Data literacy for learning data

Simon Knight, Rita Prestigiacomo, Jane Hunter, Kimberley Pressick-Killborn, Lori Lockyer, Roberto Martinez Maldonado, Shibani Antonette
Last updated on Apr 11, 2024
View all our research More on project site
Photo shows a compass over a sheet of numbers, illustrating use of AI to guide decisions AI or Intelligence Augmentation? Photo by AbsolutVision on Unsplash

We have undertaken a number of projects around teacher data literacy and design for learning, and the idea of making learning visible.

Much of this work is around how teachers (across sectors) think about the data they use in their practice, and what features of learning processes and products they would like insight into. The intent is not to assess data literacy, or to directly translate these discussions into products, but rather to explore the potential (and limitations) of data and technologies with teachers, to understand their practice and how data-informed technologies may support this.

We have also used interviews to investigate the particular reasoning and design practices of instructors using learning analytics, and quasi-experimental methods with surveys and assessment outcomes to compare student outcomes in the context of different tools and designs for learning.

You can view one simple workshop design we used to elicit discussion in the embed below:


Read more in our publications

Read our news posts on some of this work:

How do educators and educational technologists think about data as evidence to support their work?
This question is central to work being undertaken by colleagues at UTS and internationally. Evidence and data are increasingly emphasised in educational contexts, with the spread of What Works centres such as the Educational Endowment Foundation (UK), Evidence for Learning (Australia), the What Works Clearinghouse (USA), international (PISA), national (SATS, NAPLAN, etc.
Last updated on Oct 11, 2021 5 min read news, media
Artificial intelligence holds great potential for both students and teachers – but only if used wisely
Data big and small have come to education, from creating online platforms to increasing standardised assessments. shutterstock Simon Knight, University of Technology Sydney and Simon Buckingham Shum, University of Technology Sydney
Last updated on Oct 10, 2021 5 min read news, media

And some of our scholarly publications:

Data-literacy data schools HE participatory-design
Simon Knight
Simon Knight
Associate Professor

Dr Simon Knight is a senior lecturer in the Transdisciplinary School, co-editor-in-chief of the Journal of Learning Analytics, and Director of CREDS. Simon researches how people find, use, and evaluate evidence.

Jane Hunter
Jane Hunter

Dr Jane Hunter is an Associate Professor in teacher education in the School of International Studies and Education.

Lori Lockyer
Lori Lockyer

Lori researches learning technology, student learning and teacher practice in school and university settings.