�ݺ�ߣshows by User: sjgknight

�ݺ�ߣshows by User: sjgknight / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: sjgknight / Fri, 12 Mar 2021 22:09:15 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: sjgknight CiteLearn: An academic tool for learning to cite sources /slideshow/citelearn-an-academic-tool-for-learning-to-cite-sources/244306313 mozfesttalk-210312220915
Project info at https://misinfocon.com/citelearn-an-academic-tool-for-learning-to-cite-sources-eefa491bdeb2]]>
Project info at https://misinfocon.com/citelearn-an-academic-tool-for-learning-to-cite-sources-eefa491bdeb2]]> Fri, 12 Mar 2021 22:09:15 GMT /slideshow/citelearn-an-academic-tool-for-learning-to-cite-sources/244306313 sjgknight@slideshare.net(sjgknight) CiteLearn: An academic tool for learning to cite sources sjgknight Project info at https://misinfocon.com/citelearn-an-academic-tool-for-learning-to-cite-sources-eefa491bdeb2 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mozfesttalk-210312220915-thumbnail.jpg?width=120&height=120&fit=bounds" /> Project info at https://misinfocon.com/citelearn-an-academic-tool-for-learning-to-cite-sources-eefa491bdeb2

CiteLearn: An academic tool for learning to cite sources from Simon Knight

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0 Aligning Learning Analytics with Classroom Practices & Needs /slideshow/aligning-learning-analytics-with-classroom-practices-needs/178289545 simonnyutalkslideshare-191001205551
The Learning Analytics Research Network (LEARN) invites you to join us for a talk about the exciting ways in which the University of Technology Sydney is using participatory design to augment existing classroom practices with learning analytics. Simon Knight, a LEARN Visiting Scholar from the University of Technology Sydney, will introduce a variety of projects, including their work developing analytics to support student writing. Come meet others at NYU interested in learning analytics while learning from the examples of leading work in Australia. A light lunch will be served and the talk will be followed by a short Q&A. RSVP is required. About Simon Knight Simon Knight is a lecturer at the University of Technology Sydney in the Faculty of Transdisciplinary Innovation. His research investigates how people find and evaluate evidence, particularly in the context of learning and educator practices. Dr Knight received his Bachelor’s degree in Philosophy and Psychology from the University of Leeds before completing a teacher education program and Philosophy of Education MA at the UCL Institute of Education. Following teaching high school social sciences, Dr Knight completed an MPhil in Educational Research Methods at Cambridge, and PhD in Learning Analytics at the UK Open University. About Simon’s Talk How do we make use of data about our students to support their learning, and where does learning analytics fit into that? Educators are increasingly asked to work with data and technologies such as learning analytics to support and provide evidence of student learning. However, what learning analytics developers should design for, and how educators will implement analytics, is unclear. Learning analytics risks the same levels of low uptake and implementation as many other educational technologies if they do not align with educator practice and needs. How then do we tackle this gap, to support and develop technologies that are implemented in practice, for impact on learning? At the University of Technology Sydney, we have taken a participatory design based approach to designing and implementing learning analytics in practice, and understanding their impact. In our work we have identified existing practices with which learning analytics may be aligned to augment them. This talk introduces some of these projects, particularly drawing on our work in developing analytics to support student writing (writing analytics), giving examples of how analytics were aligned with existing pedagogic practices to support learning. Through this augmentation, supported by design-based approaches, we argue we can develop research and practice in tandem. ]]>
The Learning Analytics Research Network (LEARN) invites you to join us for a talk about the exciting ways in which the University of Technology Sydney is using participatory design to augment existing classroom practices with learning analytics. Simon Knight, a LEARN Visiting Scholar from the University of Technology Sydney, will introduce a variety of projects, including their work developing analytics to support student writing. Come meet others at NYU interested in learning analytics while learning from the examples of leading work in Australia. A light lunch will be served and the talk will be followed by a short Q&A. RSVP is required. About Simon Knight Simon Knight is a lecturer at the University of Technology Sydney in the Faculty of Transdisciplinary Innovation. His research investigates how people find and evaluate evidence, particularly in the context of learning and educator practices. Dr Knight received his Bachelor’s degree in Philosophy and Psychology from the University of Leeds before completing a teacher education program and Philosophy of Education MA at the UCL Institute of Education. Following teaching high school social sciences, Dr Knight completed an MPhil in Educational Research Methods at Cambridge, and PhD in Learning Analytics at the UK Open University. About Simon’s Talk How do we make use of data about our students to support their learning, and where does learning analytics fit into that? Educators are increasingly asked to work with data and technologies such as learning analytics to support and provide evidence of student learning. However, what learning analytics developers should design for, and how educators will implement analytics, is unclear. Learning analytics risks the same levels of low uptake and implementation as many other educational technologies if they do not align with educator practice and needs. How then do we tackle this gap, to support and develop technologies that are implemented in practice, for impact on learning? At the University of Technology Sydney, we have taken a participatory design based approach to designing and implementing