scholarly journals Curricular Design Analysis: A Data-Driven Perspective

2014 ◽  
Vol 1 (3) ◽  
pp. 84-119 ◽  
Author(s):  
Gonzalo Mendez ◽  
Xavier Ochoa ◽  
Katherine Chiluiza ◽  
Bram De Wever
Keyword(s):  
Academic Performance ◽  
Computer Science ◽  
Learning Process ◽  
Learning Analytics ◽  
Data Driven ◽  
Educational Institutions ◽  
Science Program ◽  
Curricular Design ◽  
Micro Level ◽  
Course Difficulty

Learning analytics has been as used a tool to improve the learning process mainly at the micro-level (courses and activities).  However, another of the key promises of Learning Analytics research is to create tools that could help educational institutions at the meso- and macro-level to gain a better insight of the inner workings of their programs, in order to tune or correct them. This work presents a set of simple techniques that applied to readily available historical academic data could provide such insights. The techniques described are real course difficulty estimation, course impact on the overall academic performance of students, curriculum coherence, dropout paths and load/performance graph. The usefulness of these techniques is validated through their application to real academic data from a Computer Science program. The results of the analysis are used to obtain recommendations for curriculum re-design.

scholarly journals Demystifying Learning Analytics in Personalised Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 1124 ◽  
Author(s):  
Andino Maseleno ◽  
Noraisikin Sabani ◽  
Miftachul Huda ◽  
Roslee Ahmad ◽  
Kamarul Azmi Jasmi ◽  
...  
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Learning Analytics ◽  
Educational Institutions ◽  
Learning Resources ◽  
Personalised Learning ◽  
Report Data ◽  
Overall Performance ◽  
The Relationship ◽  
Specific Learning

This paper presents learning analytics as a mean to improve students’ learning. Most learning analytics tools are developed by in-house individual educational institutions to meet the specific needs of their students. Learning analytics is defined as a way to measure, collect, analyse and report data about learners and their context, for the purpose of understanding and optimizing learning. The paper concludes by highlighting framework of learning analytics in order to improve personalised learning. In addition, it is an endeavour to define the characterising features that represents the relationship between learning analytics and personalised learning environment. The paper proposes that learning analytics is dependent on personalised approach for both educators and students. From a learning perspective, students can be supported with specific learning process and reflection visualisation that compares their respective performances to the overall performance of a course. Furthermore, the learners may be provided with personalised recommendations for suitable learning resources, learning paths, or peer students through recommending system. The paper’s contribution to knowledge is in considering personalised learning within the context framework of learning analytics. 

Forschungsfeld Learning Analytics

i-com ◽  
2012 ◽  
Vol 11 (1) ◽  
pp. 22-25 ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Anna Lea Dyckhoff ◽  
Ulrik Schroeder ◽  
Hendrik Thüs
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Future Trend ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Research Opportunities ◽  
Learning And Teaching ◽  
Process Learning ◽  
Enhanced Learning

Summary Learning analytics has attracted a great deal of attention in technology enhanced learning (TEL) in recent years as educational institutions and researchers are increasingly seeing the potential that learning analytics has to support the learning process. Learning analytics has been identified as a possible key future trend in learning and teaching (Johnson et al., 2011). Analytics can be a powerful tool to support learning. There are, however, a number of issues that need to be addressed before starting analytics projects. In this paper, we identify various challenges and research opportunities in the emerging area of learning analytics.

scholarly journals A Review of Psychometric Data Analysis and Applications in Modelling of Academic Achievement in Tertiary Education

2014 ◽  
Vol 1 (1) ◽  
pp. 75-106 ◽  
Author(s):  
Geraldine Gray
Keyword(s):  
Academic Performance ◽  
Data Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Analytics ◽  
Tertiary Education ◽  
Constant Variance ◽  
Range Type ◽  
College Participation ◽  
Motivation And Learning

Increasing college participation rates, and diversity in student population, is posing a challenge to colleges in their attempts to facilitate learners achieve their full academic potential. Learning analytics is an evolving discipline with capability for educational data analysis that could enable better understanding of learning process, and therefore mitigate these challenges. The outcome from such data analysis will be dependent on the range, type, and quality of available data and the type of analysis performed. This study reviewed factors that could be used to predict academic performance, but which are currently not systematically measured in tertiary education. It focused on psychometric factors of ability, personality, motivation, and learning strategies. Their respective relationships with academic performance are enumerated and discussed. A case is made for their increased use in learning analytics to enhance the performance of existing student models. It is noted that lack of independence, linear additivity, and constant variance in the relationships between psychometric factors and academic performance suggests increasing relevance of data mining techniques, which could be used to provide useful insights on the role of such factors in the modelling of learning process. 

scholarly journals Efforts in Europe for Data-Driven Improvement of Education – A Review of Learning Analytics Research in Seven Countries

2019 ◽  
Vol 1 (1) ◽  
pp. 8 ◽  
Author(s):  
Jalal Nouri ◽  
Martin Ebner ◽  
Dirk Ifenthaler ◽  
Mohammed Saqr ◽  
Jonna Malmberg ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Learning Analytics ◽  
Communication Technologies ◽  
Data Driven ◽  
Educational Institutions ◽  
Or Education ◽  
National Policies ◽  
Learning And Teaching ◽  
Disciplinary Field ◽  
Information And Communication

