Product details
- ISBN 9780815362111
- Weight: 712g
- Dimensions: 174 x 246mm
- Publication Date: 02 Oct 2018
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Hardback
Secure
checkout
Fast Shipping
Easy returns
Learning Analytics in the Classroom presents a coherent framework for the effective translation of learning analytics research for educational practice to its practical application in different education domains. Highlighting the real potential of learning analytics as a way to better understand and enhance student learning and with each chapter including specific discussion about what the research means in the classroom, this book provides educators and researchers alike with the tools and frameworks to effectively make sense of and use data and analytics in their everyday practice.
This volume is split into five sections, all of which relate to the key themes in understanding learning analytics through the lens of the classroom:
-
- broad theoretical perspectives
- understanding learning through analytics
- the relationship between learning design and learning analytics
- analytics in the classroom and the impact it can and will have on education
- implementing analytics and the challenges involved.
Bridging the gap between research, theory and practice, Learning Analytics in the Classroom is both a practical tool and an instructive guide for educators, and a valuable addition to researchers' bookshelves. A team of world-leading researchers and expert editors have compiled a state-of-the-art compendium on this fascinating subject and this will be a critical resource for the evolution of this field into the future.
Jason M. Lodge is Associate Professor of Educational Psychology in the School of Education and Institute for Teaching and Learning Innovation at the University of Queensland, Australia. He is affiliated with the National Australian Research Council funded Science of Learning Research Centre. Jason’s research focusses on the cognitive and emotional aspects of learning, particularly in digital learning environments.
Jared Cooney Horvath is a research fellow at St Vincent's Hospital in Melbourne and the co-founder of the Science of Learning Group – a team dedicated to bringing the latest in educationally relevant brain and behavioural research to students and educators at all levels. Currently he teaches at the University of Melbourne, prior to this he spent a number of years working as a teacher and curriculum developer for several institutions around Los Angeles, Seattle and Boston.
Linda Corrin is Senior Lecturer in Higher Education in the Williams Centre for Learning Advancement in the Faculty of Business and Economics, University of Melbourne. Linda's research interests include students' engagement with technology, learning analytics, feedback and learning design. Currently, she is working on several large research projects exploring how learning analytics can be used to provide meaningful and timely feedback to academics and students. Linda is co-founder of the Victorian and Tasmanian Learning Analytics Network.