learning analytics in practice, and understanding their impact. In our work we have identified existing practices with which learning analytics may be aligned to augment them. This talk introduces some of these projects, particularly drawing on our work in developing analytics to support student writing (writing analytics), giving examples of how analytics were aligned with existing pedagogic practices to support learning. Through this augmentation, supported by design-based approaches, we argue we can develop research and practice in tandem. ]]> Tue, 01 Oct 2019 20:55:51 GMT /slideshow/aligning-learning-analytics-with-classroom-practices-needs/178289545 sjgknight@slideshare.net(sjgknight) Aligning Learning Analytics with Classroom Practices & Needs sjgknight The Learning Analytics Research Network (LEARN) invites you to join us for a talk about the exciting ways in which the University of Technology Sydney is using participatory design to augment existing classroom practices with learning analytics. Simon Knight, a LEARN Visiting Scholar from the University of Technology Sydney, will introduce a variety of projects, including their work developing analytics to support student writing. Come meet others at NYU interested in learning analytics while learning from the examples of leading work in Australia. A light lunch will be served and the talk will be followed by a short Q&A. RSVP is required. About Simon Knight Simon Knight is a lecturer at the University of Technology Sydney in the Faculty of Transdisciplinary Innovation. His research investigates how people find and evaluate evidence, particularly in the context of learning and educator practices. Dr Knight received his Bachelor’s degree in Philosophy and Psychology from the University of Leeds before completing a teacher education program and Philosophy of Education MA at the UCL Institute of Education. Following teaching high school social sciences, Dr Knight completed an MPhil in Educational Research Methods at Cambridge, and PhD in Learning Analytics at the UK Open University. About Simon’s Talk How do we make use of data about our students to support their learning, and where does learning analytics fit into that? Educators are increasingly asked to work with data and technologies such as learning analytics to support and provide evidence of student learning. However, what learning analytics developers should design for, and how educators will implement analytics, is unclear. Learning analytics risks the same levels of low uptake and implementation as many other educational technologies if they do not align with educator practice and needs. How then do we tackle this gap, to support and develop technologies that are implemented in practice, for impact on learning? At the University of Technology Sydney, we have taken a participatory design based approach to designing and implementing learning analytics in practice, and understanding their impact. In our work we have identified existing practices with which learning analytics may be aligned to augment them. This talk introduces some of these projects, particularly drawing on our work in developing analytics to support student writing (writing analytics), giving examples of how analytics were aligned with existing pedagogic practices to support learning. Through this augmentation, supported by design-based approaches, we argue we can develop research and practice in tandem. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/simonnyutalkslideshare-191001205551-thumbnail.jpg?width=120&height=120&fit=bounds" /> The Learning Analytics Research Network (LEARN) invites you to join us for a talk about the exciting ways in which the University of Technology Sydney is using participatory design to augment existing classroom practices with learning analytics. Simon Knight, a LEARN Visiting Scholar from the University of Technology Sydney, will introduce a variety of projects, including their work developing analytics to support student writing. Come meet others at NYU interested in learning analytics while learning from the examples of leading work in Australia. A light lunch will be served and the talk will be followed by a short Q&A. RSVP is required. About Simon Knight Simon Knight is a lecturer at the University of Technology Sydney in the Faculty of Transdisciplinary Innovation. His research investigates how people find and evaluate evidence, particularly in the context of learning and educator practices. Dr Knight received his Bachelor’s degree in Philosophy and Psychology from the University of Leeds before completing a teacher education program and Philosophy of Education MA at the UCL Institute of Education. Following teaching high school social sciences, Dr Knight completed an MPhil in Educational Research Methods at Cambridge, and PhD in Learning Analytics at the UK Open University. About Simon’s Talk How do we make use of data about our students to support their learning, and where does learning analytics fit into that? Educators are increasingly asked to work with data and technologies such as learning analytics to support and provide evidence of student learning. However, what learning analytics developers should design for, and how educators will implement analytics, is unclear. Learning analytics risks the same levels of low uptake and implementation as many other educational technologies if they do not align with educator practice and needs. How then do we tackle this gap, to support and develop technologies that are implemented in practice, for impact on learning? At the University of Technology Sydney, we have taken a participatory design based approach to designing and implementing learning analytics in practice, and understanding their impact. In our work we have identified existing practices with which learning analytics may be aligned to augment them. This talk introduces some of these projects, particularly drawing on our work in developing analytics to support student writing (writing analytics), giving examples of how analytics were aligned with existing pedagogic practices to support learning. Through this augmentation, supported by design-based approaches, we argue we can develop research and practice in tandem.

