Potential Abstract:
This study explores the potential of using polytextual concept maps as a tool for emancipatory learning analytics in educational settings. Embracing a critical perspective, the research investigates how this innovative approach can help learners engage with complex information landscapes, challenge dominant discourses, and promote critical thinking and agency. Drawing on the theoretical framework of critical pedagogy, we investigate the capacity of polytextual concept maps to disrupt traditional power dynamics and oppressive structures within educational systems. By leveraging the visual representation of interconnected concepts from diverse sources, learners are encouraged to deconstruct and reconstruct knowledge in ways that challenge hegemonic narratives and promote a more pluralistic understanding of the world. Through the application of learning analytics techniques, we aim to shed light on the ways in which polytextual concept maps can be utilized to support student agency, foster meaningful learning experiences, and enhance critical pedagogy practices.
Potential References:
- Emancipatory Open Practices for Sustainability with Science and Emerging Technologies
- Learners’ agency and CSCL technologies: Towards an emancipatory perspective
- The answer is (not only) technological: Considering student data privacy in learning analytics
- A handheld classroom dashboard: Teachers’ perspectives on the use of real-time collaborative learning analytics
- What do you mean by collaboration analytics? A conceptual model
