Browsing: Country reports

LACE has been invited to discuss ‘data interoperability’ and ‘learning analytics supported instructional design methods’ at the University of Catalonia (Universitat Oberta de Catalunya) at an Open Conference with various workshops. With all the fog around questions like ‘What is the right Learning Analytics Infrastructure?’ and  ‘Do we collect the data in the right way and will the approach be stable and scalable towards Big Data?’ it was great to exchange best practices and knowledge about data collection, processing, mining, and interoperability aspects of learning data. The LACE interoperability studies have proven to be very supportive and well appreciated.  The UoC…

Institutional readiness for learning analytics. Is sounds like a dream. And it is a dream.  , it was the title for a conference LACE project organised in collaboration with University of Amsterdam middle of December. Through exploring  a number of pilots organised at UvA, a detour to the swamps of interoperability and standardisation, an introduction to the practice of institutional readiness consultations, the around 40 participants gathered in Allard Pierson Museum in Amsterdam were eventually invited to develop visions of the future. Judging from the evaluations sheets filled out in the end the experience had been ‘educational’ with enough slides,…

In this guest blog post Kirsty Kitto of Queensland University of Technology, Australia, asks who owns educational data. Her answer leads to an invitation to join her building no less than a genuine data pathway for a lifelong learning ecosystem. If its free then you are the product: That is what someone I was working with last year (Sue Walsh) always said while we were trying to rethink how my institution (QUT) could deliver fully online and flexible modes of learning to postgraduate students. Each and every day we reveal an enormous amount of information about ourselves online. Websites send information…

After the blog post on LA in Danish schools, we continue with Norway. Senior advisor Morten Dahl at the Norwegian Centre for ICT in education describes the current situation in Norway. Morten Dahl, The Norwegian Centre for ICT in Education: The State of Art of Learning Analytics in Norwegian Schools The Norwegian K-12 system is organised as a balancing act between national policies (by law or regulations) and a local responsibility for choosing appropriate tools and pedagogical models. Learning Analytics has until now been outside of both central and local responsibilities, leaving the field open to actors in the Norwegian…

This guest blog post is the third in our new series of country reports from scholars renowned for their contribution to national and international learning analytics research. Shu-Fen Tseng of the Big Data and Digital Convergence Center at Yuan Ze University reports from Taiwan. Visualization, dropout diagnosis and prediction, and MOOCs are the three focus areas of Taiwanese research and implementation activities within learning analytics. The Big Data and Digital Convergence Center at Yuan Ze University is the first academic institution in Taiwan that has a specific focus on Learning Analytics research. Yuan Ze University is one of the top…

This guest blog post is the second in our new series of country reports from scholars renowned for their contribution to national and international learning analytics research. Yong-Sang Cho is leading the learning technology standards development in South Korea and is now pioneering learning analytics systems development in this country. When I was national standards coordinator for Smart Media from 2011 to 2013, the Korean government asked me to make a framework for interoperability standards related to media technologies pertaining to education domain. To develop the standards framework my advisory committee members and I had surveyed and evaluated each item…

This guest blog post introduces a new series of country reports from scholars renowned for their contribution to national and international learning analytics research. Professor Xiaoqing Gu of East China Normal University, Shanghai, gives her perspectives on this fast developing field of interest. Everyone is talking about big data, at the same time we academics are talking about learning analytics. I guess this is not only the case in China but also worldwide. From an educational research perspective, we try to correct the misunderstanding of big data, maintaining they are actually not big data, they are just mass data. At the same time,…