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Guest editorial

机译：客座社论

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摘要

The current state of implementation of data analytics in education institutions may be a paradoxical exercise. World-class experts in data science, information systems, management and education may be part of the institution. However, these experts may only have loose insights into the requirements of data analytics or digital learning when it comes to questions of implementation. Still, the link between available data, analytics and digital systems are globally investigated for their potential to transform learning, teaching and assessment towards offering unique learning experiences to the twenty-first century learners. Questions focussing on the implementation of data analytics and digital learning in productive educational systems have been addressed at the Cognition and Exploratory Learning in the Digital Age (CELDA; www.celda-conf.org) conference series for more than 10 years. CELDA is a unique international research conference that brings together educational technology and educational psychology researchers, as well as instructional designers and other educational practitioners for the purpose of fostering and promoting ongoing dialogue between these academic and professional communities. CELDA is sponsored by the International Association for the Development of the Internet Society (www. iadisportal.org/).
机译：教育机构中数据分析的当前实施状态可能是一个自相矛盾的练习。数据科学，信息系统，管理和教育领域的世界级专家可能是该机构的一部分。但是，这些专家在实施问题上可能只对数据分析或数字学习的要求有松散的见解。尽管如此，仍在全球范围内对可用数据，分析和数字系统之间的联系进行研究，以探讨其潜在的转变学习，教学和评估的能力，从而为二十一世纪的学习者提供独特的学习体验。十多年来，在“数字时代的认知和探索性学习”（CELDA; www.celda-conf.org）会议系列中，针对生产性教育系统中的数据分析和数字学习的实施问题进行了讨论。 CELDA是一个独特的国际研究会议，它将教育技术和教育心理学的研究人员以及教学设计师和其他教育从业人员召集在一起，以促进和促进这些学术界和专业界之间的持续对话。 CELDA由国际互联网协会发展协会（www.iadisportal.org/）赞助。

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