The Spanish Network of Learning Analytics (SNOLA) has served as the meeting point of researchers working on learning analytics in Spain during the last decade. A natural step towards extending its outreach was to collaborate with networks and researchers in other regions, such as Latin America and Europe. A major milestone of this collaboration was the celebration of LASI Europe 2024 in cooperation with LASI Nordic and the Special Interest Group (SIG) on Europe by SoLAR (Society for Learning Analytics Research). This paper provides a brief overview of the activity of SNOLA and the main future directions for learning analytics in Europe that were identified in this event.
This paper presents SNOLA, as a local network dedicated to LA that has been active for over a decade, and shares the outcomes of the panel discussion held at LASI Europe 2024 on the challenges and future trends in Learning Analytics across Europe.
The Spanish Network of Learning Analytics (SNOLA)2 is composed of researchers dedicated to learning analytics, from 15 Spanish research groups, and includes several associate members from other universities. The background of its founding members was geared towards technical and engineering disciplines, but the network is incorporating researchers from psychological and pedagogical backgrounds that enable an interdisciplinary perspective and that have increased its outreach. As a whole, the network brings together the work of the main groups related to this topic in Spain.
SNOLA was established informally in 2013 by Spanish researchers interested in the interchange of knowledge and expertise in the area of LA. Its mission was to create synergies and explore possibilities of collaboration among them, as well as becoming a reference in the field of LA in Spain. SNOLA also aimed to promote the connection between Spanish researchers with other international networks in diferent regions of the world, including Latin America, Australia, US and Europe. The work of the network was reinforced by its oficial recognition as a Thematic Network of Excellence by the Spanish Government in 2015. This recognition and financial support was renewed in 2020 and 2023, and remains active now.
The main activity of the network has been the organisation of scientific events that have served
to disseminate the work of the network and to extend the connections to other researchers, both
in Spain and at an international level. Since 2013, SNOLA has organised 13 editions of the Spanish
Learning Analytics Summer School (LASI Spain) that have taken place annually until 2025 [
Likewise, the network has diferent channels for the dissemination of LA research to diferent audiences. It organises periodic webinars which remain available on its website as part of the resources ofered to its visitors.
During all these years, SNOLA members have collaborated in the elaboration of joint studies on the
state of LA research in our country [
These networking activities have helped to extend the network to other forums, such as the events organised by the e-Madrid network, the organisation of the special track on LA in the TEEM conference (continuously from 2013 to 2025), and the organisation of workshops at other conferences, like WLACISTI, WAPLA and EDUCON (IEEE Global Engineering Education Conference).
This intense activity has been made possible by the existence of the network itself. The communication and coordination channels established by SNOLA have allowed for the seamless and eficient formation of working teams to organise these events—something that would not have been feasible without the network and its oficial recognition by the Spanish Government. This recognition provides modest ifnancial support, which facilitates the organisation of activities and encourages members to pursue the network’s goals. 2https://snola.es 3https://lasieurope24.snola.es/ A specific session took place in LASI Europe 2024, involving a first introduction to groups and projects across the European landscape. Eight research groups4 and ten projects5 were presented, together with pointers to future plans and topics for further discussion. Following this introductory session, we extracted a list of 17 topics emerging from the future plans of the group and project presentations (see Table 1). Based on the audience’s interest, round tables around 4 main topics of discussion were set up. These topics were: (i) multimodal LA (MMLA); (ii) explainable AI and generative AI in education; (iii) microcredentials and LA; and (iv) AI/LA for Learning Design.
All working groups were asked to consider how the European context shapes their respective topics. Throughout the discussions, participants repeatedly emphasised the impact of European regulations, such as the GDPR, consent requirements and the AI Act. While these regulations are designed to protect rights, they often present practical challenges to implementation. Beyond legal compliance, additional region-specific aspects also emerged. For instance, discussions on the Multilingual Master’s Label addressed the implications of linguistic diversity and shared cultural values, while the debate on micro-credentials noted discrepancies between the EU’s definition and international standards. Broader educational priorities in Europe, including a focus on formative assessment, collaborative learning and equity and inclusion, were also recurring themes. The key takeaways from each topic are summarised below.
In the field of Multimodal Learning Analytics (MMLA), the potential to enhance learning understanding
by combining multiple data streams, beyond traditional on-screen interactions, is emphasised. This
diversity of data creates opportunities to enhance evaluation, promote inclusion, and extend the reach of
LA to broader audiences. However, the complexity of human behaviour and the challenges of scalability,
4https://docs.google.com/presentation/d/1LT0anJuJKL6SzXrxGj8v1UHD6YethZCJ/edit?usp=sharing&ouid=
115328888807362268202&rtpof=true&sd=true
5https://docs.google.com/presentation/d/1AuqgcRir8EeL1si_Ts2Lxef VIAaWcwbZ/edit?usp=sharing&ouid=
115328888807362268202&rtpof=true&sd=true
privacy and contextual adaptation limit its practical application. In the European context, factors such as
the GDPR [
Key opportunities for generative AI and Large Language Models (LLMs) have been identified, including
personalised learning, the automatic generation of educational content, and improved feedback [
Micro-credentials ofer a promising framework for identifying learning trajectories and competency
gaps, as well as aligning with standardised skills frameworks [
Finally, the use of LA and AI in learning design highlights a growing interest in supporting teachers
during the authoring process and in adapting and orchestrating learning activities. Automation and
pedagogical reflection, particularly through generative AI, are presented as means of enhancing teaching
practice and teacher education. However, the scarcity of high-quality educational datasets and the
challenge of conceiving AI as a partner rather than a substitute for teachers remain crucial issues,
particularly in the intensely regulated European context [
An important factor to consider when establishing a new (sub-)community, like SNOLA, is its sustainability. This paper has introduced the activity carried out by this network, which has become a key reference in Learning Analytics research in Spain, thanks in part to the financial support from the Spanish research agency.
Regarding the future organisation of events like LASI Europe, which aim to foster a European LA perspective and community, this topic was discussed at LASI Europe 2024. The Program Committee chairs proposed several ideas for future initiatives. One suggestion was to hold a new LASI Europe event in a diferent region of Europe, while others focused on exploring collaborations with Europeanlevel associations such as EATEL. A key concern for ensuring the sustainability of these eforts is to coordinate them in a way that allows researchers interested in this field to manage the personal and ifnancial commitments required for participation and contribution. In that sense, funding from the Spanish research agency has been crucial for the sustainability of the LASI Spain event, and maintaining and obtaining further funding would be needed for these events at National or European level.
This work has been partially funded by grants: PID2020-112584RB-C32 and RED2022134284-T (funded by MICIU/AEI/10.13039/501100011033), PID2023-146692OB-C32 (financed by MICIU/AEI/10.13039/501100011033 and by ERDF, EU), RYC2022-037806-I (funded by MCIU/AEI/10.13039/501100011033 and ESF+) and TED2021-131787B-I00 (financed by MICINN). The authors thank the contributions from all SNOLA members and from all the participants in LASI Europe 2024.
The author(s) have not employed any Generative AI tools.