Piotrkowicz, A orcid.org/0000-0002-7723-699X, Dimitrova, V orcid.org/0000-0002-7001-0891, Treasure-Jones, T et al. (2 more authors) (2018) The Concept of the "Quantitative Self" and Its Use in Developing Lifelong Learners. In: Proceedings of the 2018 Annual Meeting of the American Educational Research Association. 2018 Annual Meeting of the American Educational Research Association, 13-17 Apr 2018, New York, NY, USA. American Educational Research Association
Abstract
To develop as lifelong learners, students need to make use of self-regulation skills, which allow them to prepare, perform, and reflect on their learning. A Quantified Self approach, underpinned by Big Data, can offer a solution to providing personalised feedback that supports self-regulation at scale. Within the context of our project — my Personalised Adaptive Learning — we describe and discuss three stages of the Quantified Self approach: data collection, visualisation, and analytics. Based on our experiences we identify four overarching factors impacting the project. These factors inform the formulation of principles to guide the use of Big Data in Personalised Lifelong Learning.
Metadata
Item Type: | Proceedings Paper |
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Authors/Creators: |
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Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Engineering & Physical Sciences (Leeds) > School of Computing (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 11 Jul 2018 08:26 |
Last Modified: | 07 Jun 2019 14:39 |
Published Version: | http://www.aera.net/Publications/Online-Paper-Repo... |
Status: | Published |
Publisher: | American Educational Research Association |
Identification Number: | 10.302/1312384 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:132611 |