Learning Analytics: Reports & Publications


Here you can find a list of reports, journals and books on learning analytics. 



Report: From Bricks to Clicks - The Potential of Data and Analytics in Higher Education
Date of publication: January 2016
Source: Policy Connect
Abstract: This report sets out recommendations that emphasise the importance of a strategy for data and analytics that needs to be put in place, and kept up-to-date, by each university. We recommend that institution needs to plan for how it will move forward from where it currently sits, in terms of systems, data and capability, to where it would like to be in the future. Change is needed in order to make this possible – and the will to change needs to come from the leadership at the head of each institution.

Personalized Learning: People, Practices, and Products
Date of publication: March 2016
Abstract: The transformation under way at the point where teaching, learning, and technology intersect is so promising and so complicated that it is no wonder those of us involved in talking and writing about these developments are looking for the perfect turn of phrase to bring it all together. It's our nature to seek out words to attach to the issues that matter, an inclination clearly at work within the universe of activities collected under the term personalized learning. The desire to name important trends in the technology landscape is hardly new: EDUCAUSE has made important contributions to the effort, capturing the imagination of the higher ed IT community by furthering both the idea of technology as a "game-changer" and the concept of "connected learning."

Personalized Learning: Toward a Grand Unifying Theory

Date of publication: March 2016
Abstract: The current context of personalized learning is technologically mediated curriculum that produces customized instruction in order to support optimal learning outcomes. Whether simple Boolean logic or advanced artificial intelligence and deep-data analytics, the engagement of personalized learning typically establishes learning pathways through assessments that identify learner deficits with the application of strategies, resources, and engagement to improve performance.

Whitepaper How data can improve the quality of higher education

Date of publication: March 2016
Source: SURF 
Abstract: The Dutch higher education sector is increasingly recognising the potential for the vast volumes of data that it has at its disposal. What opportunities does learning analytics offer? And what challenges are the early adopters facing? This whitepaper describes how data can improve the quality of higher education.

Full Report: Learning Analytics in Higher Education A review of UK and international practice
Date of publication: April 2016
Source: Jisc
Abstract: This report documents the emerging uses of learning analytics in the United States, Australia and the United Kingdom. Through a series of eleven case studies it presents an overview of the evidence currently available of the impact that analytics are having on teaching and learning – and highlights some of the opportunities for the UK higher education sector. Given the current focus on teaching excellence in the higher education sector, it will be of interest to policy makers and institutional leaders alike. 

Online Learning Volume 20 Issue 2: SPECIAL ISSUE: LEARNING ANALYTICS
Date of publication: June 2016 
Source: Open Education Consortium 
Abstract: This Online Learning Journal special issue devoted to learning analytics for online teaching and learning. The nine papers contained here provide a range of information including reviewing the literature, examining frameworks in development, presenting a large scale analysis on the effectiveness of learning modalities from the PAR Framework, examining an international study of learning, and providing real-world learning analytics case studies on transfer, facilitation, and medical education. Each of these papers provides new and informative research that we hope can help readers make decisions about applying analytics within the context of their own online teaching and learning environments.

Snapshot: Forge A Personal Connection Online Report Employ Crm In Higher Education To Streamline And Solidify Student Recruiting And Retention.
Date of publication: 2016
Source: Ellucian 
Abstract:  Along with choosing the right system, deploying an enterprise-level Constituent Relationship Management (CRM) system that works with other enterprise systems takes careful planning and foresight. While it may be a challenge, integrating the CRM system with the rest of the institution’s technology portfolio is critical. The system has to follow students throughout their “lifecycle” with the institution—from initial touchpoints during recruitment to enrollment, and on through to graduation and their status as alumni.

