教育研究中的数据挖掘与学习分析：应用与洞察

Data

Mining

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"Data Mining and Learning Analytics: Applications in Educational Research" 是一本2016年出版的书籍，作者包括Samira Elatia, Donald I. Perciel, 和 Osmar R. Zaiane。本书深入探讨了数据挖掘在教育研究中的应用，特别是如何利用数据挖掘技术改善教学和学习。书中涵盖了数据挖掘的基础概念、学习分析（Learning Analytics）以及数据收集模型，旨在阐述这些工具在教育领域的潜力、挑战、问题和实际应用。本书首先概述了数据挖掘的基本原理，包括预测、聚类、关联规则和异常检测，并讨论了它们在教育研究中的作用。随后的部分通过多个来自不同学科如商业、人文、健康科学、语言学和物理科学的教育案例研究，展示了教育数据挖掘（Educational Data Mining, EDM）的实际应用。这些案例突显了数据挖掘在识别高风险学生、缩小社会经济差距、评估教师表现和促进同伴交流等方面的重要价值。此外，本书还关注了大规模开放在线课程（MOOCs），研究在线网络如何促进学习，以及分析用户和学生之间的交流模式。为了进一步支持读者理解，书中还包括了关于教育挖掘和学习分析基础的补充资源。这本书是为那些在教育数据挖掘领域工作的科学家以及希望利用数据挖掘和学习分析来改进教育和推动教育研究的教育工作者而写的。它提供了丰富的案例研究和实践经验，帮助读者了解如何有效地应用数据挖掘技术，以提升教学质量和教育研究的效果。标签: "Data Mining" 指出了本书的核心主题，即数据挖掘技术在教育领域的应用。部分内容引用了Wiley Series on Methods and Applications in Data Mining系列的其他书籍，强调了数据挖掘在不同领域的重要性，包括基因组学和蛋白质组学、支持向量机、网络内容和结构的挖掘，以及文本挖掘和预测分析等。这表明数据挖掘作为一种跨学科的技术，其方法和模型在众多领域都具有广泛的应用价值。

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xiv NOTES ONCONTRIBUTORS

Ph.D. in Library and Information Science from the University of Pittsburgh, M.A. in

Educational Communication and Technology from New York University, and B.A.

in Library Science from Fu Jen Catholic University in Taiwan. His research interests

focus on the application of information and communication technologies (ICTs) to

assist users in accessing and using information in different environments.

Ellina Chernobilsky is an associate professor of education at Caldwell University.

Prior to earning her Ph.D., she was a classroom teacher and used action research as

means to study her own teaching in order to help herself and her students to become

better learners. She teaches action research and other research courses regularly. Her

areas of interest include, but are not limited to, the use of data in education, multilin-

gualism, teaching English as second/foreign language, and caring in teaching.

Denise K. Comer is an associate professor of the practice of writing studies and

director of First‐Year Writing at Duke University. She teaches face‐to‐face and online

writing courses and an MOOC. She earned the 2014 Duke University Teaching with

Technology Award. Her scholarship has appeared in leading composition journals

and explores writing pedagogy and writing program administration. She has written

a textbook based on writing transfer, Writing in Transit (Fountainhead, 2015);

a dissertation guide, It’s Just a Dissertation, cowritten with Barbara Gina Garrett

(Fountainhead, 2014); and a web text, Writing for Success in College and Beyond

(Connect 4 Education, 2015). She currently lives in North Carolina with her husband

and their three children.

Therese Condit holds an Ed.M. in International Education Policy from the Harvard

University Graduate School of Education and a B.A. in Music and Rhetoric from Miami

University. She has worked in educational technology and MOOC production with

Harvard University, MIT, and Columbia University. She is currently an independent

education consultant, specializing in program development and evaluation, with New

York City public schools, BRIC Arts | Media in Brooklyn, and Wiseman Education in

Hong Kong. In addition, she freelances as a film editor and postproduction special-

ist with Night Agency in New York City. She is also a performing jazz musician and

classical accompanist and a former member of Gamelan Galak Tika, the first Balinese

gamelan orchestra in the United States, led by Professor Evan Ziporyn at MIT.

Ken Cor has a Ph.D. in Educational Measurement and Evaluation from Stanford

University. His areas of focus include educational assessment development, general-

izability theory as a basis to inform performance assessment design, and quantitative

educational research methods. He uses his measurement skills to support program

evaluation efforts within the discipline‐specific faculties and departments of higher

education as well as to produce and support the production of scholarship in teaching

and learning.

Scott Crossley is an associate professor of applied linguistics at Georgia State

University. His primary research focus is on natural language processing and the

NOTES ONCONTRIBUTORS xv

application of computational tools and machine learning algorithms in language

learning, writing, and text comprehensibility. His main interest area is the development

and use of natural language processing tools in assessing writing quality and text dif-

ficulty. He is also interested in the development of second language learner lexicons

and the potential to examine lexical growth and lexical proficiency using computa-

tional algorithms.

