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Coordinating learning analytics policymaking and implementation at scale.

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Title: Coordinating learning analytics policymaking and implementation at scale.
Authors: Broos, Tom tom.broos@kuleuven.be, Hilliger, Isabel, Pérez-Sanagustín, Mar, Htun, Nyi‐Nyi, Millecamp, Martijn, Pesántez-Cabrera, Paola, Solano‐Quinde, Lizandro, Siguenza‐Guzman, Lorena, Zuñiga‐Prieto, Miguel, Verbert, Katrien, De Laet, Tinne
Source: British Journal of Educational Technology. Jul2020, Vol. 51 Issue 4, p938-954. 17p. 5 Diagrams, 3 Graphs.
Subject Terms: *Mathematical models of learning, *Education policy, *Achievement gains (Education), *Educational technology, *Teenagers, *Higher education
Geographic Terms: Latin America
Abstract: Many Latin‐American institutions recognise the potential of learning analytics (LA). However, the number of actual LA implementations at scale remains limited, notwithstanding considerable effort made to formulate guidelines and frameworks to support the LA policy development. Guidance on how to coordinate the interaction between the LA policymaking and implementation is mostly missing, leaving a difficult challenge up to practitioners. In this study we propose a coordination model to support future LA initiatives at scale. We explore the problem by comparing two cases in Belgium and Ecuador. Following up we use the LA implementation timeline as a driver for planning the interaction between the policymaking and implementation. We continue by testing an application of the model with LA experts predominantly from Latin‐American institutions, asking them to map low‐level items of the SHEILA policy framework to four implementation phases. The results of this mapping support that LA policy building can be spread over time, that it can coincide with LA implementation at scale, and that both efforts can be coordinated. It is hoped that this study will provide additional guidance for future Latin‐American and other LA initiatives. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Coordinating learning analytics policymaking and implementation at scale.
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  Data: <searchLink fieldCode="AR" term="%22Broos%2C+Tom%22">Broos, Tom</searchLink><i> tom.broos@kuleuven.be</i><br /><searchLink fieldCode="AR" term="%22Hilliger%2C+Isabel%22">Hilliger, Isabel</searchLink><br /><searchLink fieldCode="AR" term="%22Pérez-Sanagustín%2C+Mar%22">Pérez-Sanagustín, Mar</searchLink><br /><searchLink fieldCode="AR" term="%22Htun%2C+Nyi‐Nyi%22">Htun, Nyi‐Nyi</searchLink><br /><searchLink fieldCode="AR" term="%22Millecamp%2C+Martijn%22">Millecamp, Martijn</searchLink><br /><searchLink fieldCode="AR" term="%22Pesántez-Cabrera%2C+Paola%22">Pesántez-Cabrera, Paola</searchLink><br /><searchLink fieldCode="AR" term="%22Solano‐Quinde%2C+Lizandro%22">Solano‐Quinde, Lizandro</searchLink><br /><searchLink fieldCode="AR" term="%22Siguenza‐Guzman%2C+Lorena%22">Siguenza‐Guzman, Lorena</searchLink><br /><searchLink fieldCode="AR" term="%22Zuñiga‐Prieto%2C+Miguel%22">Zuñiga‐Prieto, Miguel</searchLink><br /><searchLink fieldCode="AR" term="%22Verbert%2C+Katrien%22">Verbert, Katrien</searchLink><br /><searchLink fieldCode="AR" term="%22De+Laet%2C+Tinne%22">De Laet, Tinne</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Jul2020, Vol. 51 Issue 4, p938-954. 17p. 5 Diagrams, 3 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematical+models+of+learning%22">Mathematical models of learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement+gains+%28Education%29%22">Achievement gains (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
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  Data: Many Latin‐American institutions recognise the potential of learning analytics (LA). However, the number of actual LA implementations at scale remains limited, notwithstanding considerable effort made to formulate guidelines and frameworks to support the LA policy development. Guidance on how to coordinate the interaction between the LA policymaking and implementation is mostly missing, leaving a difficult challenge up to practitioners. In this study we propose a coordination model to support future LA initiatives at scale. We explore the problem by comparing two cases in Belgium and Ecuador. Following up we use the LA implementation timeline as a driver for planning the interaction between the policymaking and implementation. We continue by testing an application of the model with LA experts predominantly from Latin‐American institutions, asking them to map low‐level items of the SHEILA policy framework to four implementation phases. The results of this mapping support that LA policy building can be spread over time, that it can coincide with LA implementation at scale, and that both efforts can be coordinated. It is hoped that this study will provide additional guidance for future Latin‐American and other LA initiatives. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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