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Learning, Learning Analytics, Activity Visualisation and Open Learner Model: Confusing?

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Scaling up Learning for Sustained Impact (EC-TEL 2013)

Part of the book series: Lecture Notes in Computer Science ((LNPSE,volume 8095))

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Abstract

This paper draws on visualisation approaches in learning analytics, considering how classroom visualisations can come together in practice. We suggest an open learner model in situations where many tools and activity visualisations produce more visual information than can be readily interpreted.

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References

  1. Long, P., Siemens, G.: Penetrating the Fog: Analytics in Learning and Education. EDUCAUSE Review, 31–40 (September/October 2011)

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  5. Council of Europe (not dated). The Common European Framework of Reference for Languages, http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp (accessed March 18, 2013)

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Author information

Authors and Affiliations

  1. University of Birmingham, UK

    Susan Bull, Matthew D. Johnson, William Byrne & Luis Hernandez-Munoz

  2. Technical University of Graz, Austria

    Michael Kickmeier-Rust

  3. Copenhagen Business School, Denmark

    Ravi K. Vatrapu

  4. Talkademy, Austria

    Klaus Hammermueller & Gerhilde Meissl-Egghart

  5. Lattanzio Learning, Italy

    Fabrizio Giorgini

Authors
  1. Susan Bull
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  2. Michael Kickmeier-Rust
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  3. Ravi K. Vatrapu
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  4. Matthew D. Johnson
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  5. Klaus Hammermueller
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  6. William Byrne
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  7. Luis Hernandez-Munoz
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  8. Fabrizio Giorgini
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  9. Gerhilde Meissl-Egghart
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Editor information

Editors and Affiliations

  1. Universitat Pompeu Fabra, Barcelona, Spain

    Davinia Hernández-Leo

  2. Tallinn University, Estonia

    Tobias Ley

  3. Advanced Community Information Systems (ACIS) Group, RWTH Aachen University, Ahornstr. 55, 52056, Aachen, Germany

    Ralf Klamma

  4. Catholic University Eichstätt-Ingolstadt, 85072, Eichstätt,, Germany

    Andreas Harrer

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© 2013 Springer-Verlag Berlin Heidelberg

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Cite this paper

Bull, S. et al. (2013). Learning, Learning Analytics, Activity Visualisation and Open Learner Model: Confusing?. In: Hernández-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds) Scaling up Learning for Sustained Impact. EC-TEL 2013. Lecture Notes in Computer Science, vol 8095. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-40814-4_51

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  • DOI: https://doi.org/10.1007/978-3-642-40814-4_51

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-40813-7

  • Online ISBN: 978-3-642-40814-4

  • eBook Packages: Computer ScienceComputer Science (R0)

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