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ReportonWP5EventsPublicDeliverable–D5.2

Deliverable Coordinator: FabrizioCardinali Coordinating Institution: InfinityTechnologySolutions(sedAptaGroup),Italy

Datadue:31.05.2016

Keywords:workplacelearning,learninganalytics,process-basededucation,stateoftheart

Abstract:Thisdeliverabledescribesthestateoftheartoflearninganalyticsattheworkplace, summarises the activities and events delivered or attendedbyWP5,andpresentshowtheyhaveledtotheachievementofprojectobjectives.

LACEDeliverable5.2–ReportonEventsv2

Contents

Introduction...........................................................................................................................................1

Successcriteria......................................................................................................................................2

EventsorganisedbyLACEWP5.............................................................................................................3

PoliciesforEducationalDataMining&LearningAnalyticsBriefing..................................................3

SocialBusinessForum2015...............................................................................................................4

sedAptaCustomers&PartnersMeeting2016..................................................................................7

WP5participationinexternalevents..................................................................................................10

ESANN2015.....................................................................................................................................10

DevLearn2015.................................................................................................................................10

Learntec2016..................................................................................................................................12

LearningTechnologies2016............................................................................................................13

PerformanceSupportSymposium2016..........................................................................................14

Socialnetworkingandvirtualsharingactivities..................................................................................15

OtherWP5activitiesinthereportingperiod......................................................................................17

ContributiontotheLACEEvidenceHub..........................................................................................17

LACEreviewsandpublications........................................................................................................18

Stateoftheartoflearninganalyticsattheworkplace........................................................................19

StateoftheartofpolicyinEuroperegardinglearninganalyticsattheworkplace.........................19

Stateoftheartofimplementationoflearninganalyticsattheworkplace.....................................22

Opportunitiesandissues.....................................................................................................................24

Conclusions..........................................................................................................................................26

TableofFigures...................................................................................................................................27

References...........................................................................................................................................28

About...................................................................................................................................................29

IntroductionWorkPackage5(WP5)oftheLACEProjectisdedicatedtothepromotionofanalyticsrelatedtoworkplacelearning,spreadinglearninganalyticsconceptsandcapturingthenewandlatesttrendsinworkplacelearning.

Duringprojectyear2,WP5activitiesweremainlyconcentratedon

● theexpansionandenhancementofthecommunityofpeopleinterestedinlearninganalyticsattheworkplace,throughparticipationinandorganisationofdedicatedeventsinEuropeandtheUS,togetherwithsharingofactivitiesandresultsonsocialnetworks;

● thecapturingofthelatesttrendsanddevelopmentsinthefield,addingcontributionstotheLACEEvidenceHubandpromotingasurveyontheuseoflearninganalyticsincommercialproductsforlearningattheworkplace;

● thedevelopmentoftwopublications(LACEreviews)focusedonEUpoliciesandinteroperabilitystandards.

ThepresentdocumentsummarisesthephysicalandvirtualeventsconductedbyWP5during2015andthefirstmonthsof2016,relatingthemtotheproject’smainobjective,i.e.topromoteknowledgecreationandexchangewithinthe‘disparatecommunities’targetedbyLACE.Asintroductiontothisdocument,asectionfocusedonthe“Stateoftheart”oflearninganalyticsattheworkplaceispresented,depictingcurrentEUpolicies,evidencesofimplementationsandopportunitiesandissuesoftheapplicationoflearninganalyticstoolstoworkforce.

SuccesscriteriaTheLACEdescriptionofwork(DOW)identifieseightstakeholdergroupstargetedbyLACE:

1. Policymakers.2. Headsandmanagersofinformationsystems.3. HeadsofeLearningandTELdevelopmentteams.4. Suppliersoftechnology-enhancedlearning(TEL)software.5. Softwaredevelopers.6. Earlyadopterpractitioners.7. Learninganalytics(LA)andeducationaldatamining(EDM)researchers.8. Standardsandinteroperabilityexpertsandbodies.

