[!!!] Penetrating the Fog: Analytics in Learning and Education (EDUCAUSE Review) | EDUC... - 0 views
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Continued growth in the amount of data creates an environment in which new or novel approaches are required to understand the patterns of value that exist within the data.
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learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs.
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Academic analytics, in contrast, is the application of business intelligence in education and emphasizes analytics at institutional, regional, and international levels.
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the University of Maryland, Baltimore County (UMBC) Check My Activity tool, allows learners to “compare their own activity . . . against an anonymous summary of their course peers.
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Analytics in education must be transformative, altering existing teaching, learning, and assessment processes, academic work, and administration.
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See Bradford - Brief vision of the semantic web as being used to support future learning: http://heybradfords.com/moonlight/research-resources/SemWeb_EducatorsVision
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Attempts to imagine the future of education often emphasize new technologies-ubiquitous computing devices, flexible classroom designs, and innovative visual displays. But the most dramatic factor shaping the future of higher education is something that we can't actually touch or see: big data and analytics. Basing decisions on data and evidence seems stunningly obvious, and indeed, research indicates that data-driven decision-making improves organizational output and productivity.1 For many leaders in higher education, however, experience and "gut instinct" have a stronger pull.