#EDEN14 LACE – creating a community on learner discourse on learning analytics and educational data mining – structuring the discourse

Tore Hoel, Oslo and Akershus University

lots of questions about how data mining and learning analytics can help inform understanding. Lots of talk about the promise of learning analytics, suggests too much talk and too many promises. LACE is a portal to share information across 9 partners in schools, HE and industry.

Overview of learning analytics: measurement, collection and analysis of data about learners and their contexts, for the purposes of understanding and optimising learning and the environments in which it occurs (SoLAR). Learning analytics at micro, meso and macro levels. Ref to Greller and drachsler model of critical dimensions of LA based around stakeholders, internal limitations, external constraints, instruments, data and objectives. Discusses the LA feedback loop which looked at the pedagogical consequences of what we are doing and then improve what we are doing. LACE evaluating the cross points and commonalities between the different sectors. Applicability to workplace learning, competence management and assessment, demonstrated vs wanted competences, talent driven innovation, upskilling of the workforce, performance support, etc. There is data still to be analysed.

there is no quick fix when it comes to technology, there are soft issues and community engagement is key. LA must be approached from a holistic and systemic perspective.



About sharonslade

Dr Sharon Slade is a senior lecturer in the Faculty of Business and Law at the Open University in the UK working to support both tutors and students on Open University distance learning modules and programmes. Her research interests encompass ethical issues in learning analytics and online learning and tuition. Project work includes the development of a student support framework to improve retention and progression and the development of a university wide tool for tracking students and triggering relevant and targeted interventions. She led the development of new policy around the ethical use of learning analytics within the Open University, UK.
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