Bibliographie

Aronson, J. E., Liang, T.-P., & Turban, E. (2005). Decision support systems and intelligent systems. Pearson Prentice-Hall.

Azemard, G., Henda, B., & Hudrisier, H. (2015). Les big-data : pistes de reflexions historiques, ethiques et epistemologiques pour l’appropriation sociale ; retours et attentes d’experimentations en learning analytics. In Conférence ORBICOM : Données ouvertes, Médias et citoyenneté. Mexico, Mexico. Consulté à l’adresse https://archivesic.ccsd.cnrs.fr/sic_01321534

Bakharia, A., Corrin, L., de Barba, P., Kennedy, G., Gašević, D., Mulder, R., … Lockyer, L. (2016). A Conceptual Framework Linking Learning Design with Learning Analytics. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (p. 329‑338). Edinburgh, United Kingdom: ACM. https://doi.org/10.1145/2883851.2883944

Balacheff, N., & Lund, K. (2013). Multidisciplinarity vs. Multivocality, the case of ”Learning Analytics”. In X. O. Dan Suthers Katrien Verbert, Erik Duval (Éd.), LAK 2013 - International Conference on Learning Analytics and Knowledge (p. 5–13). Leuven, Belgium: ACM New York, NY, USA. https://doi.org/10.1145/2460296.2460299

Baron, J., Lynch, G., Maziarz, N., Blikstein, P., Merceron, A., & Siemens, G. (Éd.). (2015). Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, LAK ’15, Poughkeepsie, NY, USA, March 16-20, 2015. ACM. Consulté à l’adresse http://dl.acm.org/citation.cfm?id=2723576

Bonnin, G., & Boyer, A. (2015). Apport des Learning Analytics. Administration & Education, Bulletin de l’AFAE. Consulté à l’adresse https://hal.inria.fr/hal-01259230

Boyer, A. (2015, décembre 8). Learning Analytics : promesses et réalités. Consulté 6 avril 2017, à l’adresse http://www.sup-numerique.gouv.fr/cid94948/learning-analytics-promesses-et-realites.html

Buckingham Shum, S., & Ferguson, R. (2011). Social Learning Analytics: Technical Report.

Bull, S., Ginon, B., Boscolo, C., & Johnson, M. D. (2016). Introduction of learning visualisations and metacognitive support in a persuadable open learner model. In D. Gasevic, G. Lynch, S. Dawson, H. Drachsler, & C. P. Rosé (Éd.), Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, LAK 2016, Edinburgh, United Kingdom, April 25-29, 2016 (p. 30–39). ACM. https://doi.org/10.1145/2883851.2883853

Bull, S., Ginon, B., Kay, J., Kickmeier-Rust, M. D., & Johnson, M. D. (2016a). LAL workshop: learning analytics for learners. In D. Gasevic, G. Lynch, S. Dawson, H. Drachsler, & C. P. Rosé (Éd.), Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, LAK 2016, Edinburgh, United Kingdom, April 25-29, 2016 (p. 496–497). ACM. https://doi.org/10.1145/2883851.2883852

Bull, S., Ginon, B., Kay, J., Kickmeier-Rust, M. D., & Johnson, M. D. (Éd.). (2016b). Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners, Edinburgh, Scotland, April 26, 2016 (Vol. 1596). CEUR-WS.org. Consulté à l’adresse http://ceur-ws.org/Vol-1596

Calders, T., & Pechenizkiy, M. (2012). Introduction to the Special Section on Educational Data Mining. SIGKDD Explor. Newsl., 13(2), 3–6. https://doi.org/10.1145/2207243.2207245

Carrillo, R., Lavoué, E., & Prié, Y. (2015). Vers l’analyse de l’engagement de l’apprenant : une approche par la visualisation multi-échelle de traces hétérogènes. In Deuxième journée EIAH & IA. Rennes, France: l’AFIA et l’ATIEF. Consulté à l’adresse https://hal.archives-ouvertes.fr/hal-01231811

