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Article

Abstract

In spite of the increasing amount of data available on student motivations, behavior, and aptitudes, Big Data has had little impact on the quality of higher education. Building upon the foundations of pedagogy, context and conversation, the author proposes a framework of how Big Data can be leveraged to improve the impact of learning technologies. The work concludes with an outline of the tenets of such "social learning" that underpin his current work around the AMATE™ platform for management education.

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