Have you ever wanted to store the data collected from any learning environment in a standardised way but did not know how? Look no further, you are in the right place now! After working with xAPI for several years, we have compiled a registry of xAPI specifications for learning activities to support and highlight the consistent usage of xAPI recipes in the educational domain. But first things first. What is xAPI? The Experience API (xAPI) – formerly known as TinCan API – is a specification that captures data about learning events from all sorts of sources in a consistent format,…

The LACE project would like to remember Erik Duval and highlight how important he has been for the LACE project and for the Learning Analytics Community in general and especially in Europe. Erik was one of the leading researchers in the field of Learning Analytics in Europe and the first to bring the Learning Analytics and Knowledge Conference to Europe, i.e. Leuven, Belgium in 2013. He supported LACE from the very first moment by providing critical feedback and an inspiring talk at the initial LACE kickoff meeting in January 2014 in Brussels. Since then LACE has been involved in several events together with Erik. Almost one year…

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…

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 January 2016 is a paper from Rienties, Toentenel and Bryan (2015): “”Scaling up” learning design: impact of learning design activities on LMS behavior and performance”. This paper is the first empirical study linking learning design information for a substantial number of courses with Learning Management Systems (LMS)/Virtual Learning Environment (VLE) data…

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 its second annual meeting at the huge Bett show that took place in London from 20-23 January. All-in-all about 250 people from the school and higher education sectors took part in the different activities organised by the LACE team at Bett. This included 2 seminars led by Doug Clow from the Open University UK on Wednesday 20 January, the first on the Visions of the Future work carried out by the LACE team and the second on scaling up learning analytics. The team hosted a networking reception nearby on Wednesday evening and then on Thursday 21 January it…

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…

LACE has been invited to discuss ‘data interoperability’ and ‘learning analytics supported instructional design methods’ at the University of Catalonia (Universitat Oberta de Catalunya) at an Open Conference with various workshops. With all the fog around questions like ‘What is the right Learning Analytics Infrastructure?’ and  ‘Do we collect the data in the right way and will the approach be stable and scalable towards Big Data?’ it was great to exchange best practices and knowledge about data collection, processing, mining, and interoperability aspects of learning data. The LACE interoperability studies have proven to be very supportive and well appreciated.  The UoC…

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