Aligning Learning Analytics with Classroom Practices & Needs from Simon Knight

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0 Calibrating Assessment Literacy Through Benchmarking Tasks /slideshow/calibrating-assessment-literacy-through-benchmarking-tasks/130798181 benchmarking-190206205048
�ݺ�ߣs that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483 In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.]]>
�ݺ�ߣs that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483 In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.]]> Wed, 06 Feb 2019 20:50:48 GMT /slideshow/calibrating-assessment-literacy-through-benchmarking-tasks/130798181 sjgknight@slideshare.net(sjgknight) Calibrating Assessment Literacy Through Benchmarking Tasks sjgknight �ݺ�ߣs that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483 In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/benchmarking-190206205048-thumbnail.jpg?width=120&height=120&fit=bounds" /> �ݺ�ߣs that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483 In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.

Calibrating Assessment Literacy Through Benchmarking Tasks from Simon Knight

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0 Who to believe: How epistemic cognition can inform science communication (keynote at Australian Science Communicators conference, 2018) /slideshow/who-to-believe-how-epistemic-cognition-can-inform-science-communication-keynote-at-australian-science-communicators-conference-2018/122967276 ascsimonknight-181114053635
Who to believe? How epistemic cognition can inform science communication Two patients with the same condition decide to research possible treatments. They encounter multiple sources, from experts and others, each with different – sometimes contradictory – information. Depending on whom they believe and how they integrate these claims, the patients may make radically different decisions. These situations are commonplace in everyday life, from medical choices, to our voting decisions. How do we understand these differences, and support people in making the best decisions? Epistemic cognition provides one lens onto this problem. Epistemic cognition is the study of how people think about the justification, source, complexity, and certainty of knowledge. When we evaluate evidence, think about where and when it applies, and connect claims to build models, we engage our epistemic cognition. Understanding how people navigate their own, and others’ knowledge is one of the most pressing social issues of our time in order to develop a sustainable society. I’ll draw on research in epistemic cognition, and my own research on how people search for and talk about evidence, to flag key implications of epistemic cognition research for science communication.]]>
Who to believe? How epistemic cognition can inform science communication Two patients with the same condition decide to research possible treatments. They encounter multiple sources, from experts and others, each with different – sometimes contradictory – information. Depending on whom they believe and how they integrate these claims, the patients may make radically different decisions. These situations are commonplace in everyday life, from medical choices, to our voting decisions. How do we understand these differences, and support people in making the best decisions? Epistemic cognition provides one lens onto this problem. Epistemic cognition is the study of how people think about the justification, source, complexity, and certainty of knowledge. When we evaluate evidence, think about where and when it applies, and connect claims to build models, we engage our epistemic cognition. Understanding how people navigate their own, and others’ knowledge is one of the most pressing social issues of our time in order to develop a sustainable society. I’ll draw on research in epistemic cognition, and my own research on how people search for and talk about evidence, to flag key implications of epistemic cognition research for science communication.]]> Wed, 14 Nov 2018 05:36:35 GMT /slideshow/who-to-believe-how-epistemic-cognition-can-inform-science-communication-keynote-at-australian-science-communicators-conference-2018/122967276 sjgknight@slideshare.net(sjgknight) Who to believe: How epistemic cognition can inform science communication (keynote at Australian Science Communicators conference, 2018) sjgknight Who to believe? How epistemic cognition can inform science communication Two patients with the same condition decide to research possible treatments. They encounter multiple sources, from experts and others, each with different – sometimes contradictory – information. Depending on whom they believe and how they integrate these claims, the patients may make radically different decisions. These situations are commonplace in everyday life, from medical choices, to our voting decisions. How do we understand these differences, and support people in making the best decisions? Epistemic cognition provides one lens onto this problem. Epistemic cognition is the study of how people think about the justification, source, complexity, and certainty of knowledge. When we evaluate evidence, think about where and when it applies, and connect claims to build models, we engage our epistemic cognition. Understanding how people navigate their own, and others’ knowledge is one of the most pressing social issues of our time in order to develop a sustainable society. I’ll draw on research in epistemic cognition, and my own research on how people search for and talk about evidence, to flag key implications of epistemic cognition research for science communication. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ascsimonknight-181114053635-thumbnail.jpg?width=120&height=120&fit=bounds" /> Who to believe? How epistemic cognition can inform science communication Two patients with the same condition decide to research possible treatments. They encounter multiple sources, from experts and others, each with different – sometimes contradictory – information. Depending on whom they believe and how they integrate these claims, the patients may make radically different decisions. These situations are commonplace in everyday life, from medical choices, to our voting decisions. How do we understand these differences, and support people in making the best decisions? Epistemic cognition provides one lens onto this problem. Epistemic cognition is the study of how people think about the justification, source, complexity, and certainty of knowledge. When we evaluate evidence, think about where and when it applies, and connect claims to build models, we engage our epistemic cognition. Understanding how people navigate their own, and others’ knowledge is one of the most pressing social issues of our time in order to develop a sustainable society. I’ll draw on research in epistemic cognition, and my own research on how people search for and talk about evidence, to flag key implications of epistemic cognition research for science communication.

