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学习分析系统构建研究

马晓玲 邢万里 冯翔 吴永和

马晓玲, 邢万里, 冯翔, 吴永和. 学习分析系统构建研究[J]. 华东师范大学学报(自然科学版), 2014, (2): 1-19, 39.
引用本文: 马晓玲, 邢万里, 冯翔, 吴永和. 学习分析系统构建研究[J]. 华东师范大学学报(自然科学版), 2014, (2): 1-19, 39.
MA Xiao-ling, XING Wan-li, FENG Xiang, WU Yong-he. Construction of learning analytics system[J]. Journal of East China Normal University (Natural Sciences), 2014, (2): 1-19, 39.
Citation: MA Xiao-ling, XING Wan-li, FENG Xiang, WU Yong-he. Construction of learning analytics system[J]. Journal of East China Normal University (Natural Sciences), 2014, (2): 1-19, 39.

学习分析系统构建研究

详细信息
  • 中图分类号: TP391; G40-057

Construction of learning analytics system

  • 摘要: 学习分析目前应用于教育的多个方面,但是还缺乏一个完整、清晰、可实施的学习数据系统.本文尝试构建一个开放的、全面的学习分析系统.综述了该领域研究近年的发展,并对若干重要概念进行了定义,给出了学习分析系统和数据的时空与交互演化.着重分析了学习分析系统论域(LASUoD)、形式化建模学习分析系统信息空间模型[R,CR,MT,A,W,C],构建了学习分析系统架构,并分析了该系统中数据流程.提出了学习分析对象数据模型、学习分析系统本体(LASO)框架及学习分析系统标准组谱,以实现学习分析系统应用的互操作.最后,为了说明学习分析系统应用情况,展示了一个基于开源学习管理系统Sakai的学习分析实例.
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    [2] DAWSON S, Heathcote L, et al. Harnessing ICT potential: The adoption and analysis of ICT systems for enhancing the student learning experience[J]. International Journal of Educational Management,2010, 24(2), 116-128.

    [3] The New Media Consortium. The Horizon Report 2013 Higher Education Edition[EB/OL]. [2013-8-28]. http://net.educause.edu/ir/library/pdf/HR2013.pdf.

    [4] 吴永和,陈丹,马晓玲,等. 学习分析——教育信息化新浪潮[J]. 远程教育杂志, 2013,313: 9-19. 

    [5] SIEMENS G. Knewton-the future of education? [EB/OL].[2013-8-28]. http: // www.learninganalytics. net .

    [6] BROWN M. Learning analytics: the coming third wave[EB/OL]. [2013-8-28]. http://net.educause.edu/ir/library/pdf/ELIB1101.pdf. 

    [7] PARDOS Z A, BAKER R S, SAN PEDRO M O, et al. Affective states and state tests: Investigating how affect throughout the school year predicts end of year learning outcomes[C]//Poreedings of the Third International Conference on Learning Analytics and Knowledge (pp. 117-124). ACM.

    [8] KIZILCEC R F, PIECH SCHNEIDERconstructing disengagement: analyzing learner subpopulations in massive open online courses[C]//Proceedings of the Third International Conference on Learning Analytics and Knowledge ACM, 2013: 170-179.

    [9] LONN S, KRUMM A E, WADDINGTON R J, et al. Bridging the gap from knowledge to action: Putting analytics in the hands of academic advisors[C]. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. ACM, 2012: 184-187.

    [10] GARCA-SOLRZANO D, MORn J A, COBO G, et al. Educational monitoring tool based on faceted browsing and data portraits[C]. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. ACM, 2012: 170-178.

    [11] GUNNARSSON B L, ALTERMAN R. Understanding promotions in a case study of student blogging[C]//Proceedings of the Third International Conference on Learning Analytics and Knowledge. ACM, 2013: 57-65.

    [12] SOUTHAVILAY V, YACEF K, REIMANN P, et al. Analysis of collaborative writing processes using revision maps and probabilistic topic models[C]//Proceedings of the Third International Conference on Learning Analytics and Knowledge. ACM, 2013: 38-47.

    [13] FERGUSON R, SHUM S B. Social learning analytics: five approaches[C]//Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. ACM, 2012: 23-33.

    [14] BLIKSTEIN P. Multimodal learning analytics[C]//Proceedings of the Third International Conference on Learning Analytics and Knowledge. ACM, 2013: 102-106.