Chatti, M. A., Dyckhoff, A. L., Schroeder, U., & Thüs, H. (2012). A Reference Model for Learning Analytics. Int. J. Technol. Enhanc. Learn., 4(5/6), 318–331. https://doi.org/10.1504/IJ℡.2012.051815

Cooper, A. (2012). What is analytics? Definition and essential characteristics. CETIS Analytics Series, 1(5), 1–10.

d’Aquin, M., Dietze, S., Drachsler, H., Herder, E., & Taibi, D. (Éd.). (2013). Proceedings of the LAK Data Challenge, Leuven, Belgium, April 9, 2013 (Vol. 974). CEUR-WS.org. Consulté à l’adresse http://ceur-ws.org/Vol-974

Dan Davis, G.-J. H., Guanliang Chen, Ioana Jivet, Claudia Hauff. (2016). Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. In Learning Analytics and Knowledge 2016 Learning Analytics for Learners Workshop (p. 17–22). CEUR Workshop Proceedings.

Dan Davis, G.-J. H., Ioana Jivet, Rene Kizilcec, Guanliang Chen, Claudia Hauff. (2017). Follow the Successful Crowd: Raising MOOC Completion Rates through Social Comparison at Scale. In Proceedings of the 7th International Conference on Learning Analytics and Knowledge. Vancouver, BC, Canada.

Dawson, S., Haythornthwaite, C., Shum, S. B., Gasevic, D., & Ferguson, R. (Éd.). (2012). Second International Conference on Learning Analytics and Knowledge, LAK 2012, Vancouver, BC, Canada, April 29 - May 02, 2012. ACM. Consulté à l’adresse http://dl.acm.org/citation.cfm?id=2330601

Dedić, N., & Stanier, C. (2016). Measuring the Success of Changes to Existing Business Intelligence Solutions to Improve Business Intelligence Reporting. In A. M. Tjoa, L. D. Xu, M. Raffai, & N. M. Novak (Éd.), Research and Practical Issues of Enterprise Information Systems: 10th IFIP WG 8.9 Working Conference, CONFENIS 2016, Vienna, Austria, December 13–14, 2016, Proceedings (p. 225–236). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-49944-4_17

Dix, A., & Leavesley, J. (2015). Learning Analytics for the Academic: An Action Perspective. Journal of Universal Computer Science, 21(1), 48–65.

Drachsler, H., & Kalz, M. (2016). The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges. Journal of Computer Assisted Learning, 32(3), 281–290. https://doi.org/10.1111/jcal.12135

Duval, E. (2011). Attention Please!: Learning Analytics for Visualization and Recommendation. In Proceedings of the 1st International Conference on Learning Analytics and Knowledge (p. 9–17). New York, NY, USA: ACM. https://doi.org/10.1145/2090116.2090118

Duval, E., Verbert, K., Klerkx, J., Wolpers, M., Pardo, A., Govaerts, S., … Parra, D. (Éd.). (2015). Proceedings of the First International Workshop on Visual Aspects of Learning Analytics co-located with 5th International Learning Analytics and Knowledge Conference (LAK 2015), Poughkeepsie, NY, USA, March 16-20, 2015 (Vol. 1518). CEUR-WS.org. Consulté à l’adresse http://ceur-ws.org/Vol-1518

EDUCAUSE. (2010). 7 Things you should know about analytics. Consulté à l’adresse https://library.educause.edu/ /media/files/library/2010/4/eli7059-pdf.pdf

Elias, T. (2011). Learning analytics, Definitions, Processes and Potential. Consulté à l’adresse https://pdfs.semanticscholar.org/732e/452659685fe3950b0e515a28ce89d9c5592a.pdf

Ferguson, R. (2012a). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5‑6), 304–317.

Ferguson, R. (2012b). The state of learning analytics in 2012: A review and future challenges. Knowledge Media Institute, Technical Report KMI-2012-01.

Ferguson, R., Brasher, A., Clow, D., Cooper, A., Hillaire, G., Mittelmeier, J., … Vuorikari, R. (2016). Research Evidence on the Use of Learning Analytics: Implications for Education Policy.

