Zobrazeno 1 - 10
of 72
pro vyhledávání: '"Kirsty Kitto"'
Publikováno v:
Computers and Education: Artificial Intelligence, Vol 3, Iss , Pp 100069- (2022)
There is a huge and growing amount of data that is already captured in the many, diverse digital tools that support learning. Additionally, learning data is often inaccessible to teachers or served in a manner that fails to support or inform their te
Externí odkaz:
https://doaj.org/article/d55ea2bb45cb4cc998c7fa89562ff78a
Autor:
Oleksandra Poquet, Kirsty Kitto, Jelena Jovanovic, Shane Dawson, George Siemens, Lina Markauskaite
Publikováno v:
Computers and Education: Artificial Intelligence, Vol 2, Iss , Pp 100039- (2021)
The ability to develop new skills and competencies is a central concept of lifelong learning. Research to date has largely focused on the processes and support individuals require to engage in upskilling, re-learning or training. However, there has b
Externí odkaz:
https://doaj.org/article/22d27791a0d3430e8089f7f0ebcf124c
Autor:
Kirsty Kitto
Publikováno v:
Systems, Vol 2, Iss 4, Pp 541-565 (2014)
A system is something that can be separated from its surrounds, but this definition leaves much scope for refinement. Starting with the notion of measurement, we explore increasingly contextual system behaviour and identify three major forms of conte
Externí odkaz:
https://doaj.org/article/f81107f1d6a94cef8d8b29ff2acdffa2
Publikováno v:
British Journal of Educational Technology.
Content analysis (CA) is a method frequently used in the learning sciences and so increasingly applied in learning analytics (LA). Despite this ubiquity, CA is a subtle method, with many complexities and decision points affecting the outcomes it gene
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2bce5409e511b05b97bfa664dcf21a80
https://hdl.handle.net/11541.2/33481
https://hdl.handle.net/11541.2/33481
Publikováno v:
IEEE Transactions on Engineering Management. :1-14
This paper aims to understand the definition and dimensions of artificial intelligence (AI) literacy. Digital technologies, including AI, trigger organizational affordances in workplaces, yet few studies have investigated employees’ AI literacy. Th
Publikováno v:
LAK22: 12th International Learning Analytics and Knowledge Conference.
Learning Analytics (LA) is a bricolage field that requires a concerted effort to ensure that all stakeholders it affects are able to contribute to its development in a meaningful manner. We need mechanisms that support collaborative sense-making. Thi
Autor:
Gloria Milena Fernandez Nieto, Kirsty Kitto, Simon Buckingham Shum, Roberto Martinez-Maldonado
Publikováno v:
LAK22: 12th International Learning Analytics and Knowledge Conference.
Central to imagining the future of technology-enhanced professional learning is the question of how data are gathered, analyzed, and fed back to stakeholders. The field of learning analytics (LA) has emerged over the last decade at the intersection o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1de0ffbe447a5f131c1794d3a4a0e80c
https://hdl.handle.net/10453/163678
https://hdl.handle.net/10453/163678
Higher education often aims to create job-ready graduates. Thus, the skills and knowledge taught in professional degrees are expected to align with the needs of the labor market. However, the dynamic nature of the job market makes it challenging to e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::252b0af166387531c81906bdc322b3f1
https://hdl.handle.net/10453/165622
https://hdl.handle.net/10453/165622