Giorgio Maria Di Nunzio is an assistant professor of the Department of Information

Engineering of the University of Padua, Italy. His main research interests are in inter-

active machine learning, evaluation of information retrieval systems, and digital

geolinguistics. He has developed data visualization tools of probabilistic models for

large‐scale text analysis in R. His work has been published in journals and conference

papers, as well as in books about data classification and data mining applications.

Since 2011, he has been in charge of the database systems course of the Department

of Information Engineering of the University of Padua; since 2006, he has also been

in charge of the foundations of computer science course at the Faculty of Humanities

of the same university.

José Diaz is a senior tech specialist at Columbia University’s Center for Teaching

and Learning, where he films and edits videos and develops massive open online

courses (MOOCs). Prior to joining CTL, he worked at the Graduate School of Bio-

medical Sciences, Icahn School of Medicine at Mount Sinai, where he worked as a

technical analyst. He has a bachelor’s degree in business administration from Baruch

College, CUNY, as well as in computer information systems at the same university

and an M.A. in Educational Technology from Adelphi University.

Samira ElAtia is an associate professor of education and the director of graduate

studies of Faculté Saint‐Jean at the University of Alberta. She holds a Ph.D. from

the University of Illinois at Urbana‐Champaign. She specializes in the evaluation of

competencies; her research interest focuses on issues of fairness in assessment. She

is member of the board of directors of the Centre for Canadian Language Bench-

marks in Ottawa. She has served as expert on several international testing agencies:

Educational Testing Service in the United States, Pearson Education in the United

Kingdom, the International Baccalaureate Organization, Chambre du commerce et

de l’industrie of Paris, and the Centre international des études pédagogiques of the

Ministry of Education in France. She is currently developing her own MOOC in

French about assessment of learning in educational settings.

David Eubanks holds a Ph.D. in Mathematics from Southern Illinois University and

currently serves as assistant vice president for assessment and institutional effective-

ness at Furman University.

William Evers, Jr. is a senior analyst for institutional effectiveness at Eckerd

College. He has Master of Arts in Organizational Leadership from Gonzaga University

and Bachelor of Arts in Management from Eckerd College.

xvi NOTES ONCONTRIBUTORS

Rebecca Eynon is an associate professor and senior research fellow at the University

of Oxford, where she holds a joint academic post between the Oxford Internet Insti-

tute (OII) and the Department of Education. Since 2000 her research has focused on

education, learning, and inequalities, and she has carried out projects in a range of

settings (higher education, schools, and the home) and life stages (childhood, ado-

lescence, and late adulthood). Rebecca is the coeditor of Learning, Media, and Tech-

nology. Her work has been supported by a range of funders including the British

Academy, the Economic and Social Research Council, the European Commission,

Google, and the Nominet Trust. Prior to joining Oxford in 2005, she held positions

as an ESRC postdoctoral fellow of the Department of Sociology, City University;

as a research fellow of the Department of Education, University of Birmingham;

and as a researcher for the Centre for Mass Communication Research, University of

Leicester.

Oliver Ferschke is a postdoctoral researcher at Carnegie Mellon University in the

Language Technologies Institute. He studies collaboration at scale and seeks to

understand how collaboration works in communities through the lens of language

and computational linguistics. He holds a Ph.D. in Computer Science from the Ubiq-

uitous Knowledge Processing Lab at TU Darmstadt, Germany, as well as an M.A. in

Linguistics and a teaching degree in computer science and English as a second lan-

guage from the University of Würzburg, Germany. He is furthermore the codirector

of the working group on Discussion Affordances for Natural Collaborative Exchange

(DANCE).

Nabeel Gillani is currently a product analyst at Khan Academy, working with a pas-

sionate team of designers, engineers, and others to help deliver a free, world‐class

education to anyone, anywhere. Previously, he cofounded the digital internships

platform Coursolve.org. He has worked with an interdisciplinary team at the Uni-

versity of Oxford, receiving grants from the Bill & Melinda Gates Foundation and

Google to explore how social learning unfolds in online courses. He has an Sc.B.

in Applied Mathematics and Computer Science from Brown University and two

master’s degrees from the University of Oxford (education and technology, machine

learning), where he was a Rhodes Scholar.

Isis Hjorth is a researcher at the Oxford Internet Institute and a fellow at Kellogg

College, University of Oxford. She is a cultural sociologist, who specializes in ana-

lyzing emerging practices associated with networked technologies. She completed

her AHRC‐funded DPhil (Ph.D.) at the OII in January 2014. Trained in the social

sciences as well as the humanities, she holds a B.A. and M.A. in Rhetoric from the

Department of Media, Cognition and Communication, University of Copenhagen,

and an M.Sc. in Technology and Learning from the Department of Education,

University of Oxford. Prior to joining the academic community, she worked in

broadcast journalism and screenwriting in her native Copenhagen.

