Titlebook: Learning Analytics; From Research to Pra Johann Ari Larusson,Brandon White Book 2014 Springer Science+Business Media New York 2014 Data Min

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書目名稱Learning Analytics影響因子(影響力)




書目名稱Learning Analytics影響因子(影響力)學科排名




書目名稱Learning Analytics網(wǎng)絡公開度




書目名稱Learning Analytics網(wǎng)絡公開度學科排名




書目名稱Learning Analytics被引頻次




書目名稱Learning Analytics被引頻次學科排名




書目名稱Learning Analytics年度引用




書目名稱Learning Analytics年度引用學科排名




書目名稱Learning Analytics讀者反饋




書目名稱Learning Analytics讀者反饋學科排名

怒目而視

Analytics Through an Institutional Lens: Definition, Theory, Design, and Impactetention, and institutional decision-making (Long and Siemens 2011). But what does analytics mean to an institution and how might an institution implement some form of analytics? Further, what can institutions expect from the successful implementation of analytics?

ARCHE

帳單

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Educational Data Mining and Learning Analyticsarticular interest in the EDM and learning analytics communities, and how this has changed as the field matures and has moved to making significant contributions to both educational research and practice.

Aspirin

The Data-Assisted Approach to Building Intelligent Technology-Enhanced Learning Environments information visualization in online discussion forums, the use of clustering for lecture capture viewership, and the ability to customize indexes in lecture capture playback. As each case study is described, the sensemaking process is contextualized to the different instructional experts that are involved.

敲詐

trategies for integrating Learning Analytics at the classroo.In education today, technology alone doesn‘t always lead to immediate success for students or institutions. In order to gauge the efficacy of educational technology, we need ways to measure the efficacy of educational practices in their ow

kyphoplasty

熱心

Harnessing the Currents of the Digital Oceangital “digital desert” to a post-digital “digital ocean.” Using the framework of Evidence Centered Design (Language testing, 19(4), 477–496, 2002) they suggest that the core processes of educational assessment and data collection can be re-thought in terms of new capabilities from computing devices

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