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