Reflections on Adaptive Learning Analytics

2021 ◽  
pp. 61-84
Author(s):  
Ahmet Dogukan Sarıyalçınkaya ◽  
Hasan Karal ◽  
Fahriye Altinay ◽  
Zehra Altinay
Keyword(s):  
Big Data ◽  
Adaptive Learning ◽  
Learning Analytics ◽  
Learning Opportunities ◽  
Intervention Model ◽  
Model Learning ◽  
Individualized Learning ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Structured Intervention

Learning analytics is developed from the big data approach and plays an important role in the adaptive learning model. Learning analytics is individualized to provide more effective learning experiences and opportunities. Learning analytics can support learning and teaching a structured intervention model developed for those learning to improve their performance. This research chapter explains the two concepts from general to specific also the imperatives and distinctions between the two concepts. This chapter reveals that adaptive learning analytics can be defined as a subset of learning analytics that provides content to provide learners with more effective and adaptive learning opportunities. Learning analytics which is associated with adaptive learning calls upon adaptive learning analytics to create accurate individualized learning.

Unpacking the ‘Learning' in Student-Facing Analytics

2019 ◽  
Vol 10 (1) ◽  
pp. 1-12
Author(s):  
Joy Galaige ◽  
Geraldine Torrisi-Steele
Keyword(s):  
University Students ◽  
Knowledge Base ◽  
Learning Analytics ◽  
Zone Of Proximal Development ◽  
Early Research ◽  
Learning Processes ◽  
Proximal Development ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Design And Implementation

Founded on the need to help university students develop a greater academic metacognitive capacity, student-facing learning analytics are considered useful tools for making students overtly aware of their own learning processes, helping students to develop control over their learning, and subsequently supporting more effective learning. However, early research on the effectiveness of student-facing analytics is giving mixed results and is casting some doubt over the usefulness of student-facing learning analytics. One factor contributing to doubt over the value of student-facing learning analytics is that their design and implementation remains firmly rooted in the technical domain, with virtually no grounding in the knowledge base of learning and teaching. If the growing investment of resources into the development of student-facing learning analytics systems is to be fruitful, then there is an obvious, urgent need to re-position student-facing learning analytics within learning and teaching frameworks. With this in mind, we use Schraw & Dennison's model of metacognition and Vygotsky's zone of proximal development to unpack the ‘learning' in student-facing analytics and work towards an understanding of student-facing analytics that is more conducive to supporting metacognition and effective learning.

scholarly journals Human-Centred Learning Analytics

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Simon Buckingham Shum ◽  
Rebecca Ferguson ◽  
Roberto Martinez-Maldonado
Keyword(s):  
Human Factors ◽  
Design Process ◽  
Learning Analytics ◽  
Special Section ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Fit For Purpose ◽  
Human Centred Design ◽  
Pedagogical Principles

The design of effective learning analytics extends beyond sound technical and pedagogical principles. If these analytics are to be adopted and used successfully to support learning and teaching, their design process needs to take into account a range of human factors, including why and how they will be used. In this editorial, we introduce principles of human-centred design developed in other, related fields that can be adopted and adapted to support the development of Human-Centred Learning Analytics (HCLA). We draw on the papers in this special section, together with the wider literature, to define human-centred design in the field of learning analytics and to identify the benefits and challenges that this approach offers. We conclude by suggesting that HCLA will enable the community to achieve more impact, more quickly, with tools that are fit for purpose and a pleasure to use.

Learning Analytics Considered Harmful

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Laurie P Dringus
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Research Community ◽  
Current Status ◽  
Online Course ◽  
Full Potential

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

Parent–teacher–pupil interactions in instrumental music tuition: a literature review

2003 ◽  
Vol 20 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Andrea Creech ◽  
Susan Hallam
Keyword(s):  
Literature Review ◽  
Interpersonal Relationships ◽  
Instrumental Music ◽  
Future Research ◽  
Music Learning ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Effective Parenting ◽  
Educational Literature ◽  
Teaching Conceptions

This paper considers the literature that may inform our understanding of parent–teacher–pupil interactions in instrumental music. It draws on research directly concerned with instrumental music learning and that from the wider psychological, sociological and educational literature concerned with conceptions of effective learning and teaching; conceptions of effective parenting; and dimensions of interpersonal relationships. Finally, a systemic, dynamic model is proposed which may serve to guide future research in the field.

scholarly journals Using Mobile Devices as Effective Learning Tools in a Library Setting

2021 ◽  
Author(s):  
Margo Pickworth
Keyword(s):  
Mobile Devices ◽  
Cognitive Skills ◽  
Interpersonal Skills ◽  
School Library ◽  
Learning Opportunities ◽  
Student Response ◽  
Learning Tools ◽  
Qr Codes ◽  
Effective Learning ◽  
Powerful Learning

Mobile devices are prolific and young people have embraced this technology in all facets of their lives. Using a small number of iTouch and iPad devices in a school library has provided students rich learning opportunities which have enhanced cognitive, personal and interpersonal skills. By harnessing their power and motivation, mobile devices can become powerful learning tools. Integrating QR codes, Student response apps, Thinking and Presentation tools have been used to develop cognitive skills. This article will explain, justify and provide illustrations of practice of how these devices have been used and demonstrate their value in making connections in the school library.

scholarly journals THE ROLE OF EDUCATIONAL TECHNOLOGY IN EFFECTIVE LEARNING AND TEACHING IN SCHOOLS AND COLLEGES IN NIGERIA

1986 ◽  
Vol 1 (1) ◽  
pp. 12
Author(s):  
A K Yusuf
Keyword(s):  
Educational Technology ◽  
Low Cost ◽  
Educational Resource ◽  
Learning And Teaching ◽  
Effective Learning ◽  
New Methods ◽  
Research Findings

This paper outlines briefly, some views of the term “ Educational Technology” and its role generally in the field of education as evident from research findings. The urgent need for low-cost educational technology for schools and colleges in Nigeria is discussed. Attention is also drawn to the need to re-orient the teacher to his task, if new methods and media are to be used successfully. Finally, it is further suggested that future use of the achieved methods and media may differ radically depending among other things on the objectives to be achieved and the en­try behaviour of the students, particularly when we employ the low-cost educational technology for effective learning hnd teaching. The importance of an Educational Resource Centre, and Teachers’ Resource Centre are among other things strongly suggested.

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