Teaching smarter: how mining ICT data can inform and improve learning and teaching practice
Teaching smarter: how mining ICT data can inform and improve learning and teaching practice
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智慧教学：挖掘 ICT 数据如何为学习和教学实践提供信息并改进
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
J. Tan
中科院分区：
文献类型：
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作者：
S. Dawson;Erica Mcwilliam;J. Tan
高等教育机构更多地采用在线学习的趋势意味着教师和管理人员有更多机会监控学生的活动以及与课程内容和同龄人的互动。本文展示了如何利用从各种 IT 系统捕获的数据分析来为大学管理和行政的决策过程提供信息。它通过提供大型研究项目的详细信息来实现这一目标，该项目旨在确定 LMS 派生数据的应用范围，以便为战略决策者和教学人员提供信息。在线学生参与/努力的可视化可以为教师提供早期机会，以便在需要的时间和地点提供额外的学生学习帮助和干预。建立“有风险”学生的早期指标的能力为教师提供了及时的机会来重新指导或添加资源，以促进向最佳学习行为模式的进展。该项目的研究结果为学生学习提供了新的见解，补充了现有的一系列评估方法，包括正式的教学评估。因此，该项目为进一步研究新的诊断工具套件提供了一个平台，而这些工具套件反过来又可以为教学实践的持续改进提供新的机会。
The trend to greater adoption of online learning in higher education institutions means an increased opportunity for instructors and administrators to monitor student activity and interaction with the course content and peers. This paper demonstrates how the analysis of data captured from various IT systems could be used to inform decision making process for university management and administration. It does so by providing details of a large research project designed to identify the range of applications for LMS derived data for informing strategic decision makers and teaching staff. The visualisation of online student engagement/effort is shown to afford instructors with early opportunities for providing additional student learning assistance and intervention ‐ when and where it is required. The capacity to establish early indicators of ‘at-risk’ students provides timely opportunities for instructors to re-direct or add resources to facilitate progression towards optimal patterns of learning behaviour. The project findings provide new insights into student learning that complement the existing array of evaluative methodologies, including formal evaluations of teaching. Thus the project provides a platform for further investigation into new suites of diagnostic tools that can, in turn, provide new opportunities to inform continuous, sustained improvement of pedagogical practice.