Who to believe: How epistemic cognition can inform science communication (keynote at Australian Science Communicators conference, 2018) from Simon Knight

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0 Writing Analytics for Epistemic Features of Student Writing #icls2016 talk /slideshow/writing-analytics-for-epistemic-features-of-student-writing-icls2016-talk/63450442 iclsknight2016-160626033231
Talk presented at #ICLS2016 presented in Singapore. I discuss levels of description as sites of epistemic cognition focusing on writing and use of textual features to associate rubric scores with epistemic cognition. My thanks to my collaborators (listed on the paper) particularly Laura Allen, who also generously let me adapt the later slides on NLP studies of writing. Abstract: Literacy, encompassing the ability to produce written outputs from the reading of multiple sources, is a key learning goal. Selecting information, and evaluating and integrating claims from potentially competing documents is a complex literacy task. Prior research exploring differing behaviours and their association to constructs such as epistemic cognition has used ‘multiple document processing’ (MDP) tasks. Using this model, 270 paired participants, wrote a review of a document. Reports were assessed using a rubric associated with features of complex literacy behaviours. This paper focuses on the conceptual and empirical associations between those rubric-marks and textual features of the reports on a set of natural language processing (NLP) indicators. Findings indicate the potential of NLP indicators for providing feedback regarding the writing of such outputs, demonstrating clear relationships both across rubric facets and between rubric facets and specific NLP indicators.]]>
Talk presented at #ICLS2016 presented in Singapore. I discuss levels of description as sites of epistemic cognition focusing on writing and use of textual features to associate rubric scores with epistemic cognition. My thanks to my collaborators (listed on the paper) particularly Laura Allen, who also generously let me adapt the later slides on NLP studies of writing. Abstract: Literacy, encompassing the ability to produce written outputs from the reading of multiple sources, is a key learning goal. Selecting information, and evaluating and integrating claims from potentially competing documents is a complex literacy task. Prior research exploring differing behaviours and their association to constructs such as epistemic cognition has used ‘multiple document processing’ (MDP) tasks. Using this model, 270 paired participants, wrote a review of a document. Reports were assessed using a rubric associated with features of complex literacy behaviours. This paper focuses on the conceptual and empirical associations between those rubric-marks and textual features of the reports on a set of natural language processing (NLP) indicators. Findings indicate the potential of NLP indicators for providing feedback regarding the writing of such outputs, demonstrating clear relationships both across rubric facets and between rubric facets and specific NLP indicators.]]> Sun, 26 Jun 2016 03:32:31 GMT /slideshow/writing-analytics-for-epistemic-features-of-student-writing-icls2016-talk/63450442 sjgknight@slideshare.net(sjgknight) Writing Analytics for Epistemic Features of Student Writing #icls2016 talk sjgknight Talk presented at #ICLS2016 presented in Singapore. I discuss levels of description as sites of epistemic cognition focusing on writing and use of textual features to associate rubric scores with epistemic cognition. My thanks to my collaborators (listed on the paper) particularly Laura Allen, who also generously let me adapt the later slides on NLP studies of writing. Abstract: Literacy, encompassing the ability to produce written outputs from the reading of multiple sources, is a key learning goal. Selecting information, and evaluating and integrating claims from potentially competing documents is a complex literacy task. Prior research exploring differing behaviours and their association to constructs such as epistemic cognition has used ‘multiple document processing’ (MDP) tasks. Using this model, 270 paired participants, wrote a review of a document. Reports were assessed using a rubric associated with features of complex literacy behaviours. This paper focuses on the conceptual and empirical associations between those rubric-marks and textual features of the reports on a set of natural language processing (NLP) indicators. Findings indicate the potential of NLP indicators for providing feedback regarding the writing of such outputs, demonstrating clear relationships both across rubric facets and between rubric facets and specific NLP indicators. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/iclsknight2016-160626033231-thumbnail.jpg?width=120&height=120&fit=bounds" /> Talk presented at #ICLS2016 presented in Singapore. I discuss levels of description as sites of epistemic cognition focusing on writing and use of textual features to associate rubric scores with epistemic cognition. My thanks to my collaborators (listed on the paper) particularly Laura Allen, who also generously let me adapt the later slides on NLP studies of writing. Abstract: Literacy, encompassing the ability to produce written outputs from the reading of multiple sources, is a key learning goal. Selecting information, and evaluating and integrating claims from potentially competing documents is a complex literacy task. Prior research exploring differing behaviours and their association to constructs such as epistemic cognition has used ‘multiple document processing’ (MDP) tasks. Using this model, 270 paired participants, wrote a review of a document. Reports were assessed using a rubric associated with features of complex literacy behaviours. This paper focuses on the conceptual and empirical associations between those rubric-marks and textual features of the reports on a set of natural language processing (NLP) indicators. Findings indicate the potential of NLP indicators for providing feedback regarding the writing of such outputs, demonstrating clear relationships both across rubric facets and between rubric facets and specific NLP indicators.

