An article appeared in the Times Higher Education online magazine recently (April 3, 2014) under the heading “More data can lead to poor student choices, Hefce [Higher Education Funding Council for England] learns”. The article was not about learning analytics, but about the data provided to prospective students with the aim of supporting their choice of Higher Education provider (HEp). The data is accessible via the Unistats web site, and includes various statistics on the cost of living, fees, student satisfaction, teaching hours, and employment prospects. In principle, this sounds like a good idea; I believe students are genuinely interested in…

Learning Analytics is now moving from being a research interest to a wider community who seek to apply it in practice. As this happens, the challenge of efficiently and reliably moving data between systems becomes of vital practical importance. System interoperability can reduce this challenge in principle, but deciding where to drill down into the details will be easier with a view of the “big picture”, so the LACE project has published a short briefing on the topic of learning analytics and interoperability. This introductory briefing, which is aimed at non-technical readers who are concerned with developing plans for sustainable…

We at LACE are passionate about the opportunities afforded by current and future views of learning analytics (LA). One of the intended outcomes of the LACE project is the development of a framework of quality indicators for learning analytics that helps to standardize the evaluation of learning analytics tools. The framework will help answer the question how LA tools might be evaluated as having a desirable effect on learning. The approach we are following is inspired by the LinkedUp project that developed a comparable framework to evaluate Linked Data Applications in Education with that methodology. We would therefore like to invite you…

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