Специализация «Анализ данных». Виртуальное образовательное окружение с поддержкой средств образовательной аналитики
Ключевые слова:
виртуальное образовательное окружение, анализ данных, образовательная аналитика, машинное обучение, социально-сетевой анализ
Аннотация
Рассмотрен опыт проектирования дополнительной специализации (майнора) по анализу данных, сочетающей аудиторную и онлайн-компоненты. Описана архитектура виртуального образовательного окружения для обучения анализу данных студентов социогуманитарных направлений с интегрированной подсистемой образовательной аналитики. В состав окружения входят интегрированная среда анализа данных и статистической графики, сервер аналитических приложений, система интерактивных упражнений, средства поддержки онлайн-коммуникации и мониторинга прогресса студента. Подсистема образовательной аналитики включает в себя средства анализа журналов работы в окружении, контекстные опросные инструменты с поддержкой генераторов имён и средства анализа онлайн-коммуникации студентов.
Литература
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[2] D. Clow, “MOOCs and the funnel of participation,” in Proc. of the Third International Conference on Learning Analytics and Knowledge. (LAK 2013), 8-12 Apr. 2013, Leuven, Belgium, pp. 185–189.
[3] S. R. Hiltz and B. Wellman, “Asynchronous Learning Networks As a Virtual Classroom,” Communications of the ACM, vol. 40, no. 9, pp. 44–49, 1997; doi: 10.1145/260750.260764
[4] D. R. Valeeva, O. V. Poldin, and M. M. Yudkevich, “Svyazi druzhby i pomoshchi pri obuchenii v universitete” [Friendly Relationships and Relationships of Assistance at a University], Educational Studies, no. 4, pp. 70–84, 2013 (in Russian).
[5] J. M. Wing, “Computational thinking,” Communications of the ACM, vol. 49, no. 3, pp. 33–35, 2006; doi: 10.1145/1118178.1118215
[6] E. K. Khenner, “Vychislitel'noe myshlenie“ [Computational thinking], The Education and science journal, no. 2, pp. 18–33, 2016 (in Russian); doi:10.17853/1994-5639-2016-2-18-33
[7] F. Provost and T. Fawcett, Data Science for Business: What you need to know about data mining and data-analytic thinking, Sebastopol, CA: O’Reilly Media, 2013.
[8] D. Easley and J. Kleinberg, Networks, Crowds, and Markets: Reasoning About a Highly Connected World, New York, NY: Cambridge University Press, 2010.
[9] C. Cioffi-Revilla, Introduction to Computational Social Science: Principles and Applications, London; New York: Springer, 2014.
[10] A. C. Pronin, E. V. Veretennik, and A. V. Semyonov, “Formirovanie uchebnykh grupp v universitete s pomoshch'yu analiza sotsial'nykh setei” [Grouping University Students Using Social Network Analysis], Educational Studies, no. 3, pp. 54–73, 2014 (in Russian).
[11] R Core Team, “R: A Language and Environment for Statistical Computing,” In R Foundation for Statistical Computing, Vienna, Austria, 2015.
[12] C. Gandrud, Reproducible Research with R and R Studio, CRC Press, 2013.
[13] D. E. Knuth, “Literate programming,” The Computer Journal, vol. 27, no. 2, pp. 97–111, 1984; doi:10.1093/comjnl/27.2.97
[14] J. J. Allaire et al., rmarkdown: Dynamic Documents for R, R package version 0.8.1, 2015.
[15] N. Carchedi et al., swirl: Learn R, in R, R package version 2.2.21. 2015.
[16] G. Siemens and D. Gasevic, “Guest editorial-learning and knowledge analytics,” Journal of Educational Technology & Society, vol. 15, no. 3, pp. 1–2, 2012.
[17] L. M. Vaquero and M. Cebrian, “The rich clubphenomenon in the classroom,” Scientific reports, vol. 3, 2013; doi: 10.1038/srep01174
[18] R. Ferguson “Learning analytics: drivers, developments and challenges,” International Journal of Technology Enhanced Learning, vol. 4 Learning analytics, no. 5–6, pp. 304–317, 2012; doi:10.1504/IJTEL.2012.051816
[19] M. Huisman and T. A. Snijders “Statistical analysis of longitudinal network data with changing composition,” Sociological methods & research, Vol. 32, no. 2, pp. 253–287, 2003.
[20] C.T. Butts “A relational event framework for social action,” Sociological Methodology, vol. 38, no. 1, pp. 155–200, 2008.
[21] G. L. Robins, Doing Social Network Research: Network-based Research Design for Social Scientists, SAGE Publications Ltd, 2015.
[22] D. Vu, P. Pattison, and G. Robins, “Relational event models for social learning in MOOCs,” Social Networks, vol. 43, pp. 121–135, 2015; doi:10.1016/j.socnet.2015.05.001
Опубликован
2017-06-04
Как цитировать
Мусабиров, И. Л., & Сироткин, А. В. (2017). Специализация «Анализ данных». Виртуальное образовательное окружение с поддержкой средств образовательной аналитики. Компьютерные инструменты в образовании, (4), 32-42. извлечено от http://cte.eltech.ru/ojs/index.php/kio/article/view/1405
Выпуск
Раздел
Подготовка специалистов: программы обучения
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