Writing Analytics for Epistemic Features of Student Writing #icls2016 talk from Simon Knight

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0 Wikimedia UK volunteer structure proposals /slideshow/wikimedia-uk-volunteer-structure-proposals/50933022 volunteerstructures-150726072349-lva1-app6892
Part of the volunteer strategy consultation https://office.wikimedia.org.uk/wiki/Volunteer_strategy_document presented at the second Volunteer Strategy Gathering (and AGM) in London https://wikimedia.org.uk/wiki/Volunteer_Strategy_Gathering/July_2015]]>
Part of the volunteer strategy consultation https://office.wikimedia.org.uk/wiki/Volunteer_strategy_document presented at the second Volunteer Strategy Gathering (and AGM) in London https://wikimedia.org.uk/wiki/Volunteer_Strategy_Gathering/July_2015]]> Sun, 26 Jul 2015 07:23:49 GMT /slideshow/wikimedia-uk-volunteer-structure-proposals/50933022 sjgknight@slideshare.net(sjgknight) Wikimedia UK volunteer structure proposals sjgknight Part of the volunteer strategy consultation https://office.wikimedia.org.uk/wiki/Volunteer_strategy_document presented at the second Volunteer Strategy Gathering (and AGM) in London https://wikimedia.org.uk/wiki/Volunteer_Strategy_Gathering/July_2015 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/volunteerstructures-150726072349-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds" /> Part of the volunteer strategy consultation https://office.wikimedia.org.uk/wiki/Volunteer_strategy_document presented at the second Volunteer Strategy Gathering (and AGM) in London https://wikimedia.org.uk/wiki/Volunteer_Strategy_Gathering/July_2015

Wikimedia UK volunteer structure proposals from Simon Knight

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0 Developing a multiple-document-processing performance assessment for epistemic literacy /slideshow/simon-knight-talk/46035316 simonknighttalk-150319080851-conversion-gate01
http://oro.open.ac.uk/41711/ The LAK15 theme “shifts the focus from data to impact”, noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach – the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of trace-indicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory.]]>
http://oro.open.ac.uk/41711/ The LAK15 theme “shifts the focus from data to impact”, noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach – the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of trace-indicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory.]]> Thu, 19 Mar 2015 08:08:51 GMT /slideshow/simon-knight-talk/46035316 sjgknight@slideshare.net(sjgknight) Developing a multiple-document-processing performance assessment for epistemic literacy sjgknight http://oro.open.ac.uk/41711/ The LAK15 theme “shifts the focus from data to impact”, noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach – the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of trace-indicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/simonknighttalk-150319080851-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> http://oro.open.ac.uk/41711/ The LAK15 theme “shifts the focus from data to impact”, noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach – the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of trace-indicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory.

