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Integration <strong>of</strong> Learn<strong>in</strong>g Analytics <strong>in</strong> Blended Learn<strong>in</strong>g Course at a University <strong>of</strong> Technology<br />

Kristie Naidoo, Richard Naidoo<br />

Lots <strong>of</strong> practice is necessary to undo the <strong>in</strong>correct frames that have been cemented <strong>in</strong> the<br />

student’s m<strong>in</strong>d as their “correct frames”. The onl<strong>in</strong>e forum us<strong>in</strong>g the discussion forum is<br />

recommended as a means to assist the re<strong>in</strong>forcement <strong>of</strong> the correct frames.<br />

References<br />

1. Davis, R. B. (1984). Learn<strong>in</strong>g Mathematics: The Cognitive Science Approach to Learn<strong>in</strong>g<br />

Mathematics. Croom Helm Ltd.<br />

2. Davis, R. B., & Mc Knight, C. (1979). Modell<strong>in</strong>g the process <strong>of</strong> mathematica th<strong>in</strong>k<strong>in</strong>g.<br />

Journal <strong>of</strong> Children’s Mathematical Behaviour, 2, 91-113.<br />

3. Donaldson, M. (1963). A study <strong>of</strong> children’s th<strong>in</strong>k<strong>in</strong>g. London: Tavistock Publications.<br />

4. Engerstrom, Y. (1993). Developmental studies <strong>of</strong> work as a testbench <strong>of</strong> activity theory:<br />

The case <strong>of</strong> primary medical practice. In Chaikl<strong>in</strong> & Lave (Eds.), Underst<strong>and</strong><strong>in</strong>g practice:<br />

Perspectives on activity <strong>and</strong> content. New York: Cambridge University Press.<br />

5. Engeström, Y. (1999). Activity theory <strong>and</strong> <strong>in</strong>dividual <strong>and</strong> social transformation. In Y.<br />

Engeström, R. Miett<strong>in</strong><strong>in</strong>, & R. Punamaki (Eds.), Perspectives on activity theory (pp. 19–38).<br />

New York: Cambridge University Press.<br />

6. Gür, H. 2009. Trigonometry Learn<strong>in</strong>g. New Horizons <strong>in</strong> Education, 57(1), 67-80.<br />

7. J<strong>in</strong>dal, R. a. D. B. M. (2015). Predictive Analytics <strong>in</strong> a Higher Education Context. IT<br />

Pr<strong>of</strong>essional, 17(4), 24-33.<br />

8. M<strong>in</strong>sky, M. (1975). A framework for represent<strong>in</strong>g knowledge. In P.H. W<strong>in</strong>ston (Ed.), The<br />

Psychology <strong>of</strong> computer vision. New York: Mc Graw-Hill.<br />

9. Norris, D., Baer, L., & Offerman, M. (2009). A National Agenda for Action analytics.<br />

Proceed<strong>in</strong>gs <strong>of</strong> National Symposium on Action Analytics.<br />

10. Raj, P. a. D., G.C. (2014). Big Data Predictive <strong>and</strong> Prescriptive Analytics. A H<strong>and</strong>book <strong>of</strong><br />

Research on Cloud Infrastructure for Big Data Analytics. IGI Global<br />

11. Vygotsky, L. (1962). Thought <strong>and</strong> language. Cambridge, MA: MIT Press.<br />

12. Vygotsky,L (1978). M<strong>in</strong>d <strong>in</strong> society: the development <strong>of</strong> higher psychological processes.<br />

Cambridge: Havard University Press.<br />

278 Reach<strong>in</strong>g from the roots – 9 th EDEN Research Workshop Proceed<strong>in</strong>gs, 2016, Oldenburg<br />

ISBN 978-615-5511-12-7

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