    [15] CLOW D. The learning analytics cycle: closing the loop effectively[C]//Proceedings of the 2nd International Conference on Learning Analytics & Knowledge. Vancouver, BC: ACM, 2012: 134-138.

    [16] GRELLER W, DRACHSLER H. Translating learning into numbers: A generic framework for learning analytics[J]. Educational Technology & Society, 2012, 15(3): 42-57.

    [17] SIEMENS G, GASEVIC D, HAYTHORNTHWAITE C, et al. Open Learning Analytics: an integrated & modularized platform [R]. Eney: Solar, 2011.

    [18] NIEMNN K, WOLPERS M, STOITSIS G, et al. Aggregating social and usage datasets for learning analytics: data-oriented challenges[C]//Proceedings of the Third International Conference on Learning Analytics and Knowledge. ACM, 2013: 245-249.

    [19] ARNOLD K E, PISTILLI M D. Course signals at Purdue: Using learning analytics to increase student success[C]//Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. ACM, 2012: 267-270.

    [20] BRAMUCCI R, GASTON J. Sherpa: increasing student success with a recommendation engine[C]. LAK, 2012: 82-83.

    [21] 吴永和.学习资源服务生态环境构建的研究[D].上海:华东师范大学, 2009.

    [22] ZHU Z. New Challenges for Developing e-Learning Technology Standards[C]//14th International Conference on Information Technology-Learning, Education and Training & ISO/IEC JTC1 SC36 Open Forum 2006,Wuhan, China, 2006.

    [23] WU Y, YU P, MA X, et al. Research on the Construction of a Learning Resource Service Eco-System Universe of Discourse[C]//International Conference on E-Business and E-Government. IEEE Xplore, 2010: 5506-5512.

    [24] RITCHEY T. Analysis and synthesis: on scientific method–based on a study by Bernhard Riemann[J]. Systems Research, 1991, 8(4): 21-41.

    [25] BIENKOWSKI M, FENG M, et al. Enhancing teaching and learning through educational data mining and learning analytics: An issue brief[R]. Washington, DC: SRI International, 2012.

    [26] SIEMENS G, LONG P. Penetrating the Fog: Analytics in learning and education[J]. EDUCAUSE Review, 2011, 46(4): 30-32.

    [27] VERBERT K, MANOUSELIS N, DRACHSLER H, et al. Dataset-driven research to support learning and knowledge analytics[J]. Educational Technology & Society, 2012,15(3): 133-148.

    [28] DATATEL[EB/OL]. [2013-8-10]. http://www.teleurope.eu/pg/groups/9405/datatel/.
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出版历程
  • 收稿日期:  2013-11-01
  • 修回日期:  2014-01-01
  • 刊出日期:  2014-03-25

学习分析系统构建研究

  • 中图分类号: TP391; G40-057

摘要: 学习分析目前应用于教育的多个方面,但是还缺乏一个完整、清晰、可实施的学习数据系统.本文尝试构建一个开放的、全面的学习分析系统.综述了该领域研究近年的发展,并对若干重要概念进行了定义,给出了学习分析系统和数据的时空与交互演化.着重分析了学习分析系统论域(LASUoD)、形式化建模学习分析系统信息空间模型[R,CR,MT,A,W,C],构建了学习分析系统架构,并分析了该系统中数据流程.提出了学习分析对象数据模型、学习分析系统本体(LASO)框架及学习分析系统标准组谱,以实现学习分析系统应用的互操作.最后,为了说明学习分析系统应用情况,展示了一个基于开源学习管理系统Sakai的学习分析实例.

English Abstract

马晓玲, 邢万里, 冯翔, 吴永和. 学习分析系统构建研究[J]. 华东师范大学学报(自然科学版), 2014, (2): 1-19, 39.
引用本文: 马晓玲, 邢万里, 冯翔, 吴永和. 学习分析系统构建研究[J]. 华东师范大学学报(自然科学版), 2014, (2): 1-19, 39.
MA Xiao-ling, XING Wan-li, FENG Xiang, WU Yong-he. Construction of learning analytics system[J]. Journal of East China Normal University (Natural Sciences), 2014, (2): 1-19, 39.
Citation: MA Xiao-ling, XING Wan-li, FENG Xiang, WU Yong-he. Construction of learning analytics system[J]. Journal of East China Normal University (Natural Sciences), 2014, (2): 1-19, 39.
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