Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences

Springer Science and Business Media LLC - Tập 8 - Trang 1-26 - 2021
Zacharoula Papamitsiou1, Michail E. Filippakis2, Marilena Poulou3, Demetrios Sampson2, Dirk Ifenthaler4, Michail Giannakos1
1Department of Computer Science, Norwegian University of Science and Technology, Trondheim, Norway
2University of Piraeus, Piraeus, Greece
3University of West Attica, Athens, Greece
4Curtin University, Curtin, Australia

Tóm tắt

In the era of digitalization of learning and teaching processes, Educational Data Literacy (EDL) is highly valued and is becoming essential. EDL is conceptualized as the ability to collect, manage, analyse, comprehend, interpret, and act upon educational data in an ethical, meaningful, and critical manner. The professionals in the field of digitally supported education, i.e., Instructional Designers (IDs) and e-Tutors (eTUTs) of online and blended courses, need to be ready to inform their decisions with educational data, and face the upcoming data-related challenges; they need to update and enhance their profiles with relevant competences. This paper proposes a framework for EDL competence profiles of IDs/eTUTs and evaluates the proposal with the participation of worldwide professionals (N = 210) with experience in digitally supported education. The evaluation aims at validating the proposal and assesses (a) the current EDL-readiness of IDs/eTUTs; and (b) the extent to which the framework captures and describes the essential EDL competences. The findings indicate that professionals are not EDL-competent yet, but the proposed dimensions and related competences are offering a solid approach to support EDL development.

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