The skinny on big data in education: Learning analytics simplified

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• 作者：Jacqueleen A. Reyes (1)
  
  1. Nova Southeastern University ; North Miami Beach ; FL ; USA
  
• 关键词：big data ; learning analytics ; trends in education
• 刊名：TechTrends
• 出版年：2015
• 出版时间：March 2015
• 年：2015
• 卷：59
• 期：2
• 页码：75-80
• 全文大小：1,022 KB
• 参考文献：1. Brown, M. (2011). Learning analytics: The coming third wave. / EDUCAUSE Learning Initiative Brief, 1-4.
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  6. Friesen, N. (2013). Learning Analytics: Readiness and Rewards/L鈥檃nalyse de l鈥檃pprentissage: etat de preparation et recompenses. / Canadian Journal of Learning and Technology/La revue canadienne de l鈥檃pprentissage et de la technologie, / 39(4), 1-12.
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  11. Siemens, G. (2012, April). Learning analytics: envisioning a research discipline and a domain of practice. In / Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (pp. 4-8). ACM. SoLAR, (n.d.). About. Society for learning analytics research. Retrieved October 1, 2013, from http://www.solaresearch.org/mission/about/
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  14. White, T. (2012). / Hadoop: The definitive guide. Sebastopol, CA: O鈥橰eilly Media.
  
• 刊物主题：Educational Technology; Learning & Instruction;
• 出版者：Springer US
• ISSN：1559-7075

文摘

This paper examines the current state of learning analytics (LA), its stakeholders and the benefits and challenges these stakeholders face. LA is a field of research that involves the gathering, analyzing and reporting of data related to learners and their environments with the purpose of optimizing the learning experience. Stakeholders in LA are students, educators, researchers, institutions, and government agencies. The way in which analytics information flows from students to other stakeholders involves a hierarchy, where all stakeholders are able to provide input and offer recommendations to enrich the learning process for the student. Challenges faced by stakeholders include the movement of traditional analytics to learner-centered analytics, working with datasets across various settings, addressing issues with technology and resolving ethical concerns. Despite these challenges, research points to solutions that will allow LA to transform teaching and learning.