Acrossalltheworkpackages,andacrossthelifeoftheproject,“success”isdefinedas

• 600directcontactsinvolvingmoststakeholdergroups.Adirectcontactisdefinedas“attendanceatoneofoureventsoratasessionswhereaLACEprojectmemberpresents”.

• 50%ofeventsinvolveatleastthreestakeholdergroupsoratleasttwosectors.• Attendeesblogortweetabouttheevent.

Thisdocumentestimatesdirectcontactsforalltheeventsco-organisedbyLACEWP5.Whenavailable,specificnumbersonengagedparticipantsareprovided,whileinsomecasethesearenecessarilyvague,andthenumberofoveralleventattendeesisindicated.StakeholderengagementisnotedforeventsrunbyWP5andengagementwithsocialmediaisalsonotedforeventsorganisedortargetedbytheworkpackage.

EventsorganisedbyLACEWP5Thissectiondescribestheevents,relatedtolearningattheworkplace,whichWP5membershavecontributedtoorganizeinordertoshareLACEprojectactivitiesandresults,aswellastocapturethelatesttrendsinthisfield.

Forallco-organizedevents,blogpostsontheLACEwebsitehavebeenpublished,aswellasseveralTwitter,SlideshareandLinkedInpostsenteredbefore,duringandaftertheevents,asdescribedinthenextchapter.

PoliciesforEducationalDataMining&LearningAnalyticsBriefingAfirstexampleofeventsco-organisedbyWP5isthe“PoliciesforEducationalDataMining&LearningAnalytics”briefing&workshop,heldinBrusselsonthe15thApril2015.

Thisevent,organisedwithotherpartnersoftheLACEprojectandincollaborationwithEuropeanSchoolnetandthePELARS,WatchMeandLea’sBoxProjects,hasbeenattendedby67people,includingrepresentativesfromdifferentinstitutions/organisationswithdifferentinterests,skillsandbackgrounds.

Figure1.Plenarysessionof“PoliciesforEducationalDataMining&LearningAnalytics”Briefing.

Aftertheplenarysession(Figure1),threeseparateworkshopstookplace,oneforeachsectoroftheLACEproject(Schools,WorkplaceandHigherEducation),inwhichtheinterestedparticipantshadtheopportunitytodiscusswhatpolicy-makerscanandshoulddoaboutlearninganalyticsimplementationinthetrainingandeducationallandscape.TheworkshopdedicatedtoworkplacelearningdiscussedtheroleofEUandnationalpoliciesforthedevelopmentandimplementationoflearninganalyticsintheworkplacearoundtheRapidOutcomeMappingApproach(ROMA)(Macfadyenetal.,2014),whichwaspresentedduringtheplenarysessionbythePresidentoftheSocietyforLearningAnalyticsDraganGaševićandisshowninFigure2.

Figure2.ROMAapproach,asdescribedbyMacfadyenetal.(2014).

Thediscussiondevelopedtocoverseveralsubjectsandinstitutions,suchasrepresentativesofEUinstitutions,universities,tradeandcommerceinstitutionsandindustrialsubjects,generatingasmallandhighlyfocusedcommunityofstakeholders.Afterthediscussion,thecommunityagreedtodevelop,startingfromtopicsandconceptsdepictedduringthemeeting,awiderandmorecomplexdocumentonEUpoliciesforlearninganalyticsintheworkplace.ThisdocumentwasdevelopedbyLACEWP5leaderITS,andhasbeenpublishedas“TheLACELAWManifesto-PromotingLearningAnalytics@theWorkplace”(LACEReview4)1.

ProgresstowardsLACEobjectives:

Directcontacts:67peopleattendedtheevent(12participantstotheLearningatworkplaceworkshop).

