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https://ceur-ws.org/Vol-1925/paper01.pdf
Learning Analytics Summer Institute
Spain 2017: Advances in Learning
Analytics
Madrid, Spain, July 4-5, 2017
Editors:
Manuel Caeiro-Rodríguez
Universidad de Vigo, España
Ángel Hernández-García
Universidad Politécnica de Madrid, España
Pedro J. Muñoz-Merino
Universidad Carlos III de Madrid, España
Salvador Ros
Universidad Nacional de Educación a Distancia, España
ISBN: 978-84-16829-18-7
Learning Analytics Summer Institute Spain 2017:
Advances in Learning Analytics
Manuel Caeiro-Rodríguez1, Ángel Hernández-García2, Pedro J. Muñoz-Merino3, Sal-
vador Ros4
1 Department of Telematics Engineering, University of Vigo, Campus Lagoas-Marcosende,
36310 Vigo, Spain
mcaeiro@det.uvigo.es
2 Departamento de Ingeniería de Organización, Administración de Empresas y Estadística,
ETSI de Telecomunicación, Universidad Politécnica de Madrid, Av. Complutense 30, 28040
Madrid, Spain
angel.hernandez]@upm.es
3 Department of Telematics Engineering, Universidad Carlos III de Madrid, Av. Universidad,
30, 28911 Leganés, Madrid, Spain
pedmume@it.uc3m.es
4 Department of Communication and Control Systems, ETS de Ingeniería Informática, Univer-
sidad Nacional de Educación a Distancia, Juan del Rosal 16, 28040 Madrid, Spain
sros@scc.uned.es
Preface to the Conference Proceedings
The fifth1 edition of the Learning Analytics Summer Institute Spain, LASI Spain 172
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 Ma-
drid, Universidad Nacional de Educación a Distancia, Universidad Politécnica de Ma-
drid, in collaboration with the SNOLA (Spanish Network of Learning Analytics) re-
search network of excellence in a joint venue with the VII Jornadas eMadrid: Educa-
tion 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 pro-
gramme of LASI Spain 17 comprised a great variety of activities that gathered repre-
sentatives of academia and industry, including keynotes by international experts on
learning analytics in Europe, academic paper presentation sessions, discussion panels
and workshops.
1 The previous editions of LASI Spain, as LASI-local event, include the following:
LASI Spain 2013 in Madrid: http://www.emadridnet.org/index.php/es/eventos2/312-
seminario-emadrid-learning-analytics-summer-institue
LASI Spain 2014 in Madrid: https://canal.uned.es/serial/index/id/1303
LASI Spain 2015 in Bilbao: https://blogs.deusto.es/lasi2015Bilbao
LASI Spain 2016 in Bilbao: http://lasi16.snola.es
2 https://lasi17.snola.es
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 different activities gave attendants the opportunity to review the state of learning
analytics in a global context, and also to showcase innovative pieces of research on the
field that contribute new advances and knowledge to this field, mainly–but not only–
from Spanish research groups.
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 key-
notes of the conference were as follows:
In “Maturing the learning analytics framework for applied learning ana-
lytics”, Hendrik Drachsler (Open Universiteit Nederland) reviewed his re-
search on learning analytics frameworks.
In “Student-facing learning dashboards”, Katrien Verbert (Katholieke
Universiteit Leuven) provided an overview the use of dashboards as tools
to improve learning.
In “Coding as a playground: young children, robots and kittens”, Marina
Umaschi Bers (Tufts University) discussed the role of learning analytics in
the context of computational thinking and children.
Finally, in “Supporting higher education in integrating learning analyt-
ics”, Dragan Gasevic (University of Edinburgh) provided a very detailed
analysis about the issues affecting the adoption of learning analytics in
Higher Education institutions.
In addition to the academic keynotes, LASI Spain 17 also had room for invited lec-
tures from industrial partners. For instance, Ramiro Regó Álvarez (IBM Universidades
España), reviewed the wide range of solutions and resources available at IBM to sup-
port the development of learning analytics in “Uso de IBM Analytics para aprender a
tomar mejores decisions”, while Miguel Pellicer (Entornos de Formación–Fundación
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.
The different views on the current state and future advances in learning analytics
were also discussed in a discussion panel that included key representatives of five pub-
lic Universities of Madrid: Baltasar Fernández Manjón (Universidad Complutense de
Madrid), Ruth Cobos Pérez (Universidad Autónoma de Madrid), Salvador Ros Muñoz
(Universidad Nacional de Educación a Distancia), Pedro Muñoz Merino (Universidad
Carlos III de Madrid) and Edmundo Tovar Caro (Universidad Politécnica de Madrid).
The discussion was followed the next day in a workshop directed by Dragan Gasevic
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.
Finally, the academic community present in LASI Spain 17 had the opportunity to
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.
These proceedings include the 12 selected contributions. The selection process in-
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 analyt-
ics: “What information do teachers demand from a computerized classroom? An ex-
ploratory analysis” analyzes key issues and needs of instructors for a successful appli-
cation 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 “On-
going research about the use of commercial-off-the-shelf wrist wearables in educa-
tional contexts” introduces wearables as a new data source to support and complement
learning analytics and discusses how this new technology may provide additional in-
formation 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 moni-
toring 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.
The third session presented examples of use of learning analytics techniques on real
educational contexts: “Instructional perspective using learning analytics in computer
science education” describes an experience using different popular applications to per-
form 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
MOOCs” shows the results of a study on relationships between indicators from massive
open online courses at Universidad Nacional de Educación a Distancia and different
student behaviors; finally, “RaMon, a rating monitoring system for educational envi-
ronments” proposes a system aiming to monitor ratings and improve assessment.
