Design and implementation of a pedagogic intervention using writing analytics

Shibani, A; Knight, S; Buckingham Shum, S; Ryan, P

Design and implementation of a pedagogic intervention using writing analytics

Shibani, A

Knight, S

Buckingham Shum, S

Ryan, P

Permalink

Publication Type:: Conference Proceeding
Citation:: Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings, 2017, pp. 306 - 315
Issue Date:: 2017-01-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Accepted Manuscript versionAdobe PDF (638.88 kB)

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Shibani, A https://orcid.org/0000-0003-4619-8684	en_US
dc.contributor.author	Knight, S https://orcid.org/0000-0002-8709-5780	en_US
dc.contributor.author	Buckingham Shum, S https://orcid.org/0000-0002-6334-7429	en_US
dc.contributor.author	Ryan, P https://orcid.org/0000-0002-8379-0129	en_US
dc.date.available	2017-07-31	en_US
dc.date.issued	2017-01-01	en_US
dc.identifier.citation	Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings, 2017, pp. 306 - 315	en_US
dc.identifier.isbn	9789869401265	en_US
dc.identifier.uri	http://hdl.handle.net/10453/115878
dc.description.abstract	© 2017 Asia-Pacific Society for Computers in Education. All rights reserved. Academic writing is a key skill required for higher education students, which is often challenging to learn. A promising approach to help students develop this skill is the use of automated tools that provide formative feedback on writing. However, such tools are not widely adopted by students unless useful for their discipline-related writing, and embedded in the curriculum. This recognition motivates an increased emphasis in the field on aligning learning analytics applications with learning design, so that analytics-driven feedback is congruent with the pedagogy and assessment regime. This paper describes the design, implementation, and evaluation of a pedagogic intervention that was developed for law students to make use of an automated Academic Writing Analytics tool (AWA) for improving their academic writing. In exemplifying this pedagogically aligned learning analytic intervention, we describe the development of a learning analytics platform to support the pedagogic design, illustrating its potential through example analyses of data derived from the task.	en_US
dc.relation.ispartof	Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings	en_US
dc.title	Design and implementation of a pedagogic intervention using writing analytics	en_US
dc.type	Conference Proceeding
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Law
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

© 2017 Asia-Pacific Society for Computers in Education. All rights reserved. Academic writing is a key skill required for higher education students, which is often challenging to learn. A promising approach to help students develop this skill is the use of automated tools that provide formative feedback on writing. However, such tools are not widely adopted by students unless useful for their discipline-related writing, and embedded in the curriculum. This recognition motivates an increased emphasis in the field on aligning learning analytics applications with learning design, so that analytics-driven feedback is congruent with the pedagogy and assessment regime. This paper describes the design, implementation, and evaluation of a pedagogic intervention that was developed for law students to make use of an automated Academic Writing Analytics tool (AWA) for improving their academic writing. In exemplifying this pedagogically aligned learning analytic intervention, we describe the development of a learning analytics platform to support the pedagogic design, illustrating its potential through example analyses of data derived from the task.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/115878