Overview
- The first book of its kind, dealing specifically with a competence model for Educational Data Literacy
- Insitutions, researchers, and instrucional designers and e-trainers can use the framework
- Can be used in higher education teaching, seminars, and in professional training
Part of the book series: Advances in Analytics for Learning and Teaching (AALT)
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Table of contents (5 chapters)
Keywords
About this book
Digital Education is recognised as a key transformative innovation for K-12 school and university teaching and learning, as well as, for professional development and vocational training. As a result, blended and online courses are nowadays widely deployed to meet the needs of K-12, higher education and vocational training students, as well as, the needs for professional development of in-service professionals. In this context, important professional roles in digital education and training, such as, the Instructional Designers, who design and develop online and blended courses, and the Trainers or Tutors who support the delivery of these online and blended courses, require new professional competences compared to those assumed at the traditional face to face education and tra ining programs.This is particularly relevant today, in the post Covid-19 era, where educational organisations, leaders and teachers are challenged with reinventing their teaching and learning environments to offer higher quality, more accessible and inclusive teaching, learning and assessment. Educational Data Literacy (EDL) is a core competence for all education professionals, including school teachers, instructional designers and tutors of online and blended learning courses, as well as educational institutions' leaders. Nevertheless, existing professional competence frameworks for educators pay little attention to EDL, missing out the potential of using emerging EDL methods and tools in online and blended teaching and learning - thus there is a need for extending existing professional competence frameworks for educators with new competences to accommodate the emerging field of EDL. To this end, this brief monograph presents a comprehensive proposal of an Educational Data Literacy Competence Profile (EDL-CP) framework for education professionals, as well as, exemplary learning outcomes for the proposed EDL-CP framework, and use-case examples for indicative target groups, namely instructional designers, e-Trainers and K-12 school teachers. The work of this book has been produced within the project "Learn2Analyze — An Academia-Industry Knowledge Alliance for enhancing Online Training Professionals’ (Instructional Designers and e-Trainers) Competences in Educational Data Analytics" which is co-funded by European Commission through the Erasmus+ Program (Cooperation for innovation and the exchange of good practices – Knowledge Alliances).
Authors and Affiliations
About the authors
University of Freiburg, Germany. He published more than 250 journal articles, book chapters and books and has received over 7876 citations resulting in an h-index of 45 (Google Scholar, June 2022).
Michail Giannakos is a professor of interaction design and learning technologies at the Department of Computer Science of the Norwegian University of Science and Technology (NTNU). He is the head of the Learner-Computer Interaction lab and his research focuseson the design and study of emerging technologies in online and hybrid education settings, and on developing new ways for humans to interact with interactive learning systems. Giannakos has co-authored more than 200 manuscripts published in prestigious peer-reviewed journals and conferences (including Computers & Education, Computers in Human Behavior, IEEE Pervasive Computing, IEEE TLT, BIT, BJET, ACM IDC, ICLS/CSCL, Interact). Giannakos is the Editor-in-Chief of the International Journal of Child-Computer Interaction (Elsevier). He is also in the Editorial Board of IEEE Transactions in Learning Technology, IEEE Transactions on Education, Behaviour & Information Technology and the International Journal of Information Management, and has served as a guest editor on highly recognized journals. He has served as an evaluator for the European Commission (EC) and the US-NSF, and he recently co-edited the Multimodal Learning Analytics handbook (Springer) and authored a book on Experimental Studies in Learning Technology and Child–Computer Interaction (Springer). Giannakos has worked at several research projects funded by diverse sources like the European Commission, Microsoft Research, The Research Council of Norway (RCN), US-NSF, the German agency for international academic cooperation and Cheng Endowment. Giannakos is one of the experts in the Norwegian task force (formed by the ministry of education and research) for introducing learning analytics to Norwegian K-12 schools and universities. He is also a recipient of a Marie Curie/ERCIM fellowship, the Norwegian Young Research Talent award and he is one of the outstanding academic fellows of NTNU (2017-2022).Sofia Mougiakou is a Computer Science teacher in secondary education since 1996. She holds a B.Sc. in “Informatics and Telecommunications” (November 1994) from the Department of Informatics and Telecommunications of the National and Kapodistrian University of Athens, Greece, a M.Sc. in “Electronic Automation” (June 1998) from the Department of Informatics and Telecommunications, National and Kapodistrian University of Athens, Greece, as well as a M.Sc. with distinction in e-Learning from the Department of Digital Systems, University of Piraeus, Greece (June 2020). She has two years of administrative experience as a high school principal and 10 years as Head of the Center of Informatics and New Technologies of the Directorate of Secondary Education of Piraeus. She has 15 years of teaching experience as a computer science teacher in secondary education. She participated as a member of the Education Committee in two co-funded European projects for teachers’ professional development, as well as in the Learn2Analyze project (Erasmus+ Knowledge Alliance Program). She has several conference publications regarding the exploiting of blended learning using the Moodle Learning Platform at the high-school level. Currently, she is a Ph.D. Candidate at the Department of Digital Systems, University of Piraeus, Greece.Dimitra Vinatsella holds a B.Sc. in “Informatics & Telecommunications” (2003) and a M.Sc. in ”Communication Systems and Networks” (2007) from National and Kapodistrian University of Athens. She started to work as a Product Development Manager in Vodafone Greece (2004)responsible to act as an overall project manager for the planning, development, roll out and post launch monitoring of retail commercial Value Added Services and Products. In 2007, she joined the Greek Ministry of Education, Research and Religious Affairs, as Computer Science Teacher and since 2012 she has been working in a cross-functional team in the Center of Informatics and New Technologies of the Directorate of Secondary Education of Piraeus. She has a long experience in e-Learning utilizing innovative technologies and learning management systems and she has participated successfully in several scientific research European programmes, including the Learn2Analyze project. Currently, she is a Ph.D. Candidate at the Department of Digital Systems, University of Piraeus, Greece.Bibliographic Information
Book Title: Educational Data Literacy
Authors: Demetrios Sampson, Zacharoula Papamitsiou, Dirk Ifenthaler, Michail Giannakos, Sofia Mougiakou, Dimitra Vinatsella
Series Title: Advances in Analytics for Learning and Teaching
DOI: https://doi.org/10.1007/978-3-031-11705-3
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022
Hardcover ISBN: 978-3-031-11704-6Published: 27 October 2022
Softcover ISBN: 978-3-031-11707-7Published: 27 October 2023
eBook ISBN: 978-3-031-11705-3Published: 26 October 2022
Series ISSN: 2662-2122
Series E-ISSN: 2662-2130
Edition Number: 1
Number of Pages: XVI, 115
Number of Illustrations: 1 b/w illustrations, 11 illustrations in colour
Topics: Learning & Instruction, Teaching and Teacher Education