Browsing: schools

I have been asked to give an introductory keynote to Learning Analytics at the Dutch Onderwijsdagen (Teaching days). The Onderwijsdagem are a huge conference that attracts over 700 people every year, it is comparable to BETT in the UK, or OnlineEduca in Germany. It attracts especially teachers, companies and managers of K12 schools, HEI teaching orgnisations that spend less time on research. I first was wondering if there is still an introduction to Learning Analytics needed but that was the typical misinterpretation when you talk LA all day long. You believe the core concepts are already common sense but in…

Join the LACE team online as we replay our very successful SoLAR Flare networking event on Friday 23 October from 10am to 1pm (BST). Network problems meant people were unable to join the event on the day via the livestream. Instead, join us on Friday to watch the recordings and share opinions via the #LACEflare hashtag. We shall be starting at 10am (BST), watching this link, with an introduction by Patrick McAndrew, who talks about measuring what matters because what we measure changes what we do. After this introduction, the recording includes brief introductions from all participants, giving an insight…

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…

The Almedalen Week (Almedalsveckan) is an annual event taking place in early July in the city of Visby on the Swedish island Gotland. With speeches, seminars and other political activities, it is considered to be the most important forum in Swedish politics. During the week, representatives from the major political parties in Sweden take turns to make speeches in Almedalen. It also brings together NGOs, companies, governmental agencies and the public at large all coming to Visby to meet, discuss politics and socialize. In recent years, the event has grown larger. As of 2015, it is the biggest and most important forum in Sweden for seminars, debates and political speeches…

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…

In September 2015 the LACE project will begin a consultative study on Visions of the Future of learning analytics and educational data mining. This study will inform a report on the future of learning analytics and educational data mining which we will publish in December 2015. To gather a range of views, we are developing a survey to draw out differences of perception and vision from experts. We want to include researchers, teachers and practitioners across the areas of learning in schools, universities and the workplace. We will draw these experts from our Associate Partners and from people who have participated in activities run…

Each month, we highlight one of the new additions to the LACE Evidence Hub, which brings together evidence about learning analytics. Everyone is welcome to add  to the Hub site, which you can visit via one of the tabs at the top of this page. The Evidence of the Month for June 2015 is a literature review that is intended to provide a comprehensive background for understanding current knowledge related to learning analytics and educational data mining and its impact on adaptive learning. Its authors examined the literature on experimental case studies conducted in the domain between 2008 and 2013.…

A successful special session on “Advances in Learning Analytics and Educational Data Mining” was held at ESANN 2015 conference on 23rd of April. The special session was organized by SmartLab, University of Genoa and Eindhoven University of Technology, and 50 to 60 people attended. The speakers presented very interesting cases of LA and EDM in workplace, higher education and schools. The session started by Mehrnoosh Vahdat who gave an introductory presentation on the state of LA and EDM. She highlighted the addressed issues, similarities and differences of LA and EDM, as well as the well-known methods applied in these areas,…

The LACE Evidence Hub brings together evidence about learning analytics from all around the world and relates it to four propositions Learning analytics improve learning outcomes Learning analytics improve learning support and teaching, including retention, completion and progression. Learning analytics are taken up and used widely, including deployment at scale. Learning analytics are used in an ethical way. Everyone is welcome to add evidence for or against these propositions to the Hub site. The ‘Evidence of the Month’ on the site for April 2015 is a paper from this year’s Learning Analytics and Knowledge (LAK15) conference, ‘Crowd-sourced learning in MOOCs:…