Developing a multiple-document-processing performance assessment for epistemic literacy from Simon Knight

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0 Epistemic networks for Epistemic Commitments /sjgknight/epistemic-networks-for-epistemic-commitments analyticsinsightsintoepistemiccommitments-140626181010-phpapp01
The ways in which people seek and process information are fundamentally epistemic in nature. Existing epistemic cognition research has tended towards characterizing this fundamental relationship as cognitive or belief-based in nature. This paper builds on recent calls for a shift towards activity-oriented perspectives on epistemic cognition and proposes a new theory of ‘epistemic commitments’. An additional contribution of this paper comes from an analytic approach to this recast construct of epistemic commitments through the use of Epistemic Network Analysis (ENA) to explore connections between particular modes of epistemic commitment. Illustrative examples are drawn from existing research data on children’s epistemic talk when engaged in collaborative information seeking tasks. A brief description of earlier analysis of this data is given alongside a newly conducted ENA to demonstrate the potential for such an approach. Paper at: http://oro.open.ac.uk/39254/]]>
The ways in which people seek and process information are fundamentally epistemic in nature. Existing epistemic cognition research has tended towards characterizing this fundamental relationship as cognitive or belief-based in nature. This paper builds on recent calls for a shift towards activity-oriented perspectives on epistemic cognition and proposes a new theory of ‘epistemic commitments’. An additional contribution of this paper comes from an analytic approach to this recast construct of epistemic commitments through the use of Epistemic Network Analysis (ENA) to explore connections between particular modes of epistemic commitment. Illustrative examples are drawn from existing research data on children’s epistemic talk when engaged in collaborative information seeking tasks. A brief description of earlier analysis of this data is given alongside a newly conducted ENA to demonstrate the potential for such an approach. Paper at: http://oro.open.ac.uk/39254/]]> Thu, 26 Jun 2014 18:10:10 GMT /sjgknight/epistemic-networks-for-epistemic-commitments sjgknight@slideshare.net(sjgknight) Epistemic networks for Epistemic Commitments sjgknight The ways in which people seek and process information are fundamentally epistemic in nature. Existing epistemic cognition research has tended towards characterizing this fundamental relationship as cognitive or belief-based in nature. This paper builds on recent calls for a shift towards activity-oriented perspectives on epistemic cognition and proposes a new theory of ‘epistemic commitments’. An additional contribution of this paper comes from an analytic approach to this recast construct of epistemic commitments through the use of Epistemic Network Analysis (ENA) to explore connections between particular modes of epistemic commitment. Illustrative examples are drawn from existing research data on children’s epistemic talk when engaged in collaborative information seeking tasks. A brief description of earlier analysis of this data is given alongside a newly conducted ENA to demonstrate the potential for such an approach. Paper at: http://oro.open.ac.uk/39254/ <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/analyticsinsightsintoepistemiccommitments-140626181010-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> The ways in which people seek and process information are fundamentally epistemic in nature. Existing epistemic cognition research has tended towards characterizing this fundamental relationship as cognitive or belief-based in nature. This paper builds on recent calls for a shift towards activity-oriented perspectives on epistemic cognition and proposes a new theory of ‘epistemic commitments’. An additional contribution of this paper comes from an analytic approach to this recast construct of epistemic commitments through the use of Epistemic Network Analysis (ENA) to explore connections between particular modes of epistemic commitment. Illustrative examples are drawn from existing research data on children’s epistemic talk when engaged in collaborative information seeking tasks. A brief description of earlier analysis of this data is given alongside a newly conducted ENA to demonstrate the potential for such an approach. Paper at: http://oro.open.ac.uk/39254/

Epistemic networks for Epistemic Commitments from Simon Knight

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0 Learning analytics for learning and becoming in practice - #ICLS2014 workshop /sjgknight/learning-analytics-36300489 mh7s4lrntum1nmg98udy-140625122629-phpapp02
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]]> Wed, 25 Jun 2014 12:26:29 GMT /sjgknight/learning-analytics-36300489 sjgknight@slideshare.net(sjgknight) Learning analytics for learning and becoming in practice - #ICLS2014 workshop sjgknight <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mh7s4lrntum1nmg98udy-140625122629-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

Learning analytics for learning and becoming in practice - #ICLS2014 workshop from Simon Knight

