In this book, we primarily focus on studies that provide objective,
unobtrusive, and innovative measures (e.g., indirect measures, content
analysis, or analysis of trace data) of SEL skills (e.g., collaboration,
creativity, persistence), relying primarily on learning analytics
methods and approaches that would potentially allow for expanding the
assessment of SEL skills and competencies at scale. What makes the
position of learning analytics pivotal in this endeavor to redefine
measurement of SEL skills are constant changes and advancements in
learning environments and the quality and quantity of data collected
about learners and the process of learning. Contemporary learning
environments that utilize virtual and augmented reality to enhance
learning opportunities accommodate for designing tasks and activities
that allow learners to elicit behaviors (either in face-to-face or
online context) not being captured in traditional educational
settings.
Novel insights provided in the book span across diverse types of
learning contexts and learner populations. Specifically, the book
addresses relevant and emerging theories and frameworks (in various
disciplines such as education, psychology, or workforce) that inform
assessments of SEL skills and competencies. In so doing, the book maps
the landscape of the novel learning analytics methods and approaches,
along with their application in the SEL assessment for K-12 learners as
well as adult learners. Critical to the notion of the SEL assessment are
data sources. In that sense, the book outlines where and how data
related to learners' 21st century skills and competencies can be
measured and collected. Linking theory to data, the book further
discusses tools and methods that are being used to operationalize SEL
and link relevant skills and competencies with cognitive assessment.
Finally, the book addresses aspects of generalizability and
applicability, showing promising approaches for translating research
findings into actionable insights that would inform various stakeholders
(e.g., learners, instructors, administrators, policy makers).
