Browsing: guest blog

Although the awareness that learning analytics offers a great potential and is an important technology for the future is on the rise in the school sector, it is still very rare to hear about schools actually implementing and using such technology. Therefore we are very happy to be able to present a case from a British school and a primary school to that. Ian Dewes, who is headteacher at Dunchurch Infant School and Nursery, describes how they are working with learning analytics in early years education. Jan Hylén ————————————————————————————————————– First, for those not familiar with my school’s context, a…

LACE guest blog post: Mariluz Guenaga reports on the Learning Analytics Summer Institute – LASI 2015 LASI 2015 was hosted by the University of Deusto, Bilbao, Spain, and took place on the 22nd and 23rd of June. The University  accepted the challenge of organizing the event with enthusiasm and with the ambition of building a learning analytics community. In Spain, there are several research groups working in in the area, but they are fragmented and know little of each other’s work. Because of this, the event was organised to showcase the work of these groups, so as to identify common…

Ed Foster of Nottingham Trent University, UK, is an associate partner of the LACE project. In this guest post he asks what it will take for institutions to benefit from the use of learning analytics to support student retention and engagement. If you wanted to invest in software that could accurately predict where a student was going to be in 7, 14 or 140 days, you probably shouldn’t buy the latest piece of learning analytics kit. For most institutions, it would be better to use timetabling software. If it’s set up properly, you ought to be able to accurately predict…

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…

Schools are, compared to higher education, very dependent on initiatives from governments and governmental agencies. In the near future there will not be any developments regarding the use of learning analytics in schools unless there are national initiatives regarding standards, funding and knowledge sharing. In order to mirror the developments in Europe regarding learning analytics in schools we have asked a number of countries to share their plans and experiences for the coming years. We start with Denmark and hope to follow with at least 2-3 more countries. Jan Hylén Leo Højsholt-Poulsen, Denmark: Denmark is an initial clarification phase where…

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…

In this guest post Niall Sclater, a consultant at Sclater Digital and currently doing research on Learning Analytics for Jisc, follow up his report from the Workshop on Ethics & Privacy Issues in the Application of Learning Analytics presenting his first version of a taxonomy of ethical, legal and logistical issues of learning analytics. The post, licenced CC-BY,  first appeared March 3rd, 2015, in Effective Learning Analytics by Jisc. Jisc, Apereo and the Lace Project held a workshop in Paris on 6th February to discuss the ethical and legal issues of learning analytics.  The focus of this meeting was the draft taxonomy of issues…

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,…

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