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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
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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.
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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
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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
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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
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