Ferguson, R., & Buckingham Shum, S. (2011). Learning analytics to identify exploratory dialogue within synchronous text chat. In LAK 2011: 1st International Conference on Learning Analytics & Knowledge.

Ferguson, R., & Buckingham Shum, S. (2012). Social learning analytics: five approaches. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (p. 23–33). ACM.

Ferguson, R., & Clow, D. (2016). Learning analytics community exchange: evidence hub. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (p. 520–521). ACM.

Ferguson, R., Clow, D., Macfadyen, L., Essa, A., Dawson, S., & Alexander, S. (2014). Setting learning analytics in context: overcoming the barriers to large-scale adoption. In Proceedings of the Fourth International Conference on Learning Analytics And Knowledge (p. 251–253). ACM.

Ferguson, R., Hoel, T., Scheffel, M., & Drachsler, H. (2016). Journal of learning analytics Vol 3, No 1: Special section on ethics and privacy in learning analytics.

Ferguson, R., Wei, Z., He, Y., & Buckingham Shum, S. (2013). An evaluation of learning analytics to identify exploratory dialogue in online discussions. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (p. 85–93). ACM.

Gašević, D., Dawson, S., Rogers, T., & Gasevic, D. (2016). Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success. The Internet and Higher Education, 28, 68‑84. http://dx.doi.org/10.1016/j.iheduc.2015.10.002

Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64–71. https://doi.org/10.1007/s11528-014-0822-x

Gasevic, D., Lynch, G., Dawson, S., Drachsler, H., & Rosé, C. P. (Éd.). (2016). Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, LAK 2016, Edinburgh, United Kingdom, April 25-29, 2016. ACM. Consulté à l’adresse http://dl.acm.org/citation.cfm?id=2883851

Giannakos, M. N., Sampson, D. G., Kidzinski, L., & Pardo, A. (Éd.). (2016). Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning, Edinburgh, Scotland, April 26, 2016 (Vol. 1579). CEUR-WS.org. Consulté à l’adresse http://ceur-ws.org/Vol-1579

Ginon, B. (2012). Towards a Generic Model for User Assistance. In J. Masthoff, B. Mobasher, M. C. Desmarais, & R. Nkambou (Éd.), User Modeling, Adaptation, and Personalization - 20th International Conference, UMAP 2012, Montreal, Canada, July 16-20, 2012. Proceedings (Vol. 7379, p. 356–360). Springer. https://doi.org/10.1007/978-3-642-31454-4_35

Ginon, B. (2014). Modèles et outils génériques pour mettre en place des systèmes d’assistance épiphytes. (Generic models and tools to setup epiphytics assistance systems). INSA de Lyon, Lyon - Villeurbanne, France. Consulté à l’adresse https://tel.archives-ouvertes.fr/tel-01153237

Ginon, B., Boscolo, C., Johnson, M. D., & Bull, S. (2016). Persuading an Open Learner Model in the Context of a University Course: An Exploratory Study. In A. Micarelli, J. C. Stamper, & K. Panourgia (Éd.), Intelligent Tutoring Systems - 13th International Conference, ITS 2016, Zagreb, Croatia, June 7-10, 2016. Proceedings (Vol. 9684, p. 307–313). Springer. https://doi.org/10.1007/978-3-319-39583-8_34

Ginon, B., & Jean-Daubias, S. (2014). Une approche unifiée pour proposer des activités interactives entièrement personnalisées sur les profils d’apprenants. Technique et Science Informatiques, 33(4), 343–370. https://doi.org/10.3166/tsi.33.343-370

Ginon, B., Jean-Daubias, S., & Champin, P.-A. (2013). Mise en place d’un système d’assistance personnalisée dans une application existante. In R. Troncy (Éd.), IC 2013 : 24es Journées francophones d’Ingénierie des Connaissances (Proceedings of the 24th French Knowledge Engineering Conference), Lille, France, July 1-5, 2013. (p. 287–302). Consulté à l’adresse https://hal.archives-ouvertes.fr/IC_2013/hal-01107340

