Información General

• Autores: Jason M. Lodge (ed. lit.), Jared Cooney Horvath (ed. lit.), Linda Corrin (ed. lit.)
• Editores: Taylor & Francis, Routledge/Taylor & Francis Group
• Año de publicación: 2019
• País: Reino Unido
• Idioma: inglés
• ISBN: 9780815362128
• Texto completo no disponible (Saber más ...)

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Introduction: Learning anlytics in the classroom

    Jason M. Lodge, Jared Cooney Horvath, Linda Corrin

    págs. 1-8

    

  • Theoretical perspectives

    • Learning analytics and teaching: A conceptual framework for translation and application

      Gregory M. Donoghue, Jared Cooney Horvath, Jason M. Lodge

      págs. 11-21

      

    • The perspective realism brings to learning analytics in the classroom

      Kathryn Bartimote, Abelardo Pardo, Peter Reimann

      págs. 22-41

      

  • Understanding learning through analytics

    • Supporting self-regulated learning with learning analytics

      Jason M. Lodge, Ernesto Panadero, Jaclyn Broadbent, Paula G. de Barba

      págs. 45-55

      

    • Identifying epistemic emotions from activity analytics in interactive digital learning environments

      Amaël Arguel, Mariya Pachman, Lori Lockyer

      págs. 56-67

      

  • Learning design and analytics

    • Gathering, visualising and interpreting learning design analytics to inform classroom practice and curriculum design: A student-centred approach from the Open University

      Tom Olney, Bart Rienties, Lisette Toetenel

      págs. 71-92

      

    • Co-designing learning analytics tools with learners

      Carlos G. Prieto Álvarez, Roberto Martinez-Maldonado, Theresa Dirndorfer Anderson

      págs. 93-110

      

    • Connecting expert knowledge in the design of classroom learning experiences

      Kate Thompson, Sakinah S. J. Alhadad, Simon Buckingham Shum, Sarah Howard, Simon Knight, Roberto Martinez-Maldonado, Abelardo Pardo

      págs. 111-128

      

  • Analytics in the classroom

    • An analytics-based framework to support teaching and learning in a flipped classroom

      Jelena Jovanović, Dragan Gašević, Abelardo Pardo, Negin Mirriahi, Shane Dawson

      págs. 131-151

      

    • Opening the black box: Developing methods to see learning in contemporary learning environments

      Sarah Howard, Kate Thompson, Abelardo Pardo

      págs. 152-164

      

    • Text analytic tools to illuminate student learning

      Jenny McDonald, Adon Christian Michael Moskal, Cathy Gunn, Claire Donald

      págs. 165-184

      

    • Data-informed nudges for student engagement and success

      Marion Blumenstein, Danny Y. T. Liu, Deborah Richards, Steve Leichtweis, Jason M. Stephens

      págs. 185-207

      

    • Supporting the use of student-facing learning analytics in the classroom

      Linda Corrin

      págs. 208-220

      

    • Using measures of pedagogical quality to provide feedback and improve practice

      Dan Cloney, Hilary Hollingsworth

      págs. 221-243

      

  • Implementating analytics

    • Promoting learning analytics for tertiary teachers: A New Zealand case study

      Cathy Gunn, Jenny McDonald

      págs. 247-266

      

    • Blurring the boundaries: Developing leadership in learning analytics

      Deborah West, Henk Huijser, David Heath

      págs. 267-283