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In business, fostering and actively supporting data-driven decision-making in their firm and among their colleagues may be one of the central responsibilities of CIOs (Chief Information Officers) or CDOs (Chief Data Officers). [8] Assessment in higher education is a form of data-driven decision-making aimed at using evidence of what students ...
Additional problems associated with perceptions of data driven instruction include the limitations of quantitative data to represent student learning, not considering the social and emotional needs or the context of the data when making instructional decisions, and a hyperfocus on the core areas of literacy and mathematics while ignoring the ...
Johns (1936 – 2009) pioneered data-driven learning and coined the term. It first appeared in an article, Should you be persuaded: Two examples of data-driven learning (1991). [1] His paper, From Printout to Handout, [2] is reprinted and discussed at length in Volume 2 of Hubbard's Computer-Assisted Language Learning. [3]
Data-driven models encompass a wide range of techniques and methodologies that aim to intelligently process and analyse large datasets. Examples include fuzzy logic, fuzzy and rough sets for handling uncertainty, [3] neural networks for approximating functions, [4] global optimization and evolutionary computing, [5] statistical learning theory, [6] and Bayesian methods. [7]
Automated decision-making involves using data as input to be analyzed within a process, model, or algorithm or for learning and generating new models. [7] ADM systems may use and connect a wide range of data types and sources depending on the goals and contexts of the system, for example, sensor data for self-driving cars and robotics, identity data for security systems, demographic and ...
The goal of this method is to summarize and present the information in a useful, interactive and visually appealing way in order to understand the large amounts of education data and to support decision making. [9] In particular, this method is beneficial to educators in understanding usage information and effectiveness in course activities. [9]
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