College and university libraries can provide important contributions to institutional efforts to use learning analytics to improve student learning and success.
The emerging configuration of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards).
Learning analytics (LA) is a technology for enabling better decision-making by teachers, students, and other educational stakeholders by providing them with timely and actionable information about learning-in-process on an ongoing basis.
Today, Web Analytics (WA) is commonly used to obtain key information about users and their behavior on websites. Besides, with the rise of online learning, Learning Analytics (LA) emerged as a separate research field for collecting and analyzing learners' interactions on online learning platforms.
To ensure every stakeholder involved in the design and development of autonomous and intelligent systems is educated, trained, and empowered to prioritize ethical considerations so that these technologies are advanced for the benefit of humanity.
This project brought together learning analytics experts from across Australia to explore key ethical issues relating to the development and use of learning analytics in higher education.
Professor Mark Brown is Director of the National Institute for Digital Learning (NIDL) based at Dublin City University (DCU) interviewed by LACE project's Maren Scheffel at EC-TEL conference in Toledo, Spain, September 2015
The field learning analytics is established with the promise for the education sector to embrace the use of data for decision making. There are many examples of successful use of learning analytics to enhance student experience, increase learning outcomes, and optimize learning environments.