Alfabetizzazione dei dati degli insegnanti universitari per il processo decisionale pedagogico
DOI:
https://doi.org/10.61007/QdC.2023.3.149Parole chiave:
Learning analytics, alfabetizzazione ai dati degli insegnanti, analisi sistemica della letteraturaAbstract
L'articolo ha cercato di discutere in modo specifico le competenze di data literacy dei docenti universitari, importanti per un uso efficace della learning analytics nel processo di insegnamento-apprendimento. Pertanto, sulla base di questa analisi, gli insegnanti devono raggiungere un certo livello di data literacy per svolgere determinate azioni pedagogiche. La domanda principale della presente ricerca è quali siano le competenze di data literacy necessarie agli insegnanti per utilizzare gli strumenti di learning analytics e prendere decisioni pedagogiche basate sui dati. L'articolo si basa sul metodo dell'analisi sistemica della letteratura. I documenti di ricerca selezionati e analizzati ci permettono di presentare i big data nell'istruzione, di evidenziare il valore pedagogico delle tecnologie di learning analytics e di fornire una panoramica degli strumenti di learning analytics. I risultati dello studio teorico hanno dimostrato che per utilizzare gli strumenti di analisi dell'apprendimento è importante che gli insegnanti abbiano competenze come l'alfabetizzazione digitale, la raccolta dei dati, l'analisi e l'interpretazione dei dati, ecc.
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