Design principles for developing pedagogical provenance in a higher education landscape of increasing datafication

Description

Against a backdrop of increased datafication in higher education, the aim of this paper is to highlight design principles that have the capacity to increase the pedagogical provenance of research into technology supported learning. We define pedagogical provenance as the potential to afford meaningful and ethical use within praxis. Centering pedagogical provenance as an analytical perspective in the design of research, we argue, has the capacity to sustain and inform practitioners’ pedagogical judgements and professional development as they engage with the hermeneutics of integrating digital technologies into teaching and learning in higher education. We seek to illustrate how, too often, research into technology supported learning lacks the pedagogical provenance to render it usable or meaningful at a transformational level. Establishing principles for pedagogical provenance, we contend, will be vital in addressing the pedagogical, social and ethical challenges that the increased datafication of teaching and learning in higher education presents.

Period	29 Nov 2019
Event title	Higher Education Conference 2019: Exploring the research-teaching-praxis nexus
Event type	Conference
Degree of Recognition	International