- Social Epistemic Cognition in Engineering Learning: Theory, Pedagogy, and Analytics
- Prof. Rosanna Yuen-Yan Chan, Member-at-Large, Board of Governors, IEEE Education Society
Department of Information Engineering, The Chinese University of Hong Kong
- 14:15-15:15, 9 June 2018 (Saturday)
- Rayson Huang Theatre, The University of Hong Kong
- Medium of instruction:
- English 英語
- Learning design and learning analytics
- Dr. Gary Wong, Faculty of Education, The University of Hong Kong
Personal epistemology and its relationship to students’ learning have been widely studied by educational researchers. Social epistemic cognition (SEC) refers to human individual’s cognition and cognitive processes driven by knowledge-related aims when situated in a social context. SEC has a tripartite theoretical root in social cognition (that relate internal beliefs to observable behaviors), epistemic cognition (that connects knowledge-related matters to attitudes and cognitive processes), and social epistemology (that manifests the social aspects of knowledge and the epistemic dimension of social interactions). Research in Human-Computer Interaction has proven that SEC can be mediated by online interactions. I will begin the talk with a brief introduction of the nature of engineering knowledge and the emerging frontiers of engineering education, followed by some recent findings on SEC obtained from large-scale learning analytics over massive open online learning environments such as Khan Academy and Coursera. I will also provide a few course-level implementation cases in which principles in SEC have been applied to engineering teaching and learning, and present the direct and indirect evidence of engineering students’ learning collected from the cases. The audiences are also invited to consider how the new understanding of personal epistemology can be applied to engage learners in disciplines other than engineering.
About the speaker
Professor Rosanna Yuen-Yan Chan is the Founding Chair of the Education Chapter of IEEE Hong Kong Section and current Member-at-Large of the IEEE Education Society Board of Governors. She is affiliated with the Department of Information Engineering at the Chinese University of Hong Kong. Rosanna has a multidisciplinary background in information engineering, educational psychology, and learning sciences. Her research areas cover human-computer interaction, social media analytics, and engineering education (with main foci in engineering epistemology and engineering learning mechanisms). She has published over 50 journal articles and referred research papers in publication venues such as IEEE Transactions on Education, Computers & Education, and Proceedings of the IEEE.