Change education with Big data

&http://www.aliyun.com/zixun/aggregation/37954.html >nbsp;     Before the cloud landed, the big data was presented in a new face, and in recent years, The word "Big data" has been spelled out in major media. In the next decade, the global data volume will grow several times, large data scale, so large data in the field of education how to use it? Now let's take a look at how the big data should be used in education.

Simply put, every act and trick that people surf on the internet is recorded, and the data that is collected and analyzed is big data. Websites like Amazon are very familiar to us. When we like a book very much, we may also like to lose the same theme or concept of the book. These recommended books are recommended after collecting massive amounts of user data and are very effective. There is no doubt that this will greatly enhance the user's shopping experience.

Until recently, these technologies have also begun to be used in student learning experiences. As far as teaching in higher education is concerned, we may not be able to collect data for tens of thousands of students in a typical sense, but we can open free courses to all and have no limit on the number of participants. So can we use the Big data analysis process in business and then apply it to online education? To observe students ' online learning habits, we use this data to make our students more efficient in learning. Although the answer is yes, it may not be as simple as you think.

Unlike traditional teaching, data collected from free classes cannot be processed by simple data analysis, as these data are only by-products of interaction between users and systems. So, first of all, we have to consider what kind of questions we can ask based on these data. Isn't that the order in which people are doing scientific experiments? The first step is to collect data and then ask questions based on the data. Finally, choose the most correct method of large data processing, mining more useful information.

I have opened an open primary road to information and communication technology in three online educational platforms around the world. More than 2000 students were selected, most of them from free new economy countries. This group needs access to free information and communication technology tools and resources, particularly in the underdeveloped regions of the Internet. This information affects some of our initial activity settings for the course. The platform also tells us a lot of data, such as the rate of return on a weekly course, which courses are spent the most time, which they ignore, and so on.

But this data can tell me whereThere is a problem, but it is not possible to tell me what to say about the behavior of the class-elect, or how to solve the problem. To use the data for the design-test-redesign process, you need a design goal. The goal of the lecturer and the whole class is to achieve certain learning outcomes by designing certain activities, collecting data on student performance, interpreting the data, and optimizing classroom design to better meet teaching goals.

It looks like it's all pretty good, but there's no big data in the process. This is the number of undergraduate courses related to the specific learning design of the course presenter. It is impossible to test it on a large scale, and there is no independent peer testing, in this sense, it is not scientific.

The exciting thing is that today, with this large sample learning platform, learning data does not need to maintain the so-called local properties. If learning design (the planning and management of learning activities) can be used by other lecturers, and the lecturers can collect the same data from the students, this becomes widely tested, can be reviewed by independent peers, and recommendations are redesigned to redesign the course.

Currently, there are some design tools on the Web for learning activities that the lecturers share with each other's teaching experience. If many lecturers use the software for course design, and the student uses the same digital tools to assemble their performance data, we can get massive amounts of data based on large sample sizes. Moreover, this large data is under the control of the presenter-the presenter decides what type of data they need according to the needs of the future curriculum design.

Large data is not only optimized for education, but it is not for educators to leave the control of data. The current development in this area is basically done by technical people, but this kind of person is not an educator, so I do not know about online teaching. Because we can recruit some experienced developers to research and development, the large sample data collection and processing. Such large data will have a real role in the field of education.