By Michael Meotti, EdSurge
Colleges are clearly caught between a fascination with the potential of data analytics and the constraints of finances and internal expertise. This conflict explains why a recent survey by KPMG found that less than half of colleges (41 percent) currently use data for predictive analytics. The same factors that give rise to new education technology also drive an increasingly complex world continually raising the premium for learning. New analytical tools offer the potential to improve learning and increase the value of education even further. That rising value draws the attention of many new players, including those outside of academia. It should come as no surprise that the arrival of new entrants will spark a debate over who should control the field of learning analytics.
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