Conference proceeding
Learning Analytics: Targeting Instruction, Curricula and Student Support
IMSCI 10: 4TH INTERNATIONAL MULTI-CONFERENCE ON SOCIETY, CYBERNETICS AND INFORMATICS, VOL I
01 Jan 2010
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
For several decades, major industries have implemented advanced analytics and decision support structures to advance and support their goals. More recently, institutions of higher education are starting to adapt these methods to target fund raising, inform enrollment decisions, target marketing efforts, improve student support processes, and to better understand retention/persistence patterns. Separately, regional, national, and specialized accreditors, as well as the federal government, are ratcheting up expectations around learning outcomes assessment (e.g., articulation of measurable learning outcomes, assessment of student achievement of those outcomes, and the use of resulting data). Both threads, weaving their way through institutions of higher education, are coming together in the area of learning analytics (or, academic analytics). This paper outlines a conceptual framework for the development of learning analytics, highlighting lessons learned from industry, limitations of the approach, and important ethical issues involved in the application of these methods to educational contexts.
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Details
- Title
- Learning Analytics: Targeting Instruction, Curricula and Student Support
- Creators
- Craig Bach - Drexel University
- Contributors
- J V Carrasquero (Editor)M Holmqvist (Editor)D McEachron (Editor)A Tremante (Editor)F Welsch (Editor)
- Publication Details
- IMSCI 10: 4TH INTERNATIONAL MULTI-CONFERENCE ON SOCIETY, CYBERNETICS AND INFORMATICS, VOL I
- Conference
- IMSCI 10: 4TH INTERNATIONAL MULTI-CONFERENCE ON SOCIETY, CYBERNETICS AND INFORMATICS, 4th
- Publisher
- Int Inst Informatics & Systemics
- Number of pages
- 5
- Resource Type
- Conference proceeding
- Language
- English
- Academic Unit
- School of Education; School of Biomedical Engineering, Science, and Health Systems
- Identifiers
- 991019170589704721
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