Information and communication technologies are increasingly mediating learning and teaching practices as well as how educational institutions are handling their administrative work. As such, students and teachers are leaving large amounts of digital footprints and traces in various educational apps and learning management platforms, and educational administrators register various processes and outcomes in digital administrative systems. It is against such a background we in recent years have seen the emergence of the fast-growing and multi-disciplinary field of learning analytics. In this paper, we examine the research efforts that have been conducted in the field of learning analytics in Austria, Denmark, Finland, Norway, Germany, Spain, and Sweden. More specifically, we report on developed national policies, infrastructures and competence centers, as well as major research projects and developed research strands within the selected countries. The main conclusions of this paper are that the work of researchers around Europe has not led to national adoption or European level strategies for learning analytics. Furthermore, most countries have not established national policies for learners’ data or guidelines that govern the ethical usage of data in research or education. We also conclude, that learning analytics research on pre-university level to high extent have been overlooked. In the same vein, learning analytics has not received enough focus form national and European national bodies. Such funding is necessary for taking steps towards data-driven development of education.

scholarly journals Valor Social Del Desarrollo De La Autoestima En Estudiantes Del Bachillerato De Los Sectores Populares

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Lic. Leonor Bravo Vélez
Keyword(s):  
Academic Performance ◽  
Key Words ◽  
Learning Process ◽  
Social Problems ◽  
Self Esteem ◽  
Educational Process ◽  
Educational Institutions ◽  
School Learning ◽  
High Level ◽  
Sobre Todo

Este artículo busca   caracterizar la autoestima   en adolescentes analizándolo desde el proceso formativo escolar, donde la figura del docente es fundamental para su desarrollo .Se enfatiza en la necesidad de desarrollar una autoestima positiva sobre todo en estudiantes vulnerables de sectores populares con un nivel alto de pobreza y con una serie de problemas sociales que se orientan a un desempeño académico poco favorable como consecuencia del desarrollo de autoestima negativa. Todo este estudio surge de la identificación de algunas falencias detectadas al interior de establecimientos educativos con las características antes mencionadas.   PALABRAS CLAVES: vulnerables,autoestima,pobreza, proceso formativo  ABSTRACT  This magazine article look for to explore self-esteem in adolescents analyzing it from the school learning process where the figure of the teacher is critical to their development. Emphasis is placed on the need to develop  positive self especially popular sectors vulnerable students with a high level of poverty and with a number of social problems that focus on unfavorable academic performance. All this study arises from the identification of some shortcomings detected within educational institutions sectors. KEY WORDS: vulnerable, self-esteem, poverty, educational process

E-portfolio, a useful tool for reflection and feedback (Preprint)

2019 ◽  
Author(s):  
Rita Rezaee ◽  
Nahid Zarifsanaiey
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Learning Process ◽  
Learning Experience ◽  
Effective Means ◽  
Educational Programs ◽  
Electronic Portfolio ◽  
Medical Sciences ◽  
Educational Settings ◽  
Self Reflection

UNSTRUCTURED Utilizing an electronic portfolio (e-portfolio) is an effective means of enhancing the learning experience in educational settings. In the present study an e-portfolio framework was designed for medical education at Shiraz University of Medical Sciences. The objective was to assess learning progress in a medical course that provides instructor feedback via e-portfolio and promotes self-reflection among the students. The results indicate that using e-portfolio stimulates self-reflection in students and increases their active participation in the learning process. Integrating e-portfolios in educational programs can remarkably improve the academic performance in the fields of medicine and healthcare.

What are the risks of Virtual Reality data? Learning Analytics, Algorithmic Bias and a Fantasy of Perfect Data

2021 ◽  
pp. 146144482110127
Author(s):  
Marcus Carter ◽  
Ben Egliston
Keyword(s):  
Virtual Reality ◽  
Learning Process ◽  
Learning Analytics ◽  
Soft Skills ◽  
Education Technology ◽  
Skills Training ◽  
Emerging Technology ◽  
Critical Issues ◽  
Vr Training ◽  
Algorithmic Bias

Virtual reality (VR) is an emerging technology with the potential to extract significantly more data about learners and the learning process. In this article, we present an analysis of how VR education technology companies frame, use and analyse this data. We found both an expansion and acceleration of what data are being collected about learners and how these data are being mobilised in potentially discriminatory and problematic ways. Beyond providing evidence for how VR represents an intensification of the datafication of education, we discuss three interrelated critical issues that are specific to VR: the fantasy that VR data is ‘perfect’, the datafication of soft-skills training, and the commercialisation and commodification of VR data. In the context of the issues identified, we caution the unregulated and uncritical application of learning analytics to the data that are collected from VR training.

scholarly journals Design and Optimization of a Fuzzy Logic System for Academic Performance Prediction

Symmetry ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 133
Author(s):  
Juan A. Rojas ◽  
Helbert E. Espitia ◽  
Lilian A. Bejarano
Keyword(s):  
Academic Performance ◽  
Performance Prediction ◽  
Teaching Methods ◽  
Continuous Monitoring ◽  
Educational Institution ◽  
Educational Institutions ◽  
Educational Support ◽  
Design And Optimization ◽  
Monitoring Process ◽  
Logic System

Currently, in Colombia, different problems in education exist; one of them is the inconvenience in tracing and controlling the learning trajectories that decide the topics taught in the country’s educational institutions. This work aims to implement a logic-based system that allows teachers and educational institutions to carry out a continuous monitoring process of students’ academic performance, facilitating early corrections of errors or failures in teaching methods, to promote educational support spaces within the educational institution.

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