Workshop on Adoption, Adaptation and Pilots of Learning Analytics in Under-represented Regions: LAUR Workshop at EC-TEL 2020 Pedro J. Muñoz-Merino1, Carlos Delgado Kloos1, Yi-Shan Tsai2, Dragan Gasevic3, Katrien Verbert4, Mar Pérez-Sanagustín5,9, Isabel Hilliger5, Miguel Ángel Zúñiga- Prieto6, Margarita Ortiz-Rojas7, Eliana Scheihing8 1 Department of Telematics Engineering, Universidad Carlos III de Madrid, Av. Universidad, 30, 28911 Leganés, Madrid, Spain pedmume@it.uc3m.es, cdk@it.uc3m.es 2 The University of Edinburgh, Edinburgh, United Kingdom Yi-Shan.Tsai@ed.ac.uk 3 Department of Data Science and Artificial Intelligence, Faculty of Information Technology, Monash University, 29 Ancora Imparo Way , Clayton, VIC 3800, Australia dragan.gasevic@monash.edu 4 Department of Computer Science, KU Leuven, Celestijnenlaan 200A, B-3001 Leuven, Bel- gium katrien.verbert@kuleuven.be 5 Pontificia Universidad Católica de Chile, Av. Vicuña Mackenna 4860, Macul, Santiago, Chili {ihillige,mar.perez}@uc.cl 6 Department Computer Science, Universidad de Cuenca, Av. 12 de Abril y Av. Loja, 010203 Cuenca, Ecuador miguel.zunigap@ucuenca.edu.ec 7 Information Technology Center, Escuela Superior Politécnica del Litoral, ESPOL, Km 30.5 Vía Perimetral, 09-01-5863, Guayaquil, Ecuador. margarita.ortiz@cti.espol.edu.ec 8 Universidad Austral de Chile, Valdivia, Chile escheihi@inf.uach.cl 9 Institute de Recherce en Informatique de Toulouse, Université Paul Sabatier Toulouse III, 118 Route de Narbonne, F-31062 Toulouse mar.perez-sanagustin@irit.fr Preface to the Workshop Proceedings The Workshop on Adoption, Adaptation and Pilots of Learning Analytics in Under- represented regions took place online due to the coronavirus outbreak. This workshop is one of the workshops of the European Conference on Technology Enhanced Learn- ing 2020 (EC-TEL). The workshop is organized by LALA project (www.lalaproject.org) members, an European Union funded project for building capac- ity of learning analytics in Latin America, with special emphasis is Chile and Ecuador. Learning analytics research has made a notable progress in the last decade. However, not all the regions are using and/or researching learning analytics at the same level. 2 Regions such as North America, Europe or Australia have developed learning analytics in a considerable way. However, in regions such as Latin America, Africa and Asia, there is a need to build local capacity to use learning analytics. In this context, the ap- plication of learning analytics e.g. in Latin America represents a great opportunity (Ochoa, 2019). LA was with low development in South África (Lemmens & Henns, 2016) or is progressing in Asia (LI, YE, & WONG, 2018). At present, the interest of the application of learning analytics in many of the under- represented regions is increasing. Proof of that growing interest is e.g. the publication of a special issue on learning analytics adoption in Latin America of British Journal of Educational Technology (Pontual Falcão, Ferreira, Rodrigues, 2019). There are also other regions where the application of learning analytics represents a great opportunity. From an institutional point of view, there is a need to analyse how learning analytics can be adopted in higher education institutions (HEIs) taking into account the contex- tual particularities of the region regarding culture, privacy, ethics, policies or technical infrastructure. In addition, there is a need to adapt different learning analytics tools and researches to meet the needs in the local contexts, rather than treating learning analytics as generalizable solutions. As an example, the LALA project (LALA project, 2017) is an Erasmus + project which seeks to build local capacity in Latin American HEIs to design and implement learning analytic tools in order to improve their learning processes. The main outcomes and results of the project are: 1) developing a framework that describes the methodo- logical, technical, institutional, ethical and community building aspects required for the adoption of learning analytics for Latin American institutions; 2) adapting two learning analytics tools (a counselling tool for visual analytics and an early dropout prediction tool) 3) piloting the two learning analytics tools in different Latin American institutions; and 4) creating a community of learning analytics in Latin America. The LALA project proposes the LALA framework (Pérez-Sanagustín et al., 2018) to help Latin American HEIs to adopt learning analytics. This framework builds on the SHEILA framework (Tsai et al., 2018) proposed in the SHEILA Erasmus + European project This workshop has three main objectives: 1) Disseminate the results of the LALA project, helping Latin American institutions to turn into data-driven solutions for edu- cation. 