Donald Ipperciel is a professor of political philosophy at Glendon College, York

University, Canada. He obtained his doctorate at Ruprecht‐Karls‐ Universität in

NOTES ONCONTRIBUTORS xvii

Heidelberg in 1996. He held a Canadian research chair in political philosophy and

Canadian studies between 2002 and 2012. After an 18‐year career at the Univer-

sity of Alberta, where he held many administrative positions (including associate

dean (research), associate dean (IT and innovation), vice‐dean and director of the

Canadian Studies Institute), he moved to Toronto to become the principal of Glendon

College, York University. Aside from his philosophical work, he has dedicated many

years to questions of learning technologies and big data in education. He has been

the Francophone editor of the Canadian Journal of Learning and Technology since

2010.

Yutaka Ishii is a research associate at the Center for Higher Education Studies,

Waseda University. He received a B.A. and M.Ed. from Waseda University. His

main research interest is the data mining approach to learners’ writing product and

processes.

Joanne Jasmine is a professor of education at Caldwell University. She is a coor-

dinator of the M.A. program in curriculum and instruction and cocoordinator of the

Ed.D./Ph.D. program in educational leadership. Dr. Jasmine’s recent work focuses

on multiculturalism and social justice through literature, strategies for improving the

teaching of language arts, and lessons to be learned from preschool children. She also

teaches action research classes regularly.

Zhiyong Liu is an associate professor of the Software Institute of Northeast Normal

University, China. His research interests include semantic web, knowledge discov-

ery, and data analytics. He is author of 10+ papers and 2 books, held 4 projects, and

supervised 12 postgraduates.

Liu obtained bachelor’s degree in 2000, master’s degree in 2003, and Ph.D. in 2010.

He was accepted as a visiting scholar for 1 year in 2013 in the Department of Com-

puter Science and Engineering at York University, Canada. He was awarded one of

100 young academic backbone scholars of Northeast Normal University in 2012

and the second prize bonus of the Higher Education Technology Outcomes by the

Education Bureau of Jilin Province in 2010.

Collin F. Lynch is a research assistant professor of computer science at North Caro-

lina State University. He received his Ph.D. in Intelligent Systems from the Univer-

sity of Pittsburgh. His research is focused on graph‐based educational data mining

and intelligent tutoring systems for ill‐defined domains. Dr. Lynch also serves as the

policy chair for the International Educational Data Mining Society.

Simon McIntyre is the director of Learning and Innovation at UNSW Australia | Art &

Design. He is passionate about improving the effectiveness, quality, and relevance of the

student learning experience through innovative and pedagogically driven integration of

technology. After developing and teaching online courses in art and design for several

years, he helped many other academics design and teach online through designing and

convening a range of award‐winning academic development programs. His research

xviii NOTES ONCONTRIBUTORS

explores how online pedagogies, open education and resources, and massive open

online courses (MOOCs) can evolve education into a globally networked practice.

Danielle S. McNamara is a professor in cognitive science at Arizona State

University. Her research interests include better understanding of the various

processes involved in comprehension, learning, and writing in both real‐world and

virtual settings. She develops educational technologies (e.g., iSTART, Writing Pal)

that help students improve their reading comprehension and writing skills and also

works on the development of text analysis tools (e.g., Coh‐Metrix, TERA, SiNLP,

TAALES, TAACO) that provide a wide range of information about text, such as

text difficulty and quality. Furthermore, she explores how these tools can be applied

to other learning environments such as computer‐supported collaborative learning

environments and massive open online courses.

Negin Mirriahi has extensive experience in managing, implementing, and evaluating

educational technology in higher education and in designing online and blended

courses. She currently teaches postgraduate courses in learning and teaching and is a

coinstructor of the Learning to Teach Online MOOC. Her research focuses on tech-

nology adoption, blended learning, and learning analytics.

Robin A. Moeller is an assistant professor of library science at Appalachian State

University in Boone, North Carolina, United States, where she also serves as the

director of the Library Science Program. She received her Ph.D. in Curriculum

Studies from Indiana University, Bloomington. Before earning her doctorate, she

was a school librarian. Her research interests include visual representations of

information as they relate to youth and schooling, as well as exploring cultural facets

of librarianship and materials for youth.

Stephanie Ogden is the lead digital media specialist at Columbia University’s Center

for Teaching and Learning. She manages a team of video specialists and influences

the overall direction and role of digital video at the CTL. She also oversees all of

the CTL video projects from developing productions for digital health interventions

to producing interviews with world‐renowned artists and intellectuals to directing

scripted productions. She works closely with CTL’s highly skilled technical team of

videographers, editors, programmers, designers, and educational technologists and

in partnership with faculty to produce videos for Columbia classes, hybrid courses,

online programs, and massive open online courses.

Luc Paquette is an assistant professor of curriculum and instruction at the University

of Illinois at Urbana‐Champaign where he specializes in educational data mining and

learning analytics. He earned a Ph.D. in Computer Science from the University of

Sherbrooke. He previously worked as a postdoctoral research associate at Teachers

College, Columbia University. One of his main research interests focused on the

combination of knowledge engineering and educational data mining approaches

to create better and more general models of students who disengage from digital

learning environments by gaming the system.

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教育研究中的数据挖掘与学习分析：应用与洞察

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