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It is my pleasure to announce that our journal paper “Piecing the Learning Analytics Puzzle: A Consolidated Model of a Field of Research and Practice” by Gašević, D., Kovanović, V., & Joksimović, S. was published in the last issue of the Learning: Research and Practice journal. The article describes the model of Learning Analytics research and practice and its relationship with the broader fields and disciplines that shape and contribute to the use of analytics in the domain of education.

You can find the paper on the link below:

Gasevic et al. – Piecing the Learning Analytics Puzzle: A Consolidated Model of a Field of Research and Practice

Abstract:

The field of learning analytics was founded with the goal to harness vast amounts of data about learning collected by the extensive use of technology. After the early formation, the field has now entered the next phase of maturation with a growing community who has an evident impact on research, practice, policy, and decision-making. Although learning analytics is a bricolage field borrowing from many related other disciplines, there is still no systematised model that shows how these different disciplines are pieced together. Existing models and frameworks of learning analytics are valuable in identifying elements and processes of learning analytics, but they insufficiently elaborate on the links with foundational disciplines. With this in mind, this paper proposes a consolidated model of the field of research and practice that is composed of three mutually connected dimensions – theory, design, and data science. The paper defines why and how each of the three dimensions along with their mutual relations is critical for research and practice of learning analytics. Finally, the paper stresses the importance of multi-perspective approaches to learning analytics based on its three core dimensions for a healthy development of the field and a sustainable impact on research and practice.

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  Category: Journals

16 posts
April 10th, 2017

Learning: Research and Practice article published

March 22nd, 2017

Journal of Educational and Behavioral Statistics article published

July 9th, 2015

“Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions” published at the Internet and Higher Education journal

July 5th, 2015

“Learning at distance: Effects of interaction traces on academic achievement” accepted in Computers & Education journal

June 26th, 2015

“Roles of course facilitators, learners, and technology in the flow of information of a cMOOC” published at IRRODL journal

June 17th, 2015

“Does Time-on-task Estimation Matter? Implications on Validity of Learning Analytics Findings” submitted to Journal of Learning Analytics

June 13th, 2015

“Social presence in online discussions as a process predictor of academic performance” published in JCAL

June 8th, 2015

“Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions” accepted for publication at Internet and Higher Education journal

April 10th, 2015

“What public media reveals about MOOCs: A systematic analysis of news reports” BJET paper available online

March 4th, 2015

“Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions” submitted to Internet and Higher Education journal

December 8th, 2014

“Learning Analytics for Communities of Inquiry” accepted for publication at Journal of Learning Analytics

November 14th, 2014

“Learning Analytics for Communities of Inquiry” submitted to Journal of Learning Analytics

October 21st, 2014

“What public media reveals about MOOCs” accepted for publication at British Journal of Educational Technology (BJET)

September 30th, 2014

“Where is Research on Massive Open Online Courses Headed? A Data Analysis of the MOOC Research Initiative” IRRODL paper accepted

September 30th, 2014

“Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions” accepted

March 13th, 2014

“Psychological characteristics in cognitive presence of communities of inquiry: A linguistic analysis of online discussions” paper accepted