Can Digital Footprints Save the Physical Lecture?

Tarjei Heggernes, Ole Bergfjord

2019

Abstract

We argue that better use of “digital footprints” (data generated from students’ learning activities) could be used to improve the traditional lecture. We point out some potentially important data sources, and briefly discuss how data from each of these sources can contribute to better learning. Finally, we argue that even if this development is possible, it will require changes – certainly changed priorities among faculty, but also probably recruitment of new types of expertise, for instance data scientists.

Paper Citation

in Harvard Style

Heggernes T. and Bergfjord O. (2019). Can Digital Footprints Save the Physical Lecture?.In Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-367-4, pages 461-464. DOI: 10.5220/0007762504610464

in Bibtex Style

@conference{csedu19,
author={Tarjei Heggernes and Ole Bergfjord},
title={Can Digital Footprints Save the Physical Lecture?},
booktitle={Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2019},
pages={461-464},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007762504610464},
isbn={978-989-758-367-4},
}

in EndNote Style

TY - CONF

JO - Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Can Digital Footprints Save the Physical Lecture?
SN - 978-989-758-367-4
AU - Heggernes T.
AU - Bergfjord O.
PY - 2019
SP - 461
EP - 464
DO - 10.5220/0007762504610464