Student retention and learning analytics: a snapshot of Australian practices and a framework for advancement
Date of publication:
Source: Learning Analytics in Australia: Office for Learning & Teaching
Abstract: This report seeks to unpack these challenges to institutional adoption and provide new insights that can aid future implementations of LA and help advance the sophistication of such deployments. The study does so by interrogating the assumptions underpinning the adoption of LA in the Australian University sector and contrasting this with the perspectives of an international panel of LA experts. The findings and recommendations highlight the need for a greater understanding of the field of LA including the diversity of LA research and learning and teaching applications, alongside the promotion of capacity building initiatives and collaborations amongst universities, government bodies and industry.

Personalized Learning Plans and Learner Profiles
Date of publication
: 2016
Abstract: These tools help a student to identify academic and social-emotional needs, goals, and pace; keep track of them; and enable teachers to use them to truly personalize learning.

The educational problem that MOOCs could solve: Professional development for teachers of disadvantaged students
Date of publication: 2016
Source:  London Knowledge Lab, UCL Institute of Education
Abstract: The demographics of massive open online course (MOOC) analytics show that the great majority of learners are highly qualified professionals, and not, as originally envisaged, the global community of disadvantaged learners who have no access to good higher education. MOOC pedagogy fits well with the combination of instruction and peer community learning found in most professional development. A UNESCO study therefore set out to test the efficacy of an experimental course for teachers who need but do not receive high-quality continuing professional development, as a way of exploiting what MOOCs can do indirectly to serve disadvantaged students. The course was based on case studies around the world of information and communication technology (ICT) in primary education and was carried out to contribute to the UNESCO “Education For All” goal. It used a co-learning approach to engage the primary teaching community in exploring ways of using ICT in primary education. Course analytics, forums and participant surveys demonstrated that it worked well. The paper concludes by arguing that this technology has the power to tackle the large-scale educational problem of developing the primary-level teachers needed to meet the goal of universal education.

The 2016 Key Issues in Teaching and Learning
Date of publication
: 2016
Abstract: The ELI Key Issues (formerly called Content Anchors) offer a window into the technologies and developments that the community finds most important for higher education.


Analytics in Higher Education, 2015
Date of publication: January 2015
Abstract: This report will explore the current state of higher education institutional analytics and identify the foundational elements of effective, efficient, and adaptable institutional analytics tools.

How Students Engage with a Remedial English Writing MOOC: A Case Study in Learning Analytics with Big Data
Date of publication: March  2015
Abstract: Insufficient academic preparation is a major barrier to student success in higher education in the United States, and a large percentage of students who require remedial education become mired in courses that are taught using the same deficit-based pedagogy that contributed to their failure to master the curriculum in high school. In 2011, declining state revenues in California and shrinking budgets for education prompted a review of massive open online courses (MOOCs) as a means to improve access to college. However, MOOCs are often designed for students who already possess the kinds of study skills and habits that many remedial students lack. Could a MOOC be designed to serve remedial students without strong study skills and habits? Crafting an Effective Writer: Tools for the Trade (CEW) was designed to create a noncredit option for remedial students to help build their skills before they enter college and thus reduce the remedial instruction needed.

Code of practice for learning analytics A literature review of the ethical and legal issues
Date of publication: June 2015
Source: Jisc
Abstract: This code of practice aims to set out the responsibilities of educational institutions to ensure that learning analytics is carried out responsibly, appropriately and effectively, addressing the key legal, ethical and logistical issues which are likely to arise. 

NMC Horizon Report: 2015 Higher Education Edition
Date of publication: 2015
Source: NMC and the EDUCAUSE Learning Initiative (ELI)
Abstract: This 12th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are identified across three adoption horizons over the next one to five years, giving campus leaders and practitioners a valuable guide for strategic technology planning. The report aims to provide these leaders with more in-depth insight into how the trends and challenges are accelerating and impeding the adoption of educational technology, along with their implications for policy, leadership and practice.