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0 Wikimedia Strategy - making it impactful, measuring impact, and thinking about tech and localisation /slideshow/evaluation-and-strategy-talks/33442380 evaluationandstrategytalks-140412073345-phpapp02
�ݺ�ߣs from 3 sessions (on strategy (1), evaluation (2), and tech (3) with some overlap. The last isn't much thought out yet, and isn't one I'm presenting at wmcon. Making the strategy impactful From Strategy to Impact Measurement Measuring impact – co-ordination, and localisationMaking the most of tech? Check image attributions for licenses, otherwise CC-By with Wikimedia UK mark under a restricted license.]]>
�ݺ�ߣs from 3 sessions (on strategy (1), evaluation (2), and tech (3) with some overlap. The last isn't much thought out yet, and isn't one I'm presenting at wmcon. Making the strategy impactful From Strategy to Impact Measurement Measuring impact – co-ordination, and localisationMaking the most of tech? Check image attributions for licenses, otherwise CC-By with Wikimedia UK mark under a restricted license.]]> Sat, 12 Apr 2014 07:33:45 GMT /slideshow/evaluation-and-strategy-talks/33442380 sjgknight@slideshare.net(sjgknight) Wikimedia Strategy - making it impactful, measuring impact, and thinking about tech and localisation sjgknight �ݺ�ߣs from 3 sessions (on strategy (1), evaluation (2), and tech (3) with some overlap. The last isn't much thought out yet, and isn't one I'm presenting at wmcon. Making the strategy impactful From Strategy to Impact Measurement Measuring impact – �co-ordination, and localisation�Making the most of tech? Check image attributions for licenses, otherwise CC-By with Wikimedia UK mark under a restricted license. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/evaluationandstrategytalks-140412073345-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> �ݺ�ߣs from 3 sessions (on strategy (1), evaluation (2), and tech (3) with some overlap. The last isn't much thought out yet, and isn't one I'm presenting at wmcon. Making the strategy impactful From Strategy to Impact Measurement Measuring impact – �co-ordination, and localisation�Making the most of tech? Check image attributions for licenses, otherwise CC-By with Wikimedia UK mark under a restricted license.

Wikimedia Strategy - making it impactful, measuring impact, and thinking about tech and localisation from Simon Knight

]]> 2746 3 https://cdn.slidesharecdn.com/ss_thumbnails/evaluationandstrategytalks-140412073345-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post

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0 Learning and analytics – where do the two meet? #HEABigData summit day /slideshow/learning-and-analytics-where-do-the-two-meet-heabigdata-summit-day/33161093 lak13knightbuckinghamshumlittletonpaper-140405060703-phpapp01
I was an invited speaker at the Higher Education Academy Big Data summit where I talked about our Journal of Learning Analytics (2014) paper.]]>
I was an invited speaker at the Higher Education Academy Big Data summit where I talked about our Journal of Learning Analytics (2014) paper.]]> Sat, 05 Apr 2014 06:07:03 GMT /slideshow/learning-and-analytics-where-do-the-two-meet-heabigdata-summit-day/33161093 sjgknight@slideshare.net(sjgknight) Learning and analytics – where do the two meet? #HEABigData summit day sjgknight I was an invited speaker at the Higher Education Academy Big Data summit where I talked about our Journal of Learning Analytics (2014) paper. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lak13knightbuckinghamshumlittletonpaper-140405060703-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> I was an invited speaker at the Higher Education Academy Big Data summit where I talked about our Journal of Learning Analytics (2014) paper.

Learning and analytics – where do the two meet? #HEABigData summit day from Simon Knight

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0 Finding Knowledge: Assessing Knowledge in the Age of Search /sjgknight/finding-knowledge-assessing-knowledge-in-the-age-of-search presentation-131106094016-phpapp01
I gave this talk at the Society of the Query #SoQ conference in Amsterdam]]>
I gave this talk at the Society of the Query #SoQ conference in Amsterdam]]> Wed, 06 Nov 2013 09:40:16 GMT /sjgknight/finding-knowledge-assessing-knowledge-in-the-age-of-search sjgknight@slideshare.net(sjgknight) Finding Knowledge: Assessing Knowledge in the Age of Search sjgknight I gave this talk at the Society of the Query #SoQ conference in Amsterdam <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/presentation-131106094016-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> I gave this talk at the Society of the Query #SoQ conference in Amsterdam

Finding Knowledge: Assessing Knowledge in the Age of Search from Simon Knight

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0 Analysing Learning Through Mediawiki /slideshow/analysing-learning-through-mediawiki/27879506 mediawikiforoerandlearninganalyticsunderstandinglearning-131104032105-phpapp02
I presented this at the #EduWiki 2013 conference, bringing together educators and the Wikimedia community (which most prominently includes Wikipedia editors). ]]>
I presented this at the #EduWiki 2013 conference, bringing together educators and the Wikimedia community (which most prominently includes Wikipedia editors). ]]> Mon, 04 Nov 2013 03:21:05 GMT /slideshow/analysing-learning-through-mediawiki/27879506 sjgknight@slideshare.net(sjgknight) Analysing Learning Through Mediawiki sjgknight I presented this at the #EduWiki 2013 conference, bringing together educators and the Wikimedia community (which most prominently includes Wikipedia editors). <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mediawikiforoerandlearninganalyticsunderstandinglearning-131104032105-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> I presented this at the #EduWiki 2013 conference, bringing together educators and the Wikimedia community (which most prominently includes Wikipedia editors).