Ginon, B., Jean-Daubias, S., Champin, P.-A., & Lefèvre, M. (2014). aLDEAS: A Language to Define Epiphytic Assistance Systems. In K. Janowicz, S. Schlobach, P. Lambrix, & E. Hyvönen (Éd.), Knowledge Engineering and Knowledge Management - 19th International Conference, EKAW 2014, Linköping, Sweden, November 24-28, 2014. Proceedings (Vol. 8876, p. 153–164). Springer. https://doi.org/10.1007/978-3-319-13704-9_12

Ginon, B., Johnson, M. D., Türker, A., & Kickmeier-Rust, M. D. (2016a). An Open Learner Model Used by Teachers to Monitor Speed Reading Learners. In R. Vatrapu, M. D. Kickmeier-Rust, B. Ginon, & S. Bull (Éd.), Proceedings of the EC-℡ 2016 International Workshop on Teaching Analytics, Lyon, France, September 16, 2016. (Vol. 1738, p. 23–29). CEUR-WS.org. Consulté à l’adresse http://ceur-ws.org/Vol-1738/IWTA_2016_paper5.pdf

Ginon, B., Johnson, M. D., Türker, A., & Kickmeier-Rust, M. D. (2016b). Helping Teachers to Help Students by Using an Open Learner Model. In K. Verbert, M. Sharples, & T. Klobucar (Éd.), Adaptive and Adaptable Learning - 11th European Conference on Technology Enhanced Learning, EC-℡ 2016, Lyon, France, September 13-16, 2016, Proceedings (Vol. 9891, p. 587–590). Springer. https://doi.org/10.1007/978-3-319-45153-4_69

Ginon, B., Stumpf, S., & Jean-Daubias, S. (2016). Towards the Right Assistance at the Right Time for Using Complex Interfaces. In P. Buono, R. Lanzilotti, M. Matera, & M. F. Costabile (Éd.), Proceedings of the International Working Conference on Advanced Visual Interfaces, AVI 2016, Bari, Italy, June 7-10, 2016 (p. 240–243). ACM. https://doi.org/10.1145/2909132.2909275

Ginon, B., Thai, L. V., Jean-Daubias, S., Lefèvre, M., & Champin, P.-A. (2014). Adding Epiphytic Assistance Systems in Learning Applications Using the SEPIA System. In C. Rensing, S. de Freitas, T. Ley, & P. J. M. Merino (Éd.), Open Learning and Teaching in Educational Communities - 9th European Conference on Technology Enhanced Learning, EC-℡ 2014, Graz, Austria, September 16-19, 2014, Proceedings (Vol. 8719, p. 138–151). Springer. https://doi.org/10.1007/978-3-319-11200-8_11

Greller, W., & Drachsler, H. (2012). Translating learning into numbers: A generic framework for learning analytics. Educational Technology & Society, 15(3), 42‑57. Consulté à l’adresse http://ifets.info/journals/15_3/4.pdf

Hamann, M., Saul, C., & Wuttke, H.-D. (2015). PANDA - A Platform for Open Learning Analytics. In Proceedings of the 7th International Conference on Computer Supported Education (p. 467‑473). https://doi.org/10.5220/0005489804670473

Hatala, M., Wis, A., Winne, P., Lynch, G., Ochoa, X., Molenaar, I., … Tan, J. P.-L. (Éd.). (2017). Proceedings of the Seventh International Learning Analytics & Knowledge Conference, Vancouver, BC, Canada, March 13-17, 2017. ACM. https://doi.org/10.1145/3027385

Hayashi, C. (1998). What is Data Science ? Fundamental Concepts and a Heuristic Example. In C. Hayashi, K. Yajima, H.-H. Bock, N. Ohsumi, Y. Tanaka, & Y. Baba (Éd.), Data Science, Classification, and Related Methods: Proceedings of the Fifth Conference of the International Federation of Classification Societies (IFCS-96), Kobe, Japan, March 27–30, 1996 (p. 40–51). Tokyo: Springer Japan. https://doi.org/10.1007/978-4-431-65950-1_3

Hecking, T., & Cao, Y. (2014). Releases of the Learning Analytics, Scaffolding Services, and Add-on Services – initial (Research Report). Go-Lab Project. Consulté à l’adresse https://telearn.archives-ouvertes.fr/hal-01201982

IBM, Zikopoulos, P., & Eaton, C. (2011). Understanding Big Data: Analytics for Enterprise Class Hadoop and Streaming Data (1st éd.). McGraw-Hill Osborne Media.

