Browsing: LACE event

Dear LACE followers, We would like to send a big welcome to our friends from the SHEILA project that decided to join our ‘SIG LACE’ under the umbrella of the Society of Learning Analytics Research (SoLAR). SHEILA (‘Supporting Higher Education to Introduce Learning Analytics’ http://sheilaproject.eu) is partly funded by the EU Erasmus+ programme and is coordinated by the University of Edinburgh in partnership with Brussels Education Services, Universidad Carlos III de Madrid, Tallinn University, Open University of the Netherlands, the European Association for Quality Assurance in Higher Education (ENQA) and the Erasmus Student Network (ESN). The project aim is to…

At the BETT 2016 show Jan Hylén and myself shared some of our insights with implementing LA in a schools, on local level and national level. What have we learned that is important when doing implementations? We tackled issues like tool selection, privacy and privacy agreements, and a model/procedure to support the usage of data for decision making in a school. The slides we used can be found here. Tool selection Concerning tool selection its important to look at whether a tool supports the vision of the school on personalised learning. Labeling a tool as supporting personalised learning does not…

LACE organised in collaboration with University of Amsterdam the 1st Institutional Readiness Day for Learning Analytics in Amsterdam to explore the advantages and challenges to implement learning analytics in Higher Education. After a very successful Open Learning Analytics Summit in Amsterdam in 2014, we were this year focusing on institutional readiness for learning analytics. We addressed this in two ways: Envisioning possible futures for learning analytics, in terms of their feasibility and desirability. Examining practical solutions to challenges in implementing open learning analytics tools. A detailed blog post from Tore Hoel, co-orgniaseer of the event can be found in the LACE blog.…

LACE partners are organising their annual meeting in London during the annual Bett show centred on two seminars taking place as part of the Learn Live Seminar Series on Wednesday 20 and Thursday 21 January 2016. Visions of the Future of Learning Analytics aimed at the Higher Education sector will be led by LACE partner Dr Doug Clow from The Open University will give Bett attendees a chance to engage with some visions of the future developed by the LACE team and to provide feedback on whether they think they’re fea sible, you can read more here. Scaling up learning…

The LACE project in collaboration with University of Amsterdam is organising a workshop in Amsterdam to focus on institutional readiness for learning analytics. The meeting will take place at 9:30 on December 10th at the Allard Pierson Museum. (The meeting is free to attend) After a very successful Open Learning Analytics Summit in Amsterdam in last year, we are this year focusing on institutional readiness. We address this in two ways: Envisioning possible futures for learning analytics, in terms of their feasibility and desirability. Examining practical solutions to challenges in implementing open learning analytics tools. We will discuss how open architectures and specifications can help institutions…

This one day briefing event was aimed at educational policy-makers, influencers and stakeholders as well as political representatives interested in getting to grips with the current state-of-the art in learning analytics and educational data mining. Those taking part were introduced to the latest developments in this field and the explosion of interest in tools which can be used to measure learning impact. They were also invited to take part in discussions on how best to develop policies related to the fair and ethical use of such data in schools, universities and the workplace. A policy briefing paper summarising the main conclusions and recommendations…

The LAK Data Challenge 2015 The LAK Dataset provides access to structured metadata from research publications in the field of learning analytics. Beyond merely publishing the data, we are actively encouraging innovative use and exploitation of it as part of a public LAK Data Challenge sponsored with $750 by the Society of Learning Analytics (SoLAR) and co-located with the LAK 2015 conference at Marist College, NY (US) on March 16, 2015. The LAK Data Challenge Workshop 2015 is being organised by the LACE project, building on a series of data competitions previously organised by the LinkedUp project, to stimulate research on the evolving fields of Learning…

EP4LA Workshop Series The large-scale production, collection, aggregation, and processing of information from various learning platforms and online environments have led to ethical and privacy concerns regarding potential harm to individuals and society. In the past, these types of concern have impacted on areas as diverse as computer science, legal studies and surveillance studies. Privacy is typically not very well defined in LAK and EDM papers. But the infamous inBloom case showed that privacy issues can be a showstopper for the application of learning analytics technologies. In order to make issues related to privacy more central to learning analytics application design,…

What is Open Learning Analytics? Learning Analytics is rightly identified as being a potent enabler of change in formal and informal education and training, in educational establishments and in the workplace. Open technical architectures and Open Standards are a critical requirement for achieving results at scale; they provide a conceptual and technical framework to allow both proprietary and Open Source software providers to innovate in their particular niche. These are two pillars of the idea of an Open Learning Analytics framework, a technical and conceptual basis for multiple real-world platforms, which would be: Open, with processes, algorithms, and technologies being…

Data Sharing – Need and Feasibility (LADS14) Many applications of learning analytics require large scale data for educational data mining techniques. Although the data from an institutional learning platform or a MOOC may be considered large, the scale and coverage of such datasets may sometimes be insufficient to allow the potential of learning analytics to be fully realised. This challenge applies to both learning science research and to potential products and services built around data generated during learning activities. To move beyond inefficient ad-hoc bilateral institutional arrangements with limited returns is not a trivial undertaking. The technical possibilities for…

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