current practices of schooling are somewhat outmoded in the new global working environment
We report our findings from three separate unidimensional analyses with 27 items measuring the Consumer in Networks (CiN) strand, nine items measuring the Producer in Networks (PiN) strand, and 22 items measuring the Intellectual Capital through Networks (ICN) strand
The definition underscores the need for meaningful interpretation of learning results and incorporates key ways that learning analytics are employed with complex data and algorithms
Summary
The view of learning analytics that this paper is based on starts with the observation that the current practices of schooling are somewhat outmoded in the new global working environment. Today, people work both individually and in groups to share complementary skills and accomplish shared goals—this practice contrasts to schools and assessments where students take tests individually. In the work setting, people have access to enormous resources of information and technological tools, where the challenge is to strategically craft a solution process, which contrasts strongly with the traditional “closed book” analytics of what learners know and can do (CIM, 2008). We will utilize an example of work from this project to illustrate the points we are making in this paper
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