Editors:
was held in Madrid on July 4th and 5th, 2017. Under the main theme of “Advances in Learning Analytics”, the conference was organized by Universidad Carlos III de Madrid, Universidad Nacional de Educación a Distancia, Universidad Politécnica de Madrid, in collaboration with the SNOLA (Spanish Network of Learning Analytics) research network of excellence in a joint venue with the VII Jornadas eMadrid: Education in Exponential Times. The LASI worldwide events, sponsored by SoLAR (Society for Learning Analytics Research), have become in the past years an awareness-raising, capacity-building, international network of events, where researchers and practitioners can meet and share their work, and envision the future of learning analytics. The programme of LASI Spain 17 comprised a great variety of activities that gathered representatives of academia and industry, including keynotes by international experts on learning analytics in Europe, academic paper presentation sessions, discussion panels and workshops. Copyright © 2017 for the individual papers by the papers' authors. Copying permitted for private and academic purposes. This volume is published and copyrighted by its editors.
The keynotes of LASI Spain 17 provided a broad but comprehensive overview of trending topics on learning analytics from the discussion of frameworks to advance the development of learning analytics to dashboards applications. More precisely, the keynotes of the conference were as follows: In “Maturing the learning analytics framework for applied learning analytics”, Hendrik Drachsler (Open Universiteit Nederland) reviewed his research on learning analytics frameworks. In “Student-facing learning dashboards”, Katrien Verbert (Katholieke
In “Coding as a playground: young children, robots and kittens”, Marina
Finally, in “Supporting higher education in integrating learning analytics”, Dragan Gasevic (University of Edinburgh) provided a very detailed analysis about the issues affecting the adoption of learning analytics in
tures from industrial partners. For instance, Ramiro Regó Álvarez (IBM Universidades
APEREO), explained in “Open analytics in an open source ecosystem” a perspective on how open source providers are facing the challenges posed by advances on the field.
were also discussed in a discussion panel that included key representatives of five public Universities of Madrid: Baltasar Fernández Manjón (Universidad Complutense de
(Universidad Nacional de Educación a Distancia), Pedro Muñoz Merino (Universidad
under the theme “Key steps to creating and implementing a learning analytics policy”, which involved results and ongoing research within the SHEILA project focusing on the development of policy-related issues in learning analytics.
describe and discuss recent scholar developments in the field, in three sessions that included selected research studies from the open call for papers for the conference.
volved the participation of an international Programme Committee that gathered 53 scholars from 16 different nations.
The first session showcased different and innovative approaches to learning analytics: “What information do teachers demand from a computerized classroom? An exploratory analysis” analyzes key issues and needs of instructors for a successful application of learning analytics; “Learning analytics implementation in a multidomain computer-based learning environment” proposes a new concept of environment based on interconnection of applications that allow performing learning analytics; and “Ongoing research about the use of commercial-off-the-shelf wrist wearables in educational contexts” introduces wearables as a new data source to support and complement learning analytics and discusses how this new technology may provide additional information about learners and their contexts related to emotional states.
The second session covered the broad theme of predictive learning analytics and recommendation systems for educational resources, focusing on project-based learning and teamwork activities “Predicting peer-review participation at large scale using an ensemble learning method” proposes a system aiming to predict student participation in peer-review activities; “Study of the flexibility of learning analytics tool to evaluate teamwork competence acquisition in different contexts” and “Proposal of a system of indicators to assess teamwork using log-based learning analytics” seek to help monitoring and assessment of group activities in project-based learning; and “Using Kibana and ElasticSearch for the recommendation of job offers to students” describes how to apply learning analytics techniques to guide last year’s students when they face their entry to the labor market.
educational contexts: “Instructional perspective using learning analytics in computer science education” describes an experience using different popular applications to perform learning analytics in a computer science course; “A data collection experience with Canvas LMS as a learning platform” explains and analyzes how to extract low level data from Canvas LMS; “Studying students’ behaviour in UNED-COMA
open online courses at Universidad Nacional de Educación a Distancia and different student behaviors; finally, “RaMon, a rating monitoring system for educational environments” proposes a system aiming to monitor ratings and improve assessment.
the funding and support of the SNOLA Network of Excellence (TIN2015-71669
General Chairs
Universidad Carlos III de Madrid, Spain Scientific Committee
Universidad Politécnica de Madrid, Spain
Universidad de Salamanca, Spain
University of Edinburgh, United Kingdom
University of Bolton, United Kingdom
Universidad de Deusto, Spain Ángel Hernández-García
Universidad Politécnica de Madrid, Spain
Arizona State University, United States of America
Universidad Politécnica de Madrid, Spain
Universidade de São Paulo, Brazil
Universitat Oberta de Catalunya, Spain
University of Edinburgh, United Kingdom
Open Universiteit, Netherlands
University of Edinburgh, United Kingdom
Euskal Herriko Unibertsitatea, Spain
Instituto Superior de Engenharia do Porto, Portugal
Universidad de Valladolid, Spain
Universidad de Deusto, Spain
Univerzitet u Beogradu, Serbia
Universitat Oberta de Catalunya, Spain
Univerzitet u Beogradu, Serbia
Universidad de Alicante, Spain
Ludwig Maximilians Universität München, Germany
Open Universiteit Nederland, Netherlands