ISO. (2016). Technologies pour l’éducation, la formation et l’apprentissage – Interopérabilité de l’analytique de l’apprentissage – Partie 1: Modèle de référence (Norme). Comité technique : ISO/IEC JTC 1/SC 36.

JISC. (2017). Learning Analytic in Higher Education. Consulté 6 avril 2017, à l’adresse https://www.jisc.ac.uk/reports/learning-analytics-in-higher-education

K. Tao, F. A., C. Hauff, G. J. Houben, & Wachsmuth, G. (2014). Facilitating Twitter data analytics: Platform, language and functionality. In 2014 IEEE International Conference on Big Data (p. 421‑430).

Kleftodimos, A., & Evangelidis, G. (2016). An Interactive Video-based Learning Environment that Supports Learning Analytics for Teaching « Image Editing ». In M. N. Giannakos, D. G. Sampson, L. Kidzinski, & A. Pardo (Éd.), Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning, Edinburgh, Scotland, April 26, 2016. (Vol. 1579, p. 26–33). CEUR-WS.org. Consulté à l’adresse http://ceur-ws.org/Vol-1579/paper5.pdf

Labarthe Hugues, & Luengo Vanda. (2016). L’analytique des apprentissages numériques (Rapport à l’initiative). Direction du Numérique pour l’Education (DNE-MEN).

Lai, F. Q., & Lehman, J. D. (2016). Learning and Knowledge Analytics in Open Education: Selected Readings from the AECT-LKAOE 2015 Summer International Research Symposium. Springer International Publishing. Consulté à l’adresse https://books.google.fr/books?id=ZU-_DAAAQBAJ

Larusson, J. A., & White, B. (2014). Learning Analytics: From Research to Practice. Springer New York. Consulté à l’adresse https://books.google.fr/books?id=mWn1AwAAQBAJ

Lebis, A., Lefevre, M., Luengo, V., & Guin, N. (2016). Towards a Capitalization of Processes Analyzing Learning Interaction Traces. In 11th European Conference on Technology Enhanced Learning (EC-℡ 2016) (Vol. 9891, p. 397‑403). Lyon, France: Springer. https://doi.org/10.1007/978-3-319-45153-4_33

Lebis, A., Lefèvre, M., Luengo, V., & Guin, N. (2017). Approche narrative des processus d’analyses de traces d’apprentissage : un framework ontologique pour la capitalisation. In Environnements Informatiques pour l’Apprentissage Humain. Strasbourg, France. Consulté à l’adresse https://hal.archives-ouvertes.fr/hal-01517145

Long, P., Siemens, G., Conole, G., & Gasevic, D. (Éd.). (2011). Proceedings of the 1st International Conference on Learning Analytics and Knowledge, LAK 2011, Banff, AB, Canada, February 27 - March 01, 2011. ACM.

Maldonado, R. M., & Leo, D. H. (Éd.). (2016). Proceedings of the First International Workshop on Learning Analytics Across Physical and Digital Spaces (CrossLAK 2016) co-located with 6th International Conference on Learning Analytics & Knowledge (LAK 2016), Edinburgh, Scotland, UK, April 25-29, 2016 (Vol. 1601). CEUR-WS.org. Consulté à l’adresse http://ceur-ws.org/Vol-1601

Marco Balduini, G.-J. H., Alessandro Bozzon, Emanuele Della Valle, Yi Huang. (2014). Recommending Venues Using Continuous Predictive Social Media Analytics. IEEE Internet Computing, 18(5), 28‑35. Consulté à l’adresse http://doi.ieeecomputersociety.org/10.1109/MIC.2014.84

Mattox, J., Martin, J., & Van Buren, M. (2016). Learning Analytics: Measurement Innovations to Support Employee Development. Kogan Page. Consulté à l’adresse https://books.google.fr/books?id=29XvDAAAQBAJ

May, M., & Iksal, S. (2016). The Question of Ethics in Learning Analytics. In 13th International Conference on Intelligent Tutoring Systems (ITS) (p. 502–503). Zagreb Rome (Croatia).