Stakeholderengagement:MEPsandrepresentativesfromtheEuropeanParliament,EuropeanCommissionprojectofficersandadvisors(DGCONNECTandDGEAC),representativesfromkeylobbyingandstakeholderorganisationsincludingEuropeanSchoolnet,theEuropeanTradeUnionCommitteeforEducation,DIGITALEUROPE,EuropeanPublishersAssociationandorganisationswithamoregeneralinterestindatamanagementinEuropeincludingEuropeanDataProtectionsupervisorsandtheBigValueDataAssociation.

LACEReview:Policyrecommendationsfromtheworkshop:http://www.laceproject.eu/learning-analytics-review/policy-recommendations-lace-workshops/.Learningatworkplace(LAW)Manifesto:http://www.laceproject.eu/publications/LACE-LAW-manifesto.pdf.

SocialBusinessForum2015TheLACEWP5leaderparticipatedintheorganisationoftheSocialBusinessForum20152,heldinMilanon7th–8thJuly2015.Theeventwasdedicatedto“NextGenerationWorkplaces”andtheuseofdisruptivelearningtechnologiesforuserengagementandon-boarding.TheSocialBusinessForum2015,organisedbyOpenKnowledgeundertheslogan“EmbracingDigitalDisruption”,focusedonhowDigitalDisruptionisreshapingthebasisofourlives,jobsandsocieties,dealingwithtopicssuchas:

1http://www.laceproject.eu/publications/LACE-LAW-manifesto.pdf2http://www.socialbusinessforum.com/

● Ubiquitousmarketing,communicationandbusinessstrategies,relatedtothespreadoftheInternetofThings(IoT)inthenewsocial-industrialinternet.

● Reinventionoforganisationsandcompanyhierarchies,inaworldthatisbecomingmoreandmore“on-demand”.

● TheuseofBigDatatomanagebettercustomerrelationshipsandemployees’experiencesintheworkplace.

● Nextgeneration(digital)workplacetrainingandsupport,movingfromtraditionale-learningtoamoreeffectiveandinnovativemixoflearningtechnologiesandmethodologies(learninganalytics,performancesupport,businessprocessimprovement).

● Businessofsharing,whichisconsideredthenewwayofdoingbusiness,suchascollaborativeconsumption,peer-to-peerproductionandsharedpracticesandculturesamongcustomers,citizensandusers.

● Socialcustomerrelationshipmanagement,withthere-definitionoftherelationshipsbetweencompaniesandtheircustomers.

In2015theSocialBusinessForumwasattendedbymorethan1.000peoplefrommorethan20countriesinthetwodays.Duringtheevent,upto50speakersand20businesscaseswerepresentedbydifferentprovidersfromtheITIndustry(IBM,Microsoft,Adobe,SAP,Acer,sedApta,ExpertSystem),Communication&Media(Sky,Cisco,TelecomItalia),Banking(BNPParibas,UniCredit,IntesaSanpaolo,INGDirect)andotherfieldslikeEnergy,ManufacturingandHealthcare(Philips,Enel,a2a,Sanofi,DamianiInternational).

Fabrizio Cardinali, CEO of Skillaware3, the new company for workplace learning and performancesupport analytics solutions of the sedAptaGroup, ofwhichWP5 leader ITS is part, presented theLACEprojectanditsactivitiesduringhisopeningkeynotetotheplenarysession(Figure3),on“TheLearningSputnikEffect.SupportingDigitalDisruption@theWorkplace”.Heembracedtopicssuchastrainingand learningneedsthattechnologicaldisruptiongenerates inpeopleandworkers,newpedagogicalmodels(e.g.70:20:10framework,inwhichonly10%oflearningoccursinclassroom,20%occursbycoachingandthe largestpartoccursas informal learningandexperienceacquisition),rapidup-skillingandcompetencydevelopmentofthenext-generationworkforce.

3http://www.skillaware.com/

Figure3.LACEprojectpresentationattheSocialBusinessForum2015.