Analysing Learning Through Mediawiki from Simon Knight

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0 Mediawiki for oer and learning analytics - understanding learning resources and learners /slideshow/media-wiki-for-oer-and-learning-analytics-understanding-learning-resources-and-learners/22662175 mediawikiforoerandlearninganalyticsunderstandinglearning-130608102635-phpapp01
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]]> Sat, 08 Jun 2013 10:26:35 GMT /slideshow/media-wiki-for-oer-and-learning-analytics-understanding-learning-resources-and-learners/22662175 sjgknight@slideshare.net(sjgknight) Mediawiki for oer and learning analytics - understanding learning resources and learners sjgknight <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mediawikiforoerandlearninganalyticsunderstandinglearning-130608102635-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

Mediawiki for oer and learning analytics - understanding learning resources and learners from Simon Knight

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0 LAK13: Epistemology, Pedagogy, Assessment and Learning Analytics /slideshow/lak13-knight-buckingham-shum-littleton-paper/18669073 lak13knightbuckinghamshumlittletonpaper-130412041524-phpapp02
Lak13 knight buckingham shum littleton paper. Paper available here http://oro.open.ac.uk/36635/ ]]>
Lak13 knight buckingham shum littleton paper. Paper available here http://oro.open.ac.uk/36635/ ]]> Fri, 12 Apr 2013 04:15:24 GMT /slideshow/lak13-knight-buckingham-shum-littleton-paper/18669073 sjgknight@slideshare.net(sjgknight) LAK13: Epistemology, Pedagogy, Assessment and Learning Analytics sjgknight Lak13 knight buckingham shum littleton paper. Paper available here http://oro.open.ac.uk/36635/ <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lak13knightbuckinghamshumlittletonpaper-130412041524-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Lak13 knight buckingham shum littleton paper. Paper available here http://oro.open.ac.uk/36635/

LAK13: Epistemology, Pedagogy, Assessment and Learning Analytics from Simon Knight

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0 Dcla13 discourse, computation and context – sociocultural dcla /slideshow/dcla13-discourse-computation-and-context-sociocultural-dcla/18415867 dcla13discoursecomputationandcontextsocioculturaldcla-130408114520-phpapp01
My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides. I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work. ]]>
My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides. I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work. ]]> Mon, 08 Apr 2013 11:45:20 GMT /slideshow/dcla13-discourse-computation-and-context-sociocultural-dcla/18415867 sjgknight@slideshare.net(sjgknight) Dcla13 discourse, computation and context – sociocultural dcla sjgknight My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides. I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/dcla13discoursecomputationandcontextsocioculturaldcla-130408114520-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides. I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work.

Dcla13 discourse, computation and context – sociocultural dcla from Simon Knight

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0 SoLAR Storm talk: epistemology, pedagogy, assessment /slideshow/so-lar-epistemology-pedagogy-assessment-v2/15195200 solarepistemologypedagogyassessmentv2-121115125213-phpapp01
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]]> Thu, 15 Nov 2012 12:52:12 GMT /slideshow/so-lar-epistemology-pedagogy-assessment-v2/15195200 sjgknight@slideshare.net(sjgknight) SoLAR Storm talk: epistemology, pedagogy, assessment sjgknight <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/solarepistemologypedagogyassessmentv2-121115125213-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

SoLAR Storm talk: epistemology, pedagogy, assessment from Simon Knight

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0 https://cdn.slidesharecdn.com/profile-photo-sjgknight-48x48.jpg?cb=1722229118 I maintain a complete CV at http://sjgknight.com/finding-knowledge/cv I'm interested in how people think about knowledge, and take action on that knowledge. Evidence, and sound argumentation are under the spotlight, with increasing availability of data, alongside a growing mistrust in the media, politicians, and 'experts' more broadly. Understanding how people navigate their own, and others' knowledge is one of the most pressing social issues of our time in order to develop a sustainable society. My work focuses on the ways knowledge is conceptualised, and how tools (such as google, and writing tools), have epistemic properties. I've studied these issues in both philosophy and psycholo... sjgknight.com https://cdn.slidesharecdn.com/ss_thumbnails/mozfesttalk-210312220915-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/citelearn-an-academic-tool-for-learning-to-cite-sources/244306313 CiteLearn: An academic... https://cdn.slidesharecdn.com/ss_thumbnails/simonnyutalkslideshare-191001205551-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/aligning-learning-analytics-with-classroom-practices-needs/178289545 Aligning Learning Anal... https://cdn.slidesharecdn.com/ss_thumbnails/benchmarking-190206205048-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/calibrating-assessment-literacy-through-benchmarking-tasks/130798181 Calibrating Assessme...