McLaughlin, E. (2017). Academic Analytics, Definition. Consulté 5 décembre 2017, à l’adresse http://searchcio.techtarget.com/definition/academic-analytics

Mor, Y., Ferguson, R., & Wasson, B. (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology, 46(2), 221–229.

Mukala, P., Buijs, J. C. A. M., Leemans, M., & van der Aalst, W. M. P. (2015). Learning Analytics on Coursera Event Data: A Process Mining Approach. In P. Ceravolo & S. Rinderle-Ma (Éd.), SIMPDA (Vol. 1527, p. 18‑32). CEUR-WS.org. Consulté à l’adresse http://dblp.uni-trier.de/db/conf/simpda/simpda2015.html#MukalaBLA15

Najafabadi, M. M., Villanustre, F., Khoshgoftaar, T. M., Seliya, N., Wald, R., & Muharemagic, E. (2015). Deep learning applications and challenges in big data analytics. Journal of Big Data, 2(1), 1. https://doi.org/10.1186/s40537-014-0007-7

Net, J. du. (2016, avril 11). Learning analytics : quand le big data investit les domaines de l’éducation et de la formation. Consulté 6 avril 2017, à l’adresse http://www.journaldunet.com/solutions/expert/64043/learning-analytics—quand-le-big-data-investit-les-domaines-de-l-education-et-de-la-formation.shtml

NumeriLab. (2016). Thèmes d’étude incubateurs. Consulté à l’adresse http://cache.media.eduscol.education.fr/file/Numerique/48/0/Themes_d_etude_Comite_Orientation_06JUILLET2016_612480.pdf

Nyce, C., & CPCU, A. (2007). Predictive analytics white paper. American Institute for CPCU. Insurance Institute of America, 9–10.

Park, Y., & Jo, I.-H. (2015). Development of the Learning Analytics Dashboard to Support Students’ Learning Performance. Journal of Universal Computer Science, 21(1), 110–133.

Peña-Ayala, A. (2017). Learning Analytics: Fundaments, Applications, and Trends: A View of the Current State of the Art to Enhance e-Learning. Springer International Publishing. Consulté à l’adresse https://books.google.fr/books?id=x8omDgAAQBAJ

Podgorelec, V., & Kuhar, S. (2011). Taking advantage of education data: Advanced data analysis and reporting in virtual learning environments. Elektronika ir Elektrotechnika, 114(8), 111–116.

Reyes, J. A. (2015). The skinny on big data in education: Learning analytics simplified. TechTrends, 59(2), 75–80. https://doi.org/10.1007/s11528-015-0842-1

Rustici, M. (2016, novembre 29). An Intro to Learning Analytics. Consulté 15 juillet 2017, à l’adresse https://www.watershedlrs.com/blog/an-intro-to-learning-analytics

Samuel, A. L. (1959). Some Studies in Machine Learning Using the Game of Checkers. IBM Journal of Research and Development, 3(3), 210–229. https://doi.org/10.1147/rd.33.0210

Schneewele, M., & Reffay, C. (2017). EPA’T : Espace Protégé pour l’Apprentissage en ses Traces Bilan du projet (Research Report). Laboratoire ELLIADD, FR-EDUC, Université de Franche-Comté, Université Bourgogne Franche-Comté. Consulté à l’adresse https://edutice.archives-ouvertes.fr/edutice-01512569

Sehaba, K., Champalle, O., & Mille, A. (2017). Assisting activity analysis in professional learning environments. Case study: activity analysis of trainees on nuclear power plant full-scale simulators. International Journal of Learning Technology, 12(2), 88‑118. Consulté à l’adresse https://hal.archives-ouvertes.fr/hal-01639886

