Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences
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...
| Main Authors: | , , , , , |
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| Format: | Journal Article |
| Published: |
2021
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| Online Access: | http://hdl.handle.net/20.500.11937/86966 |
| _version_ | 1848764891505098752 |
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| author | Papamitsiou, Z. Filippakis, M.E. Poulou, M. Sampson, Demetrios Ifenthaler, Dirk Giannakos, M. |
| author_facet | Papamitsiou, Z. Filippakis, M.E. Poulou, M. Sampson, Demetrios Ifenthaler, Dirk Giannakos, M. |
| author_sort | Papamitsiou, Z. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T11:26:34Z |
| format | Journal Article |
| id | curtin-20.500.11937-86966 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:26:34Z |
| publishDate | 2021 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-869662022-01-07T04:11:17Z Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences Papamitsiou, Z. Filippakis, M.E. Poulou, M. Sampson, Demetrios Ifenthaler, Dirk Giannakos, M. 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. 2021 Journal Article http://hdl.handle.net/20.500.11937/86966 10.1186/s40561-021-00163-w http://creativecommons.org/licenses/by/4.0/ fulltext |
| spellingShingle | Papamitsiou, Z. Filippakis, M.E. Poulou, M. Sampson, Demetrios Ifenthaler, Dirk Giannakos, M. Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences |
| title | Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences |
| title_full | Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences |
| title_fullStr | Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences |
| title_full_unstemmed | Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences |
| title_short | Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences |
| title_sort | towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences |
| url | http://hdl.handle.net/20.500.11937/86966 |