Moreover,theLACEprojectwaslistedontheSocialBusinessForumwebsite(Figure4)asoneofthemainorganisationsaffiliatedtotheevent.

Figure4.SocialBusinessForum2015website-Sponsorpage.

Finally,WP5organisedathematiclunchonthetopicofworkplacelearning(Figure5),whichwasattendedbyawidevarietyofpeoplefromboththeindustrialandtheacademicfield.ThisthematiclunchprovidedanopportunitytopromotetherelevanceoflearninganalyticsandPerformanceSupportattheworkplaceinconnectionwiththedigitaldisruptionconcepts.

Figure5.ThematicLunchpromotedbyWP5attheSocialBusinessForum2015.

Consideringthenumberofattendeesandtherelevanceofthisevent,theSocialBusinessForum2015representedauniquepossibilitytoshareandfostertheideasandconceptsoflearninganalyticsintheworkplace,withtheaimofraisingtheawarenessofindustrialandacademicfieldsonthistopic.

Directcontacts:morethan1.000peopleattendedtheeventduringthetwodays(15participantstothethematiclunch).

Stakeholderengagement:Headsandmanagersofinformationsystems,headsofeLearningandTELdevelopmentteams,softwaredevelopers,earlyadopterpractitioner,membersfromdiverseindustrialfields.

SocialMedia:Severalsocialnetworkactivities,sharingofpresentationontheweb(http://www.slideshare.net/SocialBizForum/the-learning-sputnik-effect-introducing-performance-support-learning-analytics-at-the-workplace-toreduce-your-digital-process-missile-gap)andablogpostonLACEwebsiteweregenerated(http://www.laceproject.eu/blog/lace-the-social-business-forum-2015-learning-analytics-and-performance-support-in-the-times-of-digital-disruption/).

sedAptaCustomers&PartnersMeeting2016Onthe11th-12thMay2016,theLACEprojectsupportedthesedAptaCustomers&PartnersMeeting,heldinGenoaandorganisedbysedApta,thesoftwarecompanyofwhichITSispart(Figure6).

Figure6.ContributionstotheorganisationofthesedAptaCustomers&PartnersMeeting2016.

Thismeetingbroughttogethermorethan350attendees,comingfromover160companiesfromdifferentindustrialsectors(Figure7),includingFood&Beverage(Bauli,Domori,Ferrero,Lavazza,IllyCaffè,Rana,etc.),Fashion&Luxury(Armani,Bulgari,Etro,Valentino,Versace,Benetton,Aeffe-AlbertaFerretti,etc.)andManufacturing(ABB,MagnetiMarelli,Brembo,AnsaldoEnergia,FiatChryslerAutomobiles,Riello,PiaggioAerospace,etc.),aswellasconsultingandmarketanalysts(Accenture,Deloitte,KPMG,Capgemini),relevantITcompanies(Microsoft,RockwellAutomation,Siemens,Cegid,GerberTechnologies,Unisys,Engineering,etc.)andcompaniesfromothersectors(Verallia-SaintGobain,Ardagh,Pirelli,Saipem,GruppoMarcegaglia,etc.).

Figure7.AttendeesduringtheplenarysessionofthesedAptaCustomers&PartnersMeeting.

AlltheattendeeshadtheopportunitytoaccesstheresultsandideasoftheLACEprojectatanytimeduringtheeventbyvisitingadedicatedcornerofthedemoroom(Figure8).LACEflyersweredistributedwiththeaimofsharingconceptsandraisingawarenessoflearninganalyticsinrelationtotheworkplaceandworkforcetrainingformanufacturingcompanies.

Figure8.LACEcorneratthesedAptaCustomers&PartnersMeeting.

Directcontacts:morethan350peopleattendedtheoverallevent.Stakeholderengagement:Headsandmanagersofinformationsystems,suppliersoftechnology-enhancedlearning(TEL)software,softwaredevelopers,earlyadopterpractitioners,attendeesfromrelevantmanufacturingcompaniesindifferentsectors.

