Use of Khan Academy and Mathematics Achievement

Hill, Kelli; Weatherholtz, Kodi; Chattergoon, Rajendra

doi:10.4018/978-1-7998-5074-8.ch003

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…The Summit Learning Program, a personalization platform that has been funded by philanthropic monies from the Chan-Zuckerberg and the Gates Foundations, has been widely criticised for its attempt to automate learning using big data [9]. However, the partnership between Khan Academy and the Long Beach Unified School District, which has produced some interesting though small effects in research trials [25], has experienced more success. These partnerships tend to be treated with suspicion for several reasons: 1) key questions about conflict of interest and the ethics of utilizing student data to improve products have not reached consensus and 2) the school districts are under-resourced.…”

Section: Usa: Persistent Inequities Despite Thriving Ed Techmentioning

confidence: 99%

Global Perspectives on Learning Analytics in K12 Education

Aguerrebere,

He,

Kwet

et al. 2022

The Handbook of Learning Analytics

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The utilization of learning analytics within K12 education has expanded over the last ten years. The availability of new software for both administering school systems and tools for teaching has increased and with it the amount of data collected and analyzed. However, each country is on a different path with respect to how it navigates the availability of these new technologies and the data they produce. Given the heterogeneity of systems, practices and cultures, rather than attempt to comprehensively document learning analytics the following chapter asked six scholars involved in K12 learning analytics research to document what they see as the key benefits and concerns associated with learning analytics within their country. The countries represented are China, Finland, South Africa, Uruguay and The United States of America. Although each is clearly different, a common theme emerges around the difficulties and dangers of moving education systems from data collection to data utilization.

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Section: Usa: Persistent Inequities Despite Thriving Ed Techmentioning

confidence: 99%

Global Perspectives on Learning Analytics in K12 Education

Aguerrebere,

He,

Kwet

et al. 2022

The Handbook of Learning Analytics

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Why Not Go All-In with Artificial Intelligence?

DiCerbo

2021

Adaptive Instructional Systems. Design and Evaluation

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Application of Gamification Techniques in Well Control Training and Competency

Jensen,

Kettler,

Ozkan

2024

Day 2 Wed, March 06, 2024

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Technological advances have rapidly expanded access to competency development and learning over the last decade in various contexts outside the oil and gas industry. Expanding access to the internet using portable devices with high computing power has transformed the way people learn globally. This research collects and expands on work done recently by the International Association of Oil and Gas Producers (IOGP) to advance the use of technology in well control training and competency retention. Experiences over the past five years illustrate that the necessity of remote learning during the COVID-19 pandemic has accelerated acceptance for hybrid (combined remote and in-person) learning methodologies in the oil and gas industry. Studies into gamification over the past two decades show it has a statistically significant positive effect on cognitive, motivational and attitudinal aspects of adult learning. Synergized learning combining remote and in-person education with gamified learning systems present an opportunity to improve competency development and sustainment. Applying these learnings to develop both existing and new computer-based aspects of well control training and competency sustainment programs could improve well control competencies across the industry, thus enhancing performance in the critical process safety activities of upstream oil and gas operations. This paper summarizes two industry reports on these topics, presents detailed analytical findings of academic research into gamification, and recommends how to implement hybrid learning and gamification strategies to improve vital well control training and competency sustainment for the oil and gas workforce.

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Use of Khan Academy and Mathematics Achievement

Cited by 3 publications

References 12 publications

Global Perspectives on Learning Analytics in K12 Education

Global Perspectives on Learning Analytics in K12 Education

Why Not Go All-In with Artificial Intelligence?

Application of Gamification Techniques in Well Control Training and Competency

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