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Comparing xAPI and Caliper

Date: 26th August 2016
Version 1-1 of this paper was published on 14th September 2016 in order to provide corrected information about the governance of xAPI.

Authors:
David (Dai) Griffiths, University of Bolton
Tore Hoel, Oslo and Akershus University College of Applied Sciences, Oslo, Norway

Link: Review 7: Comparing xAPI and Caliper

Citation: Griffiths, D., Hoel, T. Comparing xAPI and Caliper. Learning Analytics Review, no. 7, January 2016, ISSN: 2057-7494. http://www.laceproject.eu/learning-analytics-review/lace-review-7_comparing-xapi-caliper/

Short link (for use in Twitter): http://bit.ly/2bYwOoa

Abstract: There are two principal specifications for learning analytics interoperability: Caliper, from IMS, and xAPI, from ADL. Around these two specifications are emerging ecosystems of applications and related specifications. The two specifications are introduced, and their structure and main features outlined. The differences in their approach to development are described, with Caliper being developed by a closed consortium, and xAPI in an open process. Efforts to bring the specifications closer together are outlined, and the some reflections
offered on the strategic implications of the differences between the specifications.

Is Privacy a Show-stopper for Learning Analytics? A Review of Current Issues and their Solutions

Date: 22nd April 2016

Authors:
Hendrik Drachsler, Open University, The Netherlands
Wolfgang Greller, Vienna University of Education
David Griffiths, University of Bolton
Tore Hoel, Oslo and Akershus University College of Applied Sciences, Oslo, Norway
Michael Kickmeier-Rust, TU Graz, Austria

Link: Review 6: Is Privacy a Show-stopper for Learning Analytics

Citation: Drachsler, H., Greller, W., Griffiths, D., Hoel, T. Kickmeier-Rust, M. (2016). Is Privacy a Show-stopper for Learning Analytics? A Review of Current Issues and their Solutions. Learning Analytics Review, no. 6, January 2016, ISSN: 2057-7494. http://www.laceproject.eu/learning-analytics-review/privacy-show-stopper/

Short link (for use in Twitter): http://bit.ly/lace-privacy

Abstract: This review paper considers the dangers that might be raised by learning analytics. It then explores the ethical perspectives on privacy and data which are relevant to these dangers. Finally it presents and discusses a number of current proposals from institutions which propose ways of addressing privacy problems in learning analytics.

A LACE Manifesto for Learning Analytics in the Workplace (LAW)

Date: 10th August 2015

Authors:
Fabrizio Cardinali, Patrice Chazerand, Susan Flocken, Jasmine Glaser, Gabor Kismihok, Janssen Mateum, Marco Paini, Maren Scheffel, Marieke van der Schaaf, Melissa Vanarwegen

Link: Review 4: The LACE Learning Anlytics in the Workplace (LAW) Manifesto

Citation:
Cardinali, F., Chazerand, P., Flocken, S. Glaser, J., Kismihok, G,. Mateum, J., Paini, M., Scheffel, M., van der Schaaf, M., Vanarwegen, M., The LACE LAW Manifesto, Learning Analytics Review no. 4, July 2015, ISSN: 2057-7494. http://www.laceproject.eu/learning-analytics-review/law-manifesto/

Short link (for use in Twitter): http://bit.ly/lace-review-4

Abstract:
This manifesto for Learning Analytics in the Workplace builds on the results reported in Review 3: Policy recommendations for learning analytics from three stakeholder workshops. The manifesto sets out that the EU should identify and cooperate with all the relevant stakeholders, such as industry leaders, employers, workers, universities, teachers, social partners, trade and teacher unions, with the aim to identify the 21 st century skills, to improve the training of existing workforce maintaining the equilibrium between the needing of industries and society.
Moreover, the EU and national educational authorities, together with companies and social partners, could improve the research and development of IT tools that are able to help leverage a mix of formal and informal learning situations during workforce daily operations. In the final part of the Manifesto, two case studies on the use of
Learning Analytics at the workplace are presented, related to the EU project Watch Me and to SkillawareTM, an IT platform for electronic performance support.

Policy recommendations for learning analytics from three stakeholder workshops

Date: 10th August 2015

Authors:
Fabrizio Cardinali & Marco Paini, ITS-Skillaware, Italy
Rebecca Ferguson & Bart Rienties, Open University, UK
David Griffiths, University of Bolton
Tore Hoel, Oslo and Akershus University College of Applied Sciences,
Oslo, Norway; Peter Karlberg, National Agency for Education, Sweden
Sally Reynolds, ATiT, Belgium
Maren Scheffel, Open University, The Netherlands
Marieke van der Schaaf, Utrecht University, The Netherlands
Patricia Wastiau, European Schoolnet

Link: Review 3: Policy recommendations for learning analytics from three stakeholder workshops

Citation: Cardinali, F., Ferguson, R., Griffiths, D., Hoel, T. Karlberg, P., Paini, M., Reynolds, S., Rienties, B., van der Schaaf, M., Scheffel, M., Wastiau, P., Policy recommendations for learning analytics from three stakeholder workshops, Learning Analytics Review, no. 3, July 2015, ISSN: 2057-7494. http://www.laceproject.eu/learning-analytics-review/policy-recommendations-lace-workshops/

Short link (for use in Twitter): http://bit.ly/lace-review-3

Abstract:

Abstract: In this paper we review the issues which were priorities for a group of European educational administrators, professionals and academics in considering analytics and its relationship to policy and practice. We hope to contribute to the sector-wide reflection which is needed to make progress towards a fuller picture of the role of analytics in education. The recommendations contained in the paper were developed at the Policies for Educational Data Mining and Learning Analytics
Briefing that took place in Brussels the 15th April 2015. The event took place in the Thon Hotel EU,
Rue de la Loi/Wetstraat 75 in Brussels, and was organised by the LACE project consortium in
collaboration with the PELARS, Lea’s Box and WatchMe project consortia and with the support of
European SchoolNet. Participants were 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. Three rapporteurs documented the discussions and prepared the discussion documents which led to the texts included here. LACE also carried out a number of interviews with participants, which are also included in this paper.