WP5participationinexternaleventsDuringthereportingperiod,WP5partnersalsoattendedotherevents,notdirectlyorganisedbyLACE,inordertocapturethelatestthinkingandtrends,aswellastospreadtheideasandconceptsbehindtheLACEprojecttoindustrialstakeholdersandcommunitiesandrelevantpeopleinvolvedinlearningintheworkplace.Alsointhesecases,blogpostsonLACEwebsiteandseveralTwitter,SlideshareandLinkedInpostswereenteredbefore,duringandaftertheevents.

ESANN2015WP5attendedtheEuropeanSymposiumonArtificialNeuralNetworks,ComputationalIntelligenceandMachineLearning(ESANN)2015event,heldinBrugesfrom22ndto24thApril2015.Duringtheevent,asuccessfulspecialsessionon“AdvancesinLearningAnalyticsandEducationalDataMining”washeldon23rdofApril,which50to60peopleattended.Inthissession,theLACEproject,EvidenceHubandactivitieswereintroducedtotheaudiencewiththeaimoffosteringthegrowthofinterestedcommunitiesandawarenessoflearninganalyticsandeducationaldatamining(Figure9).

Figure9.PresentationofLACEprojectandactivitiesduringESANN2015

Directcontacts:50-60people*attendedthespecialsession.Stakeholderengagement:HeadsofeLearningandTELdevelopmentteams,softwaredevelopers,learninganalytics(LA)andeducationaldatamining(EDM)researchers.SocialMedia:Before,duringandafterthemeeting,socialnetworkactivitieswerecarriedout,andablogpostonLACEwebsitewasgenerated(http://www.laceproject.eu/blog/advances-in-learning-analytics-and-educational-data-mining-at-esann-2015/).*ConsideringthatapresentationofLACEproject,activitiesandresultswascarriedoutduringthisevent,theattendeescanbeconsideredas“Directcontacts”accordingtothedefinitionreportedintheSuccessCriteriachapter.

DevLearn2015Withtheaimofcapturingthelatestthinkingandsharinginformationandideasaboutlearninganalyticsandtherelatedinteroperabilitystandards,LACEWP5attendedtheDevLearn2015event,heldinLasVegasfromthe30thSeptembertothe2ndOctober2015.Thiswasagreatopportunitytoinvolverelevantextra-EuropeanstakeholdersinLACEprojectactivities,andtomeasurethematurityoflearningcommercialproductsconcerninglearninganalyticstopics.

DevLearnisknowntoattracttheleadinglearningtechnologiesvendors,developersandtechnicalopinion-makersfromallaroundtheworldtodiscussandtoshowinnovationsinlearningtechnologies.In2015,morethan1000attendees,largelyfromoutsideEurope,attendedthisevent,andthemainfocusoftheeventwasrelatedtoxAPIandinteroperabilitystandardsinlearningtechnologies(Figure10).

Figure10.AxAPIgraphdisplayedduringtheDevLearn2015daystosummarisetheconcept4.

Duringtheevent,aLACEtablewassetupattheXAPICAMPonthepre-conferenceday,whileduringtheentireconferenceaLACEcornerwaskindlyhostedbytheSkillawarebooth(Figure11).

Figure11.LACEprojecttableatDevLearn2015,hostedbySkillaware.

Duringtheevent,anextensivesocialnetworkingcampaignwassetup,andalongblogpostwaspublishedontheLACEwebsite5,generatingagoodlevelofdiscussiononthewebsite.

ProgresstowardsLACEobjectives*:

Contacts:morethan1000people,largelyfromoutsideEurope,attendedtheoverallevent.