The report is available in GermanChineseJapaneseKoreanRussianSpanish

The Metric Tide: Report of the Independent Review of the Role of Metrics in Research Assessment and Management
Date of publication: July 2015
Source: Higher Education Funding Council for England
Abstract: The Independent Review of the Role of Metrics in Research Assessment and Management was set up in April 2014 to investigate the current and potential future roles that quantitative indicators can play in the assessment and management of research.  


Articles and charts

Using Student Analytics for Online Course Improvement
Date of publication: May 2016 
Source: Faculty Focus

Data collected about student behaviour doesn’t help improve teaching or learning
Date of publication: April 2016
Source: The Conversation Trust (UK) Limited

This Chart Shows the Promise and Limits of ‘Learning Analytics’
Date of publication: January 2016
Source:  The Chronicle of Higher Education

This Chart Shows the Promise and Limits of ‘Learning Analytics’
Date of publication: January 2016
Source: The Chronicle of Higher Education



Journal of Learning Analytics

The journal is the official publication of the Society for Learning Analytics Research (SoLAR) and is a peer-reviewed, open-access journal, disseminating the highest quality research in the field. With an international Editorial Board comprising leading scholars, it is the first journal dedicated to research into the challenges of collecting, analysing and reporting data with the specific intent to improve learning. “Learning” is broadly defined across a range of contexts, including informal learning on the internet, formal academic study in institutions (primary/secondary/tertiary), and workplace learning.



Teaching in the Digital Age: Guidelines for designing teaching and learning for a digital age (2015)
A.W. (Tony) Bates
Abstract: The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.

Analysing 157 Learning Designs using Learning Analytic approaches as a means to evaluate the impact of pedagogical decision-making. (2016). 
Toetenel, L., Rienties, B.
British Journal of Educational Technology. DOI: 10.1111/bjet.12423. Impact factor: 1.394

Modeling and managing learner satisfaction: use of learner feedback to enhance blended and online learning experience. (2016). 
Li, N., Marsh, V., & Rienties, B.
Decision Sciences Journal of Innovative Education. 

Analytics4Action Evaluation Framework: a review of evidence-based learning analytics interventions at the Open University UK (2016).
Rienties, B., Boroowa, A., Cross, S., Kubiak, C., Mayles, K., & Murphy, S.
Journal of Interactive Media in Education, 1 (2) 1-13. 

The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals & academic motivations. (2015). 
Tempelaar, D. T., Rienties, B., Giesbers, B., Gijselaers, W.
Social Psychology of Education. 18, 101-120. Impact factor: 0.682

In search for the most informative data for feedback generation: Learning Analytics in a data-rich context. (2015). 
Tempelaar, D. T., Rienties, B., & Giesbers, B.  
Computers in Human Behavior, 47, 157-167. Impact factor: 2.273. 

Using student experience as a model for designing an automatic feedback system for short essays (2014) 
Alden, Bethany; Van Labeke, Nicolas; Field, Debora; Pulman, Stephen; Richardson, John T. E. and Whitelock, Denise
International Journal of e-Assessment, 4, Article 68(1) 

Social learning analytics (2012) 
Buckingham Shum, Simon and Ferguson, Rebecca
Journal of Educational Technology and Society, 15(3) (pp. 3-26) 

An overview of learning analytics (2013-08-19) 
Clow, Doug
Teaching in Higher Education, 18(6) (pp. 683-695) 

The use, role and reception of open badges as a method for formative and summative reward in two Massive Open Online Courses (2014) 
Cross, Simon; Whitelock, Denise and Galley, Rebecca
International Journal of e-Assessment, 4(1) 

An exploration of the features of graded student essays using domain-independent natural language processing techniques (2014) 
Field, Debora; Richardson, John T. E.; Pulman, Stephen; Van Labeke, Nicolas and Whitelock, Denise
International Journal of e-Assessment, 4, Article 69(1)

 General Resources 

LAEP Glossary
The LAEP Glossary has been developed by the LAEP project to identify and define key terms related to learning analytics.