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Papamitsiou, Z., & Economides, A. (2014). Learning Analytics and Educational Data Mining in Practice: A Systematic Literature Review of Empirical Evidence. Educational Technology & Society, 17 (4), 49-64. This paper aims to provide the reader with a comprehensive background for understanding current knowledge on Learning Analytics (LA) and Educational Data Mining (EDM) and its impact on adaptive learning. It constitutes an overview of empirical evidence behind key objectives of the potential adoption of LA/EDM in generic educational strategic planning. We examined the literature on experimental case studies conducted in the domain during the past six years (2008-2013). Search terms identified 209 mature pieces of research work, but inclusion criteria limited the key studies to 40. We analyzed the research questions, methodology and findings of these published papers and categorized them accordingly. We used non-statistical methods to evaluate and interpret findings of the collected studies. The results have highlighted four distinct major directions of the LA/EDM empirical research. We discuss on the emerged added value of LA/EDM research and highlight the significance of further implications. Finally, we set our thoughts on possible uncharted key questions to investigate both from pedagogical and technical considerations.

"there is greater inter-disciplinary discussion occurring in analytics than what is generally found in an established domain". A key motivator for my interest. Co-operation is a must.

Data alone isn't the answer. In fact, from a business perspective, the Data is still part of problem. Insight is the answer, which is derived from the Data.

sharing and communicating

There are plenty of reasons to be skeptical about the BD market. But big data probably deserves a place in overall enterprise IT strategy for generating business insight. Best practices include generating a list of important challenges or questions that the current approach to data does not address. Could big data deliver the answers enterprises are looking for? If so, then it's all about discipline. A disciplined, targeted approach to big data - one focused on answering very specific questions. (my emphasis - I'll get to those later)

My goal with practical learning analytics is to provide access to data in ways that an average teacher, with no special training, can leverage in order to help her students succeed. This is, of course, an extremely tall order

The plan unveiled on Thursday designates money to create a "dashboard"-an interactive, online database-to give students, parents, and legislators access to detailed measures of departments' and colleges' productivity and efficiency. data on individual professors will probably also be included, although Dr. Cigarroa stressed that each campus would be able to develop its own system of metrics and the details have not yet been worked out

conduct research on behavioural and social network analytics and behavioural experiments so as to discover and harness the laws of information network evolution for networks of people, organisations

Singapore's government has also provided substantial support for the Living Analytics Research Centre. The Centre, a research partnership between Carnegie Mellon and Singapore Management University, "seeks to make Singapore one of the world's premier locations for the development and applied use of real-time consumer and social analytics, as well as one of the world's leading centres for computational social science related R&D and education."

Among the greatest innovations might be the advent of real-time analytics, which allow the processing of information in real time to enable instantaneous decision-making.

The Bill & Melinda Gates Foundation, the world's largest philanthropy, and the foundation associated with Pearson, the giant textbook and school technology company, announced a partnership on Wednesday to create online reading and math courses aligned with the new academic standards that some 40 states have adopted in recent months.

For the past several years, EDUCAUSE publications have described the emergence of two complementary forces: (1) the growth of "academic analytics" in higher education and the knowledge services needed to support seamless sharing and leveraging of contextualized data/information; and (2) the escalating accountability demands that are driving performance measurement and improvement initiatives. These forces converged in the July/August 2007 issue of EDUCAUSE Review, which showcased their potentially transformative impacts on higher education

Por qué usar Data mining?