Embracing Big Data in Complex Educational Systems: The Learning Analytics Imperative and the Policy Challenge

Autor/inn/en	Macfadyen, Leah P.; Dawson, Shane; Pardo, Abelardo; Gaševic, Dragan
Titel	Embracing Big Data in Complex Educational Systems: The Learning Analytics Imperative and the Policy Challenge
Quelle	In: Research & Practice in Assessment, 9 (2014), S.17-28 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-4210
Schlagwörter	Network Analysis; Data Analysis; Data Collection; Educational Assessment; Feedback (Response); Student Improvement; Academic Achievement; Educational Change; Higher Education; Program Implementation; Technology Uses in Education; Educational Policy; Strategic Planning; Systems Analysis; Heuristics; Models + Suchen Sie Ihr Suchwort? Netzplantechnik; Auswertung; Data capture; Datensammlung; Education; assessment; Bewertungssystem; Schulleistung; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Politics of education; Bildungspolitik; Strategy; Planning; Strategie; Planung; System analysis; Systemanalyse; Heuristik; Analogiemodell
Abstract	In the new era of big educational data, learning analytics (LA) offer the possibility of implementing real-time assessment and feedback systems and processes at scale that are focused on improvement of learning, development of self-regulated learning skills, and student success. However, to realize this promise, the necessary shifts in the culture, technological infrastructure, and teaching practices of higher education, from assessment-for-accountability to assessment-for-learning, cannot be achieved through piecemeal implementation of new tools. We propose here that the challenge of successful institutional change for learning analytics implementation is a wicked problem that calls for new adaptive forms of leadership, collaboration, policy development and strategic planning. Higher education institutions are best viewed as complex systems underpinned by policy, and we introduce two policy and planning frameworks developed for complex systems that may offer institutional teams practical guidance in their project of optimizing their educational systems with learning analytics. (As Provided).
Anmerkungen	Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01