Service de soutien à la formation. (2017). Le fin mot, Learning analytics. Consulté 6 avril 2017, à l’adresse https://www.usherbrooke.ca/ssf/veille/perspectives-ssf/numeros-precedents/novembre-2011/le-fin-mot-learning-analytics/

Siemens, G. (2010). What are learning analytics. Consulté à l’adresse http://www.elearnspace.org/blog/2010/08/25/what-are-learning-analytics/

Siemens, G. (2011). Learning and Academic Analytics. Consulté à l’adresse http://www.learninganalytics.net/?p=131

Siemens, G. (2012). Learning Analytics: Envisioning a Research Discipline and a Domain of Practice. In Proceedings of the 2Nd International Conference on Learning Analytics and Knowledge (p. 4–8). New York, NY, USA: ACM. https://doi.org/10.1145/2330601.2330605

Siemens, G., & Baker, R. S. J. d. (2012). Learning Analytics and Educational Data Mining: Towards Communication and Collaboration. In Proceedings of the 2Nd International Conference on Learning Analytics and Knowledge (p. 252–254). New York, NY, USA: ACM. https://doi.org/10.1145/2330601.2330661

Simon, J. (2017a). A Priori Knowledge in Learning Analytics. In A. Peña-Ayala (Éd.), Learning Analytics: Fundaments, Applications, and Trends (p. pp 199-227). Springer International Publishing. https://doi.org/10.1007/978-3-319-52977-6_7

Simon, J. (2017b). Digital tablets and teacher’s workload. In Asia-Pacific Conference on Education, Society and Psychology. Séoul, South Korea. Consulté à l’adresse https://hal.archives-ouvertes.fr/hal-01528898

Solunea. (2017). Learning analytics, où en est-on aujourd’hui ? Consulté 27 mars 2017, à l’adresse http://www.solunea.fr/learning-analytics/

Soury-Lavergne, S., Guillaume, L., Rabatel, J.-P., & Martinez, J.-L. (2016). OCINAEE Objets Connectés et Interfaces Numériques pour l’Apprentissage à l’Ecole Elementaire - Livrable 5.4 Analyse des usages (Rapport de recherche) (p. 110). IFE - ENS de Lyon. Consulté à l’adresse https://hal.archives-ouvertes.fr/hal-01538806

Stedman, C. (2017). Data Analytics (DA), Definition. Consulté 11 mai 2017, à l’adresse http://searchdatamanagement.techtarget.com/definition/data-analytics

Stefano Bocconi, G.-J. H., Alessandro Bozzon, Achilleas Psyllidis, Christiaan Titos Bolivar. (2015). Social Glass: A Platform for Urban Analytics and Decision-making Through Heterogeneous Social Data. In Proceedings of the 24th International Conference on World Wide Web Companion, WWW 2015, Florence, Italy, May 18-22, 2015 - Companion Volume (p. 175–178). Consulté à l’adresse http://doi.acm.org/10.1145/2740908.2742826

Suthers, D., & Verbert, K. (Éd.). (2013). Third Conference on Learning Analytics and Knowledge, LAK ’13, Leuven, Belgium, April 8-12, 2013. ACM. Consulté à l’adresse http://dl.acm.org/citation.cfm?id=2460296

Techopedia. (2017). Deep Learning. Consulté 5 décembre 2017, à l’adresse https://www.techopedia.com/definition/30325/deep-learning

Temperman, G., Walgraeve, S., Lievre, B. D., & Boumazguida, K. (2017). Développer des compétences de conceptualisation et d’analyse avec un forum de discussion et un etherpad, 24. Consulté à l’adresse http://sticef.org/num/vol2017/24.1.6.temperman/24.1.6.temperman.htm

Tervakari, A.-M., Marttila, J., Kailanto, M., Huhtamäki, J., Koro, J., & Silius, K. (2012). Developing Learning Analytics for TUT Circle. In T. Ley, M. Ruohonen, M. Laanpere, & A. Tatnall (Éd.), 1st Open and Social Technologies for Networked Learning (OST) (Vol. AICT-395, p. 101‑110). Tallinn, Estonia: Springer. https://doi.org/10.1007/978-3-642-37285-8_11

