Can Digital Footprints Save the Physical Lecture?

Abstract

We argue that better use of “digital footprints” (data generated from students’ learning activities) could be used to improve the traditional lecture. We point out some potentially important data sources, and briefly discuss how data from each of these sources can contribute to better learning. Finally, we argue that even if this development is possible, it will require changes – certainly changed priorities among faculty, but also probably recruitment of new types of expertise, for instance data scientists.