Browsing: schools

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…

The LACE project has come to an official end of its funding period with “great results” – according to our reviewers! BUT we hope that this website will not become quiet now and have therefore set out a range of exploitation actions to keep the momentum that the LACE project has created. After completing LACE as a funded project, we believe there is a high demand for the European learning analytics community to have a central exploitation and sustainability point as – on the one hand – many learning analytics projects are in their final funding year but – on the other…

The LACE project will be supporting the following events at LAK16. We are looking forward to talk with you on various occasions. The LACE team is marked in bold letters. Sunday, April 24, 2016 The working group on learning analytics of the International Standards Organization, ISO/IEC JTC 1/SC36, has a full day meeting working on a multipart standard on Learning Analytics Interoperability, – Framework Model, Systems Requirements, and Guidelines for Data Interoperability. This is work is supported by LACE, however, participation should be cleared by the national standards body. For more information, contact LACE consortium member and Norwegian delegate Tore Hoel (tore.hoel [at] hioa.no). Monday,…

Each month, we highlight one of the new additions to the LACE Evidence Hub, which brings together evidence about learning analytics. You are welcome to add to the Hub site, which you can visit via a tab at the top of this page. The evidence of the month for February 2016 is a pre-print of a paper by Rodríguez-Triana, Martínez-Monés, and Villagrá-Sobrino, which will appear this spring in a special issue of the Journal of Learning Analytics that will focus on issues of ethics and privacy. The field of learning analytics is working to define frameworks that can structure the…

The widespread adoption of Learning Analytics (LA) and Educational Data Mining (EDM) has somewhat stagnated recently, and in some prominent cases like the inBloom disaster even been reversed following concerns by governments, stakeholders and civil rights groups. In this ongoing discussion, fears and realities are often indistinguishably mixed up, leading to an atmosphere of uncertainty among potential beneficiaries of Learning Analytics, as well as hesitations among institutional managers who aim to innovate their institution’s learning support by implementing data and analytics with a view on improving student success. The LACE project conducted a series of Expert Workshops on Ethics and Privacy…

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.…

As LACE is entering the last year of its funded period, we therefore developed an updated flyer with a nice overview of all tangible outcomes and potential collaboration possibilities. The Flyer was first distributed at the annual LACE event at BETT 2016. Here the digitale version for all those that did not get a hard copy. We identified 6 tangible outcomes, we are going to promote further in the last year. Those tangible outcomes are: Evaluation Framework for Learning Analytics (EFLA) We develop the EFLA framework to evaluate the effects of Learning Analytics for different stakeholders in a standardised way. The latest…

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…

Doug Clow, part of the LACE project representing the OUUK, delivered the closing keynote at the Onderwijsdagen conference in the Netherlands on November 11 2015. His keynote presentation, alongside with his slides, have been recorded in full and is available to watch here.

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