How learning disposition data can help us translating learning feedback from a learning analytics application into actionable learning interventions, is the main focus of this empirical study.
In this same educational context, the current study investigates how the application of cluster analysis based on e-tutorial trace data allows student profiling into different at-risk groups, and how these at-risk groups can be characterized with the help of learning disposition data.
This is consistent with the idea of mindfulness in education, described by Ritchhart and Perkins [ 16] as having an open and creative state of consciousness, in contrast to a passive, inert and superficial learning disposition.
Two main implications of the findings were that, first, teachers' micro-interventions can be effective in building students' learning dispositions and achievement.
It extends previous work (Tempelaar, Rienties, & Giesbers, 2015), where the focus was on deriving timely prediction models in a data rich context, encompassing trace data from learning management systems, formative assessment data, e-tutorial trace data as well as learning dispositions.
Learning dispositions themselves are often understood by cultural evolutionists as genetically inherited adaptations, produced in response to adaptive problems faced by our earlier ancestors.
In addition, the NEL framework outlined several learning dispositions to be inculcated in children which included perseverance, reflectiveness, appreciation, inventiveness, sense of wonder and curiosity, and engagement.
The team will provide professional development and support for teachers on thinking skills, learning dispositions and brain science as they relate to K-2 learning and development.
Some recent critics of cultural evolutionary thinking (e.g. Heyes 2012) consequently argue that it is not cultural enough, for it tends to downplay the possibility that learning dispositions themselves might be inherited through forms of learning.
Specifically, the project team will develop and field-test a K-2 curriculum that intentionally integrates those learning dispositions and thinking skills that have proven to be critical to the cognitive development and academic success of young students.
These resources included teaching guidelines for the three official Mother Tongue Languages (MTLs), namely Chinese, Malay, and Tamil between 2005 and 2006, a curriculum guide with practical teaching strategies to complement the NEL Framework in 2008, and a curriculum resource package to support nurturing of learning dispositions in 2010 and 2011.
