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Origami Pop-up Card Generation from 3D Models Using a Directed Acyclic Graph., , and . J. Inf. Sci. Eng., 29 (6): 1195-1210 (2013)Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach, , , , , , , , and . The Internet and Higher Education, (2020)Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach, , , , , , , , and . The Internet and Higher Education, (2020)Assessing the validity of a learning analytics expectation instrument: A multinational study., , , , , , , and . J. Comput. Assist. Learn., 36 (2): 209-240 (2020)Complexity leadership in learning analytics: Drivers, challenges and opportunities., , , , and . Br. J. Educ. Technol., 50 (6): 2839-2854 (2019)The Question-driven Dashboard: How Can We Design Analytics Interfaces Aligned to Teachers' Inquiry?, , , , , , , , and . LAK22: 12th International Learning Analytics and Knowledge Conference, ACM, (March 2022)Learning analytics in higher education - challenges and policies: a review of eight learning analytics policies., and . LAK, page 233-242. ACM, (2017)Enabling Systematic Adoption of Learning Analytics through a Policy Framework., , and . EC-TEL, volume 11082 of Lecture Notes in Computer Science, page 556-560. Springer, (2018)Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities., , , , , , , , , and . Br. J. Educ. Technol., 51 (4): 915-937 (2020)More Than Figures on Your Laptop: (Dis)trustful Implementation of Learning Analytics, , and . (October 2021)