In recent years, Learning Analytics (LA) has become a very heterogeneous research field due to the diversity in the data generated by the Learning Management Systems (LMS) as well as the researchers in a variety of disciplines, who analyze this data from a range of perspectives. In this paper, we present the evaluation of a LA tool that helps course designers, teachers, students and educational researchers to make informed decisions about the selection of learning activities and LA indicators for their course design or LA dashboard. The aim of this paper is to present Open Learning Analytics Indicator Repository (OpenLAIR) and provide a first evaluation with key stakeholders (N=41). Moreover, it presents the results of the prevalence of indicators that have been used over the past ten years in LA. Our results show that OpenLAIR can support course designers in designing LA-based learning activities and courses. Furthermore, we found a significant difference between the relevance and usage of LA indicators between educators and learners. The top rated LA indicators by researchers and educators were not perceived as equally important from students’ perspectives.

Ahmad, A.; Schneider, J.; Weidlich, J.; Di Mitri, D.; Yau, J.; Schiffner, D. and Drachsler, H. (2022). What Indicators Can I Serve You with? An Evaluation of a Research-Driven Learning Analytics Indicator Repository. In Proceedings of the 14th International Conference on Computer Supported Education – Volume 1, ISBN 978-989-758-562-3, ISSN 2184-5026, pages 58-68.