In very recent years, the advent of Learning Analytics (LA) has resulted in a number of publications reporting on empirical research. This literature overview identifies the mainstream of empirical LA research, and emphasizes insufficiently investigated directions that display a higher innovation potential. The mainstream consists of learning trajectory visualizations aimed to predict learner success. Single studies prove innovative by addressing in particular: informal educational settings, video and audio records as data sources, automated assessment and error/misconception analysis. A central issue of empirical LA research consists of the frequent lack of an explicit theoretical framework from educational perspective. We maintain that educational and psychological theories are urgently needed for significant progress of upcoming LA research.
Until now, eTwinning supports 160,000 European teachers is their continuous professional development (CPD). Only computational tools of learning analytics at large like social network analysis and performance measurements are offering deep insight into competence development in the anonymous data sets from the eTwinning database. To this end, we have developed CAfe, a learning analytics tool for eTwinning data. After getting an identification number, teachers can monitor their performance in eTwinning with CAfe. Teachers may also draw conclusions and gain insight into their competences and their continuous professional development. We evaluated CAfe with teachers in eTwinning workshops in Germany. KeywordsLifelong Learning–Social Network Analysis
Together with my colleague I like to call for submissions on the topic „Learning Analytics„. The contributions will appear as Special Issue of the Journal of Research in Innovative Teaching & Learning that is an open access journal published by Emerald Publishing Services. Please consider to send us a scientific contribution on 28th April 2014 at latest