Comprendiendo el potencial y los desafíos del Big Data en las escuelas y la educación

In recent years, the world has experienced a huge revolution centered around the gathering and application of big data in various fields. This has affected many aspects of our daily life, including government, manufacturing, commerce, health, communication, entertainment, and many more. So far, education has benefited only a little from the big data revolution. In this article, we review the potential of big data in the context of education systems. Such data may include log files drawn from online learning environments, messages on online discussion forums, answers to open-ended questions, grades on various tasks, demographic and administrative information, speech, handwritten notes, illustrations, gestures and movements, neurophysiologic signals, eye movements, and many more. Analyzing this data, it is possible to calculate a wide range of measurements of the learning process and to support various educational stakeholders with informed decision-making. We offer a framework for better understanding of how big data can be used in education. The framework comprises several elements that need to be addressed in this context: defining the data; formulating data-collecting and storage apparatuses; data analysis and the application of analysis products. We further review some key opportunities and some important challenges of using big data in educationEn los últimos años, el mundo ha experimentado una gran revolución centrada en la recopilación y aplicación de big data en varios campos. Esto ha afectado muchos aspectos de nuestra vida diaria, incluidos el gobierno, la manufactura, el comercio, la salud, la comunicación, el entretenimiento y muchos más. Hasta ahora, la educación se ha beneficiado muy poco de la revolución del big data. En este artículo revisamos el potencial de los macrodatos en el contexto de los sistemas educativos. Dichos datos pueden incluir archivos de registro extraídos de entornos de aprendizaje en línea, mensajes en foros de discusión en línea, respuestas a preguntas abiertas, calificaciones en diversas tareas, información demográfica y administrativa, discurso, notas escritas a mano, ilustraciones, gestos y movimientos, señales neurofisiológicas, movimientos oculares y muchos más. Analizando estos datos es posible calcular una amplia gama de mediciones del proceso de aprendizaje y apoyar a diversos interesados educativos con una toma de decisiones informada. Ofrecemos un marco para una mejor comprensión de cómo se puede utilizar el big data en la educación. El marco comprende varios elementos que deben abordarse en este contexto: definición de los datos; formulación de aparatos de recolección y almacenamiento de datos; análisis de datos y aplicación de productos de análisis. Además, revisamos algunas oportunidades clave y algunos desafíos importantes del uso de big data en la educació

A review of ten years of implementation and research in aligning learning design with learning analytics at the Open University UK

There is an increased recognition that learning design drives both student learning experience and quality enhancements of teaching and learning. The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, the OU has been unpacking the complexity of instructional practices, as well as providing conceptual and empirical evidence of how learning design influences student behaviour, satisfaction, and performance. This study discusses the implementation of learning design at the OU in the last ten years, and critically reviews empirical evidence from eight recent large-scale studies that have linked learning design with learning analytics. Four future research themes are identified to support future adoptions of learning design approaches

HELIN Data Analytics Task Force Final Report

The main task undertaken by the HELIN Data Analytics Task Force was to conduct a proof-of-concept usability test of HELIN OneSearch, which is the Consortium’s brand name for the Encore Duet discovery service. After the initial meeting in November 2014, the Task Force met 6 times in 2015 to plan and execute a prototype test. Staff members from EBSCO Information Services’ User Research group acted as usability test advisers and coordinators and attended all meetings, either onsite or via WebEx. Task Force members collaborated to come up with specific scenarios and personas which would best emphasize patron likes, dislikes and general understanding of OneSearch. Using a small sample of volunteer student test subjects from 3 different HELIN institutions, testing took place in mid-April. The results were analyzed by EBSCO and presented at the final meeting of the Task Force on April 28. Based on this limited testing, general findings were as follows: Students who don’t receive prior information instruction are generally not aware of OneSearch. Students who do know about OneSearch do not necessarily understand the difference between OneSearch and the HELIN Catalog. Most students still continue to do their research by searching database lists, LibGuides, the Journal A to Z list, and the HELIN catalog (although not necessarily in that order). When features and operation of OneSearch are explained to students, they recognize its usefulness (especially facets, which many referred to as “filters”). Lack of clarity on how to get directly to full text items causes frustration. A larger and more comprehensive usability test would be needed to draw out more specific conclusions. Secondary tasks undertaken by the Task Force included trials and reviews of 5 data analysis tools, as well as a review of EBSCO User Research, which is quantitative data on the use of OneSearch available directly from EBSCO. The remainder of this document is a detailed account of the proceedings of the HELIN Data Analytics Task Force