Thai, L. V., Ginon, B., Jean-Daubias, S., & Lefèvre, M. (2014). Adapting the SEPIA system to the educational context. In P. Lambrix, E. Hyvönen, E. Blomqvist, V. Presutti, G. Qi, U. Sattler, … C. Ghidini (Éd.), Knowledge Engineering and Knowledge Management - EKAW 2014 Satellite Events, VISUAL, EKM1, and ARCOE-Logic, Linköping, Sweden, November 24-28, 2014. Revised Selected Papers. (Vol. 8982, p. 124–128). Springer. https://doi.org/10.1007/978-3-319-17966-7_15

Thai, L. V., Jean-Daubias, S., Lefèvre, M., & Ginon, B. (2016). Model of Articulation Between Elements of a Pedagogical Assistance. In K. Verbert, M. Sharples, & T. Klobucar (Éd.), Adaptive and Adaptable Learning - 11th European Conference on Technology Enhanced Learning, EC-℡ 2016, Lyon, France, September 13-16, 2016, Proceedings (Vol. 9891, p. 656–659). Springer. https://doi.org/10.1007/978-3-319-45153-4_85

Vahdat, M., Ghio, R., Oneto, L., Anguita, D., Funk, M., & Rauterberg, M. (2015). M.: Advances in learning analytics and educational data mining. In In: European Symposium on Artificial Neural Networks, Computational Intelligence and Machine Learning.

Vatrapu, R. K., Reimann, P., Halb, W., & Bull, S. (Éd.). (2013). Proceedings of the 2nd International Workshop on Teaching Analytics, Leuven, Belgium, April 8, 2013 (Vol. 985). CEUR-WS.org. Consulté à l’adresse http://ceur-ws.org/Vol-985

Vatrapu, R., Kickmeier-Rust, M. D., Ginon, B., & Bull, S. (Éd.). (2016). Proceedings of the EC-℡ 2016 International Workshop on Teaching Analytics, Lyon, France, September 16, 2016 (Vol. 1738). CEUR-WS.org. Consulté à l’adresse http://ceur-ws.org/Vol-1738

Venant, R., Vidal, P., & Broisin, J. (2016). Learning Analytics for Learner Awareness in Remote Laboratories Dedicated to Computer Education. In Workshop on Learning Analytics for Learners in 6th International Conference on Learning Analytics and Knowledge (LAK 2016) (p. 31‑37). Edinburgh, United Kingdom. Consulté à l’adresse https://hal.archives-ouvertes.fr/hal-01436165

Verbert, K., Duval, E., Klerkx, J., Govaerts, S., & Santos, J. L. (2013). Learning Analytics Dashboard Applications. American Behavioral Scientist, 57(10), 1500‑1509. https://doi.org/10.1177/0002764213479363

Volk, H., Kellner, K., & Wohlhart, D. (2015). Learning Analytics for English Language Teaching. Journal of Universal Computer Science, 21(1), 156–174.

Voznuik, A., Bollen, L., Govaerts, S., Manske, S., Hecking, T., & Hoppe, U. (2014). A Flexible and Extendable Learning Analytics Infrastructure. In 3th International Conference (ICWL 2014). Tallinn, Estonia. Consulté à l’adresse https://telearn.archives-ouvertes.fr/hal-01205294

Wigmore, I. (2017). Digital Footprint, definition. Consulté 12 avril 2017, à l’adresse http://whatis.techtarget.com/definition/digital-footprint

Wikipedia. (2017). Trace numérique. Consulté 6 avril 2017, à l’adresse https://fr.wikipedia.org/wiki/Trace_num%C3%A9rique

Yacef, K., & Drachsler, H. (Éd.). (2014). Proceedings of the Workshops at the LAK 2014 Conference co-located with 4th International Conference on Learning Analytics and Knowledge (LAK 2014), Indianapolis, Indiana, USA, March 24-28, 2014 (Vol. 1137). CEUR-WS.org. Consulté à l’adresse http://ceur-ws.org/Vol-1137