Minimal Invasive Integration of Learning Analytics Services in Intelligent Tutoring Systems
Carlotta Schatten, Martin Wistuba, Lars Schmidt-Thieme, Sergio Gutiérrez-Santos · 2014
A common problem when trying to apply data mining techniques to improve educational systems is the disconnection between those who have the expertise (e.g. Universities) and those who have access to the data (e.g. Small companies). Bringing expertise into educational in-production systems is complicated because companies are reluctant to invest a lot of effort into integrating new technology that they do not fully trust, while the technology cannot prove its worth without access to real, valid data. In this paper we explore the requirements that machine learning systems have to be applied to specific learning problems (sequencing and performance prediction), and then propose a minimally invasive protocol for sequencing (based on web services) to easily integrate Learning Analytics Services into e-learning systems.