4https://tincanapi.com/overview/5http://www.laceproject.eu/blog/dont-worrybe-xapi/

Potentialstakeholderengagement:Headsandmanagersofinformationsystems,headsofeLearningandTELdevelopmentteams,suppliersoftechnology-enhancedlearning(TEL)software,softwaredevelopers,standardsandinteroperabilityexpertsandbodies.SocialMedia:ThiseventhasnotledtoaLACEreview,buthascontributedtotheconceptsandideasatthebasisofoneoftheWP5LACEreview(http://www.laceproject.eu/learning-analytics-review/law-interoperability/).Before,duringandafterthemeeting,socialnetworkactivitieswerecarriedout,andasuccessfulblogpostonLACEwebsitehasbeenwritten(http://www.laceproject.eu/blog/dont-worrybe-xapi/).*Please,considerthateventattendedbyWP5ledtothecountingof(potential)contactsandpotentialstakeholderengagementsinsteadof“Directcontacts”and“Stakeholderengagement”,respectively.ThisisduetothefactthatLACEprojectwasnotpresentedtotheminanofficialway,butonlytothosepeoplewhoenteredincontactwithattendingWP5members.

Learntec2016TheLACEprojectwasalsopresentatLearntec2016(Karlsruhe,25th-28thJanuary2016),aninternationalfaironthelatestlearningtechnologiesandinnovationsineLearningandperformancesupportsystems.TheLACEprojectwaskindlyhostedbytheSkillawarebooth,ascanbeseenintheTwitterpostbelow(Figure12).

Figure12.LACEcorneratLearntec2016.

TheLearntec2016event,liketheothereventsattendedbyWP5,representedagreatoccasiontocapturethelatestthinkingconcerninglearninganalyticsanditsapplicationincommercialtoolsfore-learningandworkplacelearning,consideringthatduringthethreedays,7,250internationalspecialistvisitorsandconventionparticipantsvisitedthefair6.TheLACEprojectwaspresentedtoseveralattendees,invitingthemtojoinandfollowtheactivitiesandtheresultsoftheproject.

6http://www.learntec.de/en/presse_service/presseuebersicht/presseservice_71808.jsp

Contacts:morethan7250peopleattendedthefair.Potentialstakeholderengagement:Headsandmanagersofinformationsystems,headsofeLearningandTELdevelopmentteams,suppliersoftechnology-enhancedlearning(TEL)software,softwaredevelopers,earlyadopterpractitioners,standardsandinteroperabilityexpertsandbodies.SocialMedia:Before,duringandafterthemeeting,socialnetworkactivitieswerecarriedout.*Please,considerthateventattendedbyWP5ledtothecountingof(potential)contactsandpotentialstakeholderengagementsinsteadof“Directcontacts”and“Stakeholderengagement”,respectively.ThisisduetothefactthatLACEprojectwasnotpresentedtotheminanofficialway,butonlytothosepeoplewhoenteredincontactwithattendingWP5members.

LearningTechnologies2016Mostrecently,WP5waspresentatLearningTechnologies2016,withtheaimofcapturingthelatestthinkingaboutlearninganalyticsandeducationaldatamining(Figure13).

Figure13.CapturingthelatestthinkinginlearninganalyticsatLearningTechnologies2016.

LearningTechnologiesisanannualsummitthat,inassociationwithLearningandSkills,“hasbeenEurope’sleadingconferencefororganisationallearningandthetechnologyusedtosupportlearningatwork”7forthelast16years.Theeventisstructuredintwoparts:theconference,whichrepresentsagoodopportunitytointeractwithleadingthinkers,visionariesandpractitionersinworkplacelearning,andthefreeexhibition,whichhoststhelatestandmostinnovativetechnology-supportedlearningsolutionproviders(mostofthemspecificallydedicatedtoworkplacelearning).Moreover,ahugenumberoffreeseminarsonnewsolutionsandcommercialproductstakeplaceinthefreeexhibition.