2) Share experiences of learning analytics and help other institutions to adopt learning analytics tools and services, and 3) Extend the community of learning analytics in under-represented regions. The workshop had an open call for papers, and each submitted paper was reviewed by at least two members of the program committee. A total of five papers were ac- cepted. In addition, an invited paper by the workshop co-organizers is also included in the proceedings. The six papers included in the proceedings are the following: • “A general overview of the LALA project”. This is the invited paper by the co-organizers and it includes the main objectives and the main outcomes of the LALA project so far. • “Learning Analytics at UC-Engineering: Lessons learned about Infrastruc- ture and Organizational Structure”. This paper presents two initiatives, one top-down (leaded by institutional managers) and another bottom-up (leaded 3 by ground-level teaching staff), that the School of Engineering at the Pon- tificia Universidad Católica de Chile conducted for designing learning an- alytics solutions adapted to their needs. How the two initiatives emerged and how they were integrated into existing academic processes are dis- cussed. • “Applying the LALA Framework for the adoption of a Learning Analytic tool in Latin America: Two case studies in Ecuador”. This paper presents the results obtained with the application of the LALA Framework for the development and adoption of LA tools in two Latin-American HEIs with different LA contexts. This work not only shows the feasibility of this framework but also shows that different LA context requires the execution of activities applying different approaches. The paper also proposes changes to improve the LALA Framework. • “A Student-oriented Tool to Support Course Selection in Academic Coun- seling Sessions”. This paper presents a tool that allows students to select multiple courses and predict their academic performance based on histori- cal academic data. The tool is intended to be used prior to counseling ses- sions in which students plan their upcoming semester. This paper presents the tool's design and implementation and discusses its potential to improve the student-counselor discourse. • “Modeling Trajectories to Understand the Delayed Completion of Sequen- tial Curricula Undergraduate Programs”. This paper presents an analysis of academic delay of students. • “An Early warning dropout model in higher education degrees: A Case Study in Ecuador”. This paper presents a new predictive model that can identify the earliest moment of dropping out of a student of any semester in any undergraduate course. The model developed and the variables used in the predictive model are presented based on a case study from a public High Education Institution in Ecuador. Program Committee • Pedro J. Muñoz-Merino, Universidad Carlos III de Madrid • Carlos Delgado Kloos, Universidad Carlos III de Madrid • Yi-Shan Tsai, The University of Edinburgh • Dragan Gasevic, Monash University • Katrien Verbert, Katholieke Universiteit Leuven • Mar Perez-Sanagustin, Pontificia Universidad Católica de Chile • Isabel Hilliger, Pontificia Universidad Católica de Chile • Miguel Ángel Zúñiga-Prieto, Universidad de Cuenca • Margarita Ortiz-Rojas, Escuela Superior Politécnica del Litoral (ESPOL) • Eliana Scheihing, Universidad Austral de Chile • Carlos Alario-Hotos, Universidad Carlos III de Madrid • Pedro Manuel Moreno-Marcos, Universidad Carlos III de Madrid 4 • Jon Imaz Marín, Universidad Carlos III de Madrid • Julio Guerra, Universidad Austral de Chile • Alberto Jiméneez, Escuela Politécnica Superior del Litoral • Lorena Siguenza-Guzmán, Universidad de Cuenca Acknowledgements Work partially funded by the LALA project (grant no. 586120-EPP-1-2017-1-ES- EPPKA2-CBHE-JP). The LALA project has been funded with support from the Euro- pean Commission. This publication reflects the views only of the authors, and the Eu- ropean Commission and the EACEA agency cannot be held responsible for any use which may be made of the information contained therein. References LALA project (2017), https://lalaproject.org/ Lemmens, J. C., & Henn, M. (2016). Learning analytics: A south African higher education perspective. Institutional research in South African higher education: Intersecting contexts and practices, 231-254. LI K.C., YE C.J., WONG B.TM. (2018) Status of Learning Analytics in Asia: Perspectives of Higher Education Stakeholders. In: Cheung S., Lam J., Li K., Au O., Ma W., Ho W. (eds) Technology in Education. Innovative Solutions and Practices. ICTE 2018. Communications in Computer and Information Science, vol 843. Springer, Singapore Ochoa, X. (2019). Learning analytics in Latin America present an opportunity not to be missed. Nature human behaviour, 3(1), 6. Pérez-Sanagustín, M., Hilliger, I., Maldonado, J., Pérez, R., Ramírez, L., Muñoz-Merino, P. J., Tsai, Y., Ortiz, M., Broos, T., Zuñiga-Prieto, M.A., Sheihing, E., WhitelockWainright, A. (2018), LALA Framework, https://www.lalaproject.org/wp-content/up- loads/2019/04/LALA_framework_Spanish.pdf Pontual Falcão, T., Ferreira, R., Rodrigues, R.L. (2019), Applications of Learning Analytics in Latin America, British Journal of Educational Technology, https://onlineli- brary.wiley.com/page/journal/14678535/homepage/bjet_special_issues.htm Tsai, Yi-shan, Gasevic, D., Whitelock-Wainwright, A., Muñoz-Merino, P. J., Moreno-Mar- cos, P. M., Rubio Fernández, A., … Kollom, K. (2018). SHEILA Supporting Higher Edu- cation to Integrate Learning Analytics.