Guest editorial

Guest editorial ITSE 15,4 Challenges of implementing data analytics in productive education systems for supporting cognition and exploratory learning in 21st century Introduction The current state of implementation of data analytics in education institutions may be a paradoxical exercise. World-class experts in data science, information systems, management and education may be part of the institution. However, these experts may only have loose insights into the requirements of data analytics or digital learning when it comes to questions of implementation. Still, the link between available data, analytics and digital systems are globally investigated for their potential to transform learning, teaching and assessment towards offering unique learning experiences to the twenty-first century learners. Questions focussing on the implementation of data analytics and digital learning in productive educational systems have been addressed at the Cognition and Exploratory Learning in the Digital Age (CELDA; www.celda-conf.org) conference series for more than 10 years. CELDA is a unique international research conference that brings together educational technology and educational psychology researchers, as well as instructional designers and other educational practitioners for the purpose of fostering and promoting ongoing dialogue between these academic and professional communities. CELDA is sponsored by the International Association for the Development of the Internet http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1741-5659
D.O.I.
10.1108/ITSE-11-2018-071
Publisher site
See Article on Publisher Site

Abstract

ITSE 15,4 Challenges of implementing data analytics in productive education systems for supporting cognition and exploratory learning in 21st century Introduction The current state of implementation of data analytics in education institutions may be a paradoxical exercise. World-class experts in data science, information systems, management and education may be part of the institution. However, these experts may only have loose insights into the requirements of data analytics or digital learning when it comes to questions of implementation. Still, the link between available data, analytics and digital systems are globally investigated for their potential to transform learning, teaching and assessment towards offering unique learning experiences to the twenty-first century learners. Questions focussing on the implementation of data analytics and digital learning in productive educational systems have been addressed at the Cognition and Exploratory Learning in the Digital Age (CELDA; www.celda-conf.org) conference series for more than 10 years. CELDA is a unique international research conference that brings together educational technology and educational psychology researchers, as well as instructional designers and other educational practitioners for the purpose of fostering and promoting ongoing dialogue between these academic and professional communities. CELDA is sponsored by the International Association for the Development of the Internet

Journal

Interactive Technology and Smart EducationEmerald Publishing

Published: Nov 19, 2018

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