Abstract
Higher education institutions are at this stage, on the one hand, faced with challenges never seen before and, on the other hand, their action is moving very rapidly into digital learning spaces. These challenges are increasingly complex because of the global competition for resources, students and teachers. In addition, the amount of data produced inside and outside higher education institutions has grown exponentially, so more and more institutions are exploring the potential of Big Data to meet these challenges. In this context, higher education institutions and key stakeholders (students, teachers, and governance) can derive multiple benefits from learning analytics using different data analysis strategies to produce summative, real-time and predictive information and recommendations. However, it may be questioned whether institutions, academic administrative staff as well as including those with responsibility for governance, are prepared for learning analytics? As a response to the question raised in this paper is presented an extension of a disruptive conceptual approach to higher education, using information gathered by IoT and based on Big Data & Cloud Computing and Learning Analytics analysis tools, with the main focus on the stakeholder governance.
Highlights
It is widely acknowledged that organizations have suffered a large evolution at the social, economic and technological levels where the traditional barriers of transferring information and knowledge have been progressively eliminated
The challenge to bring about change in higher education institutions where complex and adaptive systems exist has been described as a ‘wicked problem’”
The approach is composed of four components and three groups of interlocutors, the components are: IoT, Institutional and others DBs, Big Data & Cloud, and Learning Analytics; and, the groups: Governance, Students, and Professors, with all interceptions based on 21st-century skills
Summary
It is widely acknowledged that organizations have suffered a large evolution at the social, economic and technological levels where the traditional barriers of transferring information and knowledge have been progressively eliminated. The actors of the higher educational ecosystem can draw important data from different sources, such as Massive Open Online Courses (MOOCs), learning management systems (LMS) [8], social platforms (LinkedIn, Facebook, Twitter) and different web tools [9], it makes the learning process of students registered and provides professors with a way to improve teaching and implement adaptive teaching They were some of the innovations introduced in the teaching processes [10] that they intended to implement disruption, but without the expected success. Data analysis can be used to complement existing decisionmaking processes in key strategic areas, including student management and institutional strategy In this context, the higher education needs to increase financial and operational efficiency, expand local and global impact, establish new funding models during a changing economic climate and respond to the demands for greater accountability to ensure organizational success at all levels [18]. The interception these components with stakeholders will to be helpful in strategies area to maximize strategy outcomes
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