Acknowledgements
The authors thank the Spanish Ministry of Economy, Industry and Competitiveness for
the funding and support of the SNOLA Network of Excellence (TIN2015-71669-
REDT) to LASI Spain 17.
The authors also thank the members of the Programme Committee for their dedica-
tion and knowledge, as well as all the authors who submitted their valuable contribu-
tions to LASI Spain 17.
LASI Spain 17 Committees
General Chairs
Pedro J. Muñoz-Merino
Universidad Carlos III de Madrid, Spain
Salvador Ros
Universidad Nacional de Educación a Distancia, Spain
Programme Committee Chairs
Manuel Caeiro-Rodríguez
Universidade de Vigo, Spain
Ángel Hernández-García
Universidad Politécnica de Madrid, Spain
Organization Chairs
Ángel F. Agudo-Peregrina
Universidad Politécnica de Madrid, Spain
Carlos Delgado-Kloos
Universidad Carlos III de Madrid, Spain
Rafael Pastor
Universidad Nacional de Educación a Distancia, Spain
Workshop Chairs
Miguel Ángel Conde-González
Universidad de León, Spain
Mikel Larrañaga
Euskal Herriko Unibertsitatea, Spain
Dissemination Chairs
Juan Cruz-Benito
Universidad de Salamanca, Spain
Alejandra Martínez-Monés
Universidad de Valladolid, Spain
Industry Chair
Mariluz Guenaga
Universidad de Deusto, Spain
Scientific Committee
Emiliano Acquila-Natale
Universidad Politécnica de Madrid, Spain
Ángel F. Agudo-Peregrina
Universidad Politécnica de Madrid, Spain
Giora Alexandron
Massachusetts Institute of Technology, United States of America
Gustavo Ribeiro Alves
Instituto Superior de Engenharia do Porto, Portugal
Manuel Caeiro-Rodríguez
Universidade de Vigo, Spain
Agustín Carlos Caminero-Herráez
Universidad Nacional de Educación a Distancia, Spain
Julen Castillo-Apraiz
Euskal Herriko Unibertsitatea, Spain
Miguel Ángel Conde-González
Universidad de León, Spain
Adam Cooper
University of Bolton, United Kingdom
Juan Cruz-Benito
Universidad de Salamanca, Spain
Carlos Delgado-Kloos
Università degli Studi di Napoli Federico II, Italy
Yannis Dimitriadis
Universidad de Valladolid, Spain
Juan Manuel Dodero
Universidad de Cádiz, Spain
Hendrik Drachsler
Open Universiteit Nederland, Netherlands
Rebecca Ferguson
The Open University, United Kingdom
Maka Eradze
Tallinna Ülikool, Estonia
Camino Fernández-Llamas
Universidad de León, Spain
Baltasar Fernández-Manjón
Universidad Complutense de Madrid, Spain
Ángel Fidalgo-Blanco
Universidad Politécnica de Madrid, Spain
Alicia García-Holgado
Universidad de Salamanca, Spain
Francisco J. García-Peñalvo
Universidad de Salamanca, Spain
Dragan Gasevic
University of Edinburgh, United Kingdom
Inés González-González
University of Bolton, United Kingdom
Mariluz Guenaga
Universidad de Deusto, Spain
Ángel Hernández-García
Universidad Politécnica de Madrid, Spain
Sharon Hsiao
Arizona State University, United States of America
Santiago Iglesias-Pradas
Universidad Politécnica de Madrid, Spain
Seiji Isotani
Universidade de São Paulo, Brazil
Ana Isabel Jiménez-Zarco
Universitat Oberta de Catalunya, Spain
Srećko Joksimović
University of Edinburgh, United Kingdom
Marco Kalz
Open Universiteit, Netherlands
Vitomir Kovanović
University of Edinburgh, United Kingdom
Mikel Larrañaga
Euskal Herriko Unibertsitatea, Spain
María Arcelina Marques
Instituto Superior de Engenharia do Porto, Portugal
Alejandra Martínez-Monés
Universidad de Valladolid, Spain
Iratxe Menchaca-Sierra
Universidad de Deusto, Spain
Milos Milovanovic
Univerzitet u Beogradu, Serbia
Julià Minguillón
Universitat Oberta de Catalunya, Spain
Miroslav Minovic
Univerzitet u Beogradu, Serbia
Rafael Molina-Carmona
Universidad de Alicante, Spain
Amílcar Oliveira
Universidade Aberta, Portugal
Pedro José Muñoz-Merino
Universidad Carlos III de Madrid, Spain
Nic Nistor
Ludwig Maximilians Universität München, Germany
Rafael Pastor
Universidad Nacional de Educación a Distancia, Spain
Abelardo Pardo
University of Sydney, Australia
Mar Pérez-Sanagustín
Pontificia Universidad Católica de Chile, Chile
Antonio Robles-Gómez
Universidad Nacional de Educación a Distancia, Spain
María Jesús Rodríguez-Triana
Swiss Federal Institute of Technology in Lausanne, EPFL, Switzerland
Salvador Ros
Universidad Nacional de Educación a Distancia, Spain
Teresa Sancho-Vinuesa
Universitat Oberta de Catalunya, Spain
Daniel Spikol
Malmö Högskola, Sweden
Marcus Specht
Open Universiteit Nederland, Netherlands
Davide Taibi
Consiglio Nazionale delle Ricerche, Italy
Katrien Verbert
Katholieke Universiteit Leuven, Belgium
Mikel Villamañe
Euskal Herriko Unibertsitatea, Spain