Text Analytics for Android Project

Most advanced text analytics and text mining tasks include text classification, text clustering, building ontology, concept/entity extraction, summarization, deriving patterns within the structured data, production of granular taxonomies, sentiment and emotion analysis, document summarization, entity relation modelling, interpretation of the output. Already existing text analytics and text mining cannot develop text material alternatives (perform a multivariant design), perform multiple criteria analysis, automatically select the most effective variant according to different aspects (citation index of papers (Scopus, ScienceDirect, Google Scholar) and authors (Scopus, ScienceDirect, Google Scholar), Top 25 papers, impact factor of journals, supporting phrases, document name and contents, density of keywords), calculate utility degree and market value. However, the Text Analytics for Android Project can perform the aforementioned functions. To the best of the knowledge herein, these functions have not been previously implemented; thus this is the first attempt to do so. The Text Analytics for Android Project is briefly described in this article

Creating business value from big data and business analytics : organizational, managerial and human resource implications

This paper reports on a research project, funded by the EPSRC’s NEMODE (New Economic Models in the Digital Economy, Network+) programme, explores how organizations create value from their increasingly Big Data and the challenges they face in doing so. Three case studies are reported of large organizations with a formal business analytics group and data volumes that can be considered to be ‘big’. The case organizations are MobCo, a mobile telecoms operator, MediaCo, a television broadcaster, and CityTrans, a provider of transport services to a major city. Analysis of the cases is structured around a framework in which data and value creation are mediated by the organization’s business analytics capability. This capability is then studied through a sociotechnical lens of organization/management, process, people, and technology. From the cases twenty key findings are identified. In the area of data and value creation these are: 1. Ensure data quality, 2. Build trust and permissions platforms, 3. Provide adequate anonymization, 4. Share value with data originators, 5. Create value through data partnerships, 6. Create public as well as private value, 7. Monitor and plan for changes in legislation and regulation. In organization and management: 8. Build a corporate analytics strategy, 9. Plan for organizational and cultural change, 10. Build deep domain knowledge, 11. Structure the analytics team carefully, 12. Partner with academic institutions, 13. Create an ethics approval process, 14. Make analytics projects agile, 15. Explore and exploit in analytics projects. In technology: 16. Use visualization as story-telling, 17. Be agnostic about technology while the landscape is uncertain (i.e., maintain a focus on value). In people and tools: 18. Data scientist personal attributes (curious, problem focused), 19. Data scientist as ‘bricoleur’, 20. Data scientist acquisition and retention through challenging work. With regards to what organizations should do if they want to create value from their data the paper further proposes: a model of the analytics eco-system that places the business analytics function in a broad organizational context; and a process model for analytics implementation together with a six-stage maturity model

Collocated Collaboration Analytics: Principles and Dilemmas for Mining Multimodal Interaction Data

© 2019, Copyright © 2017 Taylor & Francis Group, LLC. Learning to collaborate effectively requires practice, awareness of group dynamics, and reflection; often it benefits from coaching by an expert facilitator. However, in physical spaces it is not always easy to provide teams with evidence to support collaboration. Emerging technology provides a promising opportunity to make collocated collaboration visible by harnessing data about interactions and then mining and visualizing it. These collocated collaboration analytics can help researchers, designers, and users to understand the complexity of collaboration and to find ways they can support collaboration. This article introduces and motivates a set of principles for mining collocated collaboration data and draws attention to trade-offs that may need to be negotiated en route. We integrate Data Science principles and techniques with the advances in interactive surface devices and sensing technologies. We draw on a 7-year research program that has involved the analysis of six group situations in collocated settings with more than 500 users and a variety of surface technologies, tasks, grouping structures, and domains. The contribution of the article includes the key insights and themes that we have identified and summarized in a set of principles and dilemmas that can inform design of future collocated collaboration analytics innovations