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Developing a Framework for the Visualisation of Learning Analytics in UK Higher Education

Developing a Framework for the Visualisation of Learning Analytics in UK Higher Education

Jack Halliday, Mark Anderson
Copyright: © 2017 |Pages: 24
ISBN13: 9781522518372|ISBN10: 1522518371|EISBN13: 9781522518389
DOI: 10.4018/978-1-5225-1837-2.ch012
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MLA

Halliday, Jack, and Mark Anderson. "Developing a Framework for the Visualisation of Learning Analytics in UK Higher Education." Decision Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 249-272. https://doi.org/10.4018/978-1-5225-1837-2.ch012

APA

Halliday, J. & Anderson, M. (2017). Developing a Framework for the Visualisation of Learning Analytics in UK Higher Education. In I. Management Association (Ed.), Decision Management: Concepts, Methodologies, Tools, and Applications (pp. 249-272). IGI Global. https://doi.org/10.4018/978-1-5225-1837-2.ch012

Chicago

Halliday, Jack, and Mark Anderson. "Developing a Framework for the Visualisation of Learning Analytics in UK Higher Education." In Decision Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 249-272. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1837-2.ch012

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Abstract

Learning analytics has vast potential as a tool to further unlock the effectiveness of education in a digital age. The amount of data that can be gathered from varying access points can provide new insight and knowledge into how learners are interacting with course materials, learning systems and even fellow classmates. Research and experimentation is uncovering forms of best practice and possible factors on which to centre the analysis of students in an effective way, however learning analytics has yet to be comprehensively implemented country-wide in the United Kingdom.

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