Learning Analytics: fattori trainanti, sviluppi e storie

Barra laterale dell'articolo

Illustarazione di copertina di Elena Cinguino
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Pubblicato: Dec 31, 2014
DOI: https://doi.org/10.17471/2499-4324/183
Parole chiave:
Tecnologie didattiche, Academic Analytics, Action Analytics, Educational Data Mining, Learning Analytics, Social Learning Analytics, Tecnologie per l'apprendimento

Contenuto principale dell'articolo

Rebecca Ferguson
Institute of Educational Technology, The Open University, Milton Keynes

Abstract

Il termine Learning Analytics identifica un importante settore del Technology Enhanced Learning (TEL) emerso nel corso dell’ultimo decennio. Questo articolo offre una rassegna del settore che inizia con una disanima dei fattori tecnologici, educativi e politici che hanno guidato lo sviluppo delle tecniche di analisi dei dati nei contesti educativi. L’articolo illustra, quindi, la progressiva affermazione del settore, dalle sue origini nel 20° secolo, attraverso lo sviluppo di tecniche di analisi guidate dai dati, il diffondersi di tecniche focalizzate sui dati relativi all’apprendimento e l’influsso esercitato dagli interessi economici nazionali. In seguito, l’articolo si concentra sui rapporti tra Learning Analytics, Educational Data Mining e Academic Analytics. Infine, esso prende in esame le aree emergenti della ricerca sul Learning Analytics e individua le sfide future.

Dettagli dell'articolo

Fascicolo
V. 22 N. 3 (2014): TD63 - Dossier: Learning Analytics
Sezione
Articoli - Numero speciale

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