7http://www.learningtechnologies.co.uk/Content/Conference-LT/7/

Contacts:notavailable.Potentialstakeholderengagement:Policymakers,headsofeLearningandTELdevelopmentteams,suppliersoftechnology-enhancedlearning(TEL)software,softwaredevelopers.SocialMedia:Before,duringandafterthemeeting,socialnetworkactivitieswerecarriedout.*Please,considerthateventattendedbyWP5ledtothecountingof(potential)contactsandpotentialstakeholderengagementsinsteadof“Directcontacts”and“Stakeholderengagement”,respectively.ThisisduetothefactthatLACEprojectwasnotpresentedtotheminanofficialway,butonlytothosepeoplewhoenteredincontactwithattendingWP5members.

PerformanceSupportSymposium2016AsafinaleventforWP5,theworkpackagewillattendthePerformanceSupportSymposium2016inAustin,8th-10thJune,withtheaimofcapturingthelatestthinkingandinnovationsconcerningperformancesupportandlearningatworkplacetechnologies.

SocialnetworkingandvirtualsharingactivitiesTheidentificationofthelatesttrendsandtheraisingofdiscussionaboutlearninganalytics,appliedinparticulartotheworkplace,havebeenfosteredbythecontinuousandregularpublicationofshortpostsonsocialnetworks(TwitterandLinkedIn),aswellasonlongblogpostsontheLACEwebsite,before,duringandaftertheeventsattendedororganisedbyworkpackagemembers.Moreover,tworelevantpublicationshavebeenpublishedandsharedwiththecommunity(seenextchapter).

ConsideringWP5activitiesonsocialnetworks,morethan30shortpostsonLinkedInthematicgroupsandTwitterhavebeenproduced(asshowninFigure14),severalblogpostshavebeenpublishedontheLACEwebsiteandpresentationshavebeensharedthroughSlideshare.

Figure14.SomeexamplesofTwitterpostspublishedduringattendedandorganisedevents.

WP5socialnetworkactivitiesbefore,duringandaftertheeventshavegainedaverywidepost-eventaudienceandsharing,forexamplefortherecordedlessontakenfromthekeynoteon“DigitalDisruption&LearningAnalyticsattheworkplace”8,inwhichatminute22theLACEprojectwasintroducedtothe+1500internationalattendeesoftheSocialBusinessForum2015.Duringthepost-eventweek,the30-minutelessonwasexperiencedremotelybymorethan50trainees,onlinereachedbythevideoandthepresentationdeckthroughtheZaptionplatform(Figure15).

8https://www.zaption.com/lessons/5635ee237803d32107f07cbd

Figure15.ZaptionplatformanalyticsonFabrizioCardinali’sspeechatSocialBusinessForum2015.

AsecondexampleistheLACEwebsiteblogpostabouttheDevLearnevent9,whichgainedmomentumduringTwitterandLinkedInsharingactivity,withmorethan300visualisationandcommentsonitspublicationdateonthetwosocialnetworks(Figure16).

Figure16.LinkedInanalyticsabout“Don’tworry…bexAPI!”post.

Insummary,theTwitter,LinkedIn,SlideshareandZaptionpostsrelatedtotheLACEworkplacelearningactivitiesreachedacumulativeaudienceofmorethan3,000during2015.

9http://www.laceproject.eu/blog/dont-worrybe-xapi/

OtherWP5activitiesinthereportingperiodTheactivitiespreviouslydescribedcoveralltheWP5actionsrelatedtoeventsorganisation,participationandnetworking.Duringthereportingperiod,WP5membershavealsobeeninvolvedinotheractivitiesrelevantfortheLACEprojectanditsresults.WP5hasincreaseditsnumberofcontributionstotheLACEEvidenceHub(Task5.4),assuggestedbytheprojectreviewers,andithaspublishedtwowhitepapers(oneofthemainresultsofTask5.5)whichdrawonandsummarisethelatestthinkingonlearninganalyticsandeducationaldataminingintheworkplace.

