Assignment 11.docx

Assignment 11 Big Data Analytics – For Better Educational Outcomes Abstract Big Data provides possible outcomes to the learning centers to use and gain on their relevant information technology resources for the purpose of enabling students to improve their educational quality and guide and motivate the students from taking better results and performing higher rates of completion when they pursue higher studies and establishing student course of action and outcomes of their results. This paper explains on the important factors that focus the adoption and measuring the use of big data and analytics in relevant educational institutions defined as institutions of higher learning. The study of which qualifies the use of big data and analytics has been conducted and discussed through researching the findings and reviewing the sources of evidence of learning that together have the potential to generate the unrecorded data and outlines the assessments and affections of the data structures that collected incidental to learning activity. Emerging the sources of evidence of learning represents the implications relates the relationship between assessment and instruction conceptually and raises the number of methodology questions. Our research aims to design the practices of using an educational data science approach to support the culture and developing on decision making. Keywords: Big Data, Analytics, Higher Education, assessments, research methods, student evaluation of teaching, teaching practice.

Introduction Information technology is defined as leading to the improvements of innovating today’s technology innovations that benefit society. Technological advancements in digital technologies raised number of people connecting and using the digital devices worldwide. Big Data Analytics is build to contribute the usage amount of data in their ecosystems in institutions of higher of learning. Particularly in Africa, pool of data overcomes the problems of statistical tragedy that many developing countries made, and irrelevant data crises. Big Data refers to collection of data sets that are formed the significant challenges of the traditional learning tools availability within a tolerable amount of time. Big Data processes mass volume of data which are fixed with the

technologies that comparing the speeds between future and before and the features of Big Data enables the decision making practices and possibilities of insight. The decisions which are affecting environment in institutions of higher education deals with these rapid changes represent the complexity of data sources but some sources are not available to measure timely choices. These data explain the understandings of the nature that are engaged in higher education governance (Clarke, Nelson & Stoodley, 2013) .These data ensure that institutions are able to serve the potential benefits in the societies of the remain pertinent. Moreover, these global changes are seeking and establishing the significant impact from new technologies in the institutions of higher education to be developed on academic careers as they are effectively respond to their roles of research and teaching to become more flexible and important on these technologies (Economist Report, 2008). Over the last decades, in new technologies there are more improvements that an association of digital revaluation revised such as reliability of accessing computing devices, designing a flexible with a standard class room and enrolling with massive open online courses is redesigning the mode and accessibility of course learning outcomes. In addition, many institutions are practicing and surfacing new class formats and technologies that enhancing student needs to reduce operational costs. We used Splunk (Big Data) as a platform for supporting the teaching tools such as visualization and analysis. The motivation for this research is to assist the teachers to evaluate themselves and contributing the teaching practices to improve.