Learning Analytics: Principles and Constraints
Learning Analytics: Principles and Constraints
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学习分析：原则和限制
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Martin Ebner
中科院分区：
文献类型：
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作者：
Mohammad Khalil;Martin Ebner
在教育技术的发展过程中，学习分析保留了其作为一个强大的技术领域的地位，承诺为不同教育领域的教师和学习者提供支持。2014年地平线报告（约翰逊等人，2014年），预计它将在不久的将来被教育机构采用。然而，这些进程和阶段以及制约因素仍未得到深入讨论。在这项研究中，作者讨论了学习分析的本质、目标和方法，并提出了描述其整个过程的第一个原型生命周期。此外，作者提出了与安全、政策和道德问题等挑战相关的实质性问题，这些问题限制了学习分析过程的有益应用。
: Within the evolution of technology in education, Learning Analytics has reserved its position as a robust technological field that promises to empower instructors and learners in different educational fields. The 2014 horizon report (Johnson et al., 2014), expects it to be adopted by educational institutions in the near future. However, the processes and phases as well as constraints are still not deeply debated. In this research study, the authors talk about the essence, objectives and methodologies of Learning Analytics and propose a first prototype life cycle that describes its entire process. Furthermore, the authors raise substantial questions related to challenges such as security, policy and ethics issues that limit the beneficial appliances of Learning Analytics processes.