ContributiontotheLACEEvidenceHubDuringthereportingperiod,theWP5leaderhasincreasedtheamountofevidenceaboutworkplacelearningavailableintheEvidenceHub,throughtwodifferentstrategies.

Academicpublicationsas“Evidences”ThankstootherLACEpartners,aseriesofrecentacademicpublicationswerecollectedandsharedintheEvidenceHub.Currently,11piecesofevidencehavebeenidentifiedfortheworkplacelearningsector,togetherwithothertwocross-sectorevidences,relatedmainlytoinformallearningcapturingandanalyticsonworkers’simplifiednetworks.

SurveyonlearninganalyticsincurrentcommercialtoolsAsidentifiedbytheprojectreviewersintheirlastreport,thereisalackofevidenceconcerninglearninganalyticsappliedtoworkplacelearning.Thisismostlyduetothefactthatcorporateandindustrialstakeholdersarefarlessinterestedinexposingtheirachievementstothepublic.Oftenworkforceperformancedataarehighlyrestrictedandarenotcirculatedunlessstrictnon-disclosureagreementsareinplace.

Duetosuchconstraints,itwasdecidedtoincludecommercialITproductsandsolutionsforworkplacelearningas“projects”intheEvidenceHub.Todoso,takingintoaccountthedecisiontoaddcommercialITproductsasevidenceofhowlearninganalyticsandinteroperabilitystandardsareapplied,adedicatedquestionnairewasdevelopedandsharedwithsome20importantinternationallearningITsolutionvendorsduringthelastweeksof2015.ThisfirstgroupofvendorswasselectedamongWP5leadercontactsandcontacteddirectlybye-mail.Thiswayhasbeenchosenconsideringthatoftensoftwarevendorsarenotpronetoprovideinformationaboutsoftwaretoanyonewhoisnota(potential)customer,andthat“intimacy”betweenaLACEprojectmemberandthevendorcanincreasethepercentageofasuccessfulentryintheEvidenceHub.

Anyway,duringeventsattendedbyWP5,morepotentiallyinterestingcontactscanbegenerated,increasingthenumberofvendorstobecontactedbyLACEproject.

Thequestionnairehasthreemainsections:

● Descriptionoftheproduct,indicatingthesectortowhichthetoolisdedicated(school,HE,workplace),whatkindofproductitis(e.g.e-learningplatform,performancesupportsystem,SaaSplatform),theuseofinteroperabilitystandards(ifapplicable),howtheproductdealswithprivacyissues.Inthissection,therelevanceoflearninganalyticsand/oreducationaldatamininghadtobeclearlyexpressed.

● UniqueSellingPropositionsoftheproduct,presentedasbulletpoints.

● Briefdescriptionofthecompanyprofile.

SixquestionnaireshavebeenreturnedtoWP5,highlightingtherelationshipbetweensoftwaresolutionsandinteroperabilitystandardsandlearninganalytics,andtheyhavebeenaddedtotheEvidenceHubas“Projects”.

ConsideringtheoverallWP5activitiesontheEvidenceHub,currently18entriesarepresent.TheWP5planistoraisethenumberofentriesatleastto25bytheendoftheproject,includingbothacademicpapersandcommercialproducts.

LACEreviewsandpublicationsDuringyear2,WP5membershavedevelopedtwowhitepapers,withtheaimofcollecting,summarisingandsharingthelatesttrendsinlearninganalyticsandinteroperabilitystandardsforworkplacelearning.

Thefirstone,named“TheLACELAWmanifesto-PromotingLearningAnalytics@theWorkplace”10,concernstheactionsthatEUandnationalpolicymakersshouldpromoteforthedevelopmentoflearninganalyticsasanimportantpartofworkplacelearning.Thisdocumentmakesuseofcontributionstothediscussionsatthe“PoliciesforEducationalDataMining&LearningAnalytics”workshop(Brussels,15thApril2015).Duringthereviewphases,themanