What we are working on.

Learning analytics in European higher education–trends and barriers

Learning analytics (LA) as a research field has grown rapidly over the last decade. However, adoption of LA is mostly found to be small in scale and isolated at the instructor level. This paper presents an exploratory study on institutional approaches to LA in European higher education and discusses prominent challenges that impede LA from reaching its potential. Based on a series of consultations with senior managers from 83 different higher education institutions in 24 European countries, we observe that LA is primarily perceived as a tool to enhance teaching and institutional management. As a result, teaching and support staff are found to be the main users of LA and the target audience of training support. In contrast, there is little evidence of active engagement with students or using LA to develop self-regulated learning skills. We highlight the importance of grounding LA in learning sciences and including students as a key stakeholder in the design and implementation of LA. This paper contributes to our understanding of the development of LA in European higher education and highlights areas to address in both practice and research.

Towards Computational Psychometrics by Combining Psychometrics with Learning Analytics

From a psychometric point of view, assessment means to infer what a learner knows and can do in the real world from limited evidence observed in a standard...

LAK20: Chatbots – An Opportunity for Individual Assistance in Education

Last week the 10th Learning Analytics and Knowledge Conference took place in cyberspace. The Edutec Team not only managed to first organize a face-to-face conf...

Radio Beitrag zu Online Konferenzen bei Campus & Karriere

Für den März 2020 hatte die Community das zehnjährige Bestehen der Learning Analytics & Knowledge Conference (LAK20) geplant. Dazu hatte das Organisati