Learning analytics as a core component for higher education disruption: Governance stakeholder

dc.contributor.authorMoreira, Fernando
dc.contributor.authorGonçalves, Ramiro
dc.contributor.authorMartins, José
dc.contributor.authorBranco, Frederico
dc.contributor.authorAu-Yong-Oliveira, Manuel
dc.date.accessioned2018-10-22T15:26:10Z
dc.date.available2018-10-22T15:26:10Z
dc.date.issued2017
dc.description.abstractHigher education institutions are at this stage, on the one hand, faced with challenges never seen before and, on the other hand, their action is moving very rapidly into digital learning spaces. These challenges are increasingly complex because of the global competition for resources, students and teachers. In addition, the amount of data produced inside and outside higher education institutions has grown exponentially, so more and more institutions are exploring the potential of Big Data to meet these challenges. In this context, higher education institutions and key stakeholders (students, teachers, and governance) can derive multiple benefits from learning analytics using different data analysis strategies to produce summative, real-time and predictive information and recommendations. However, it may be questioned whether institutions, academic administrative staff as well as including those with responsibility for governance, are prepared for learning analytics? As a response to the question raised in this paper is presented an extension of a disruptive conceptual approach to higher education, using information gathered by IoT and based on Big Data & Cloud Computing and Learning Analytics analysis tools, with the main focus on the stakeholder governance.pt_PT
dc.identifier.citationMoreira, F., Gonçalves, R., Martins, J., Branco, F., & Au-Yong-Oliveira, M. (2017). Learning analytics as a core component for higher education disruption: Governance stakeholder. In Proceedings of the International Conference Technological Ecosystems for Enhancing Multiculturality (TEEM2017), Cádiz, Spain, October 18-20 2017. doi: 10.1145/3144826.3145387. Disponível no Repositório UPT, http://hdl.handle.net/11328/2407pt_PT
dc.identifier.doi10.1145/3144826.3145387pt_PT
dc.identifier.isbn978-1-4503-5386-1
dc.identifier.urihttp://hdl.handle.net/11328/2407
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherACMpt_PT
dc.rightsopen accesspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectDisruptionpt_PT
dc.subjectHigher Education Institutionspt_PT
dc.subjectLearning analyticspt_PT
dc.subjectGovernancept_PT
dc.titleLearning analytics as a core component for higher education disruption: Governance stakeholderpt_PT
dc.typeconferenceObjectpt_PT
degois.publication.locationCádiz, Spainpt_PT
degois.publication.titleInternational Conference Technological Ecosystems for Enhancing Multiculturality (TEEM 2017)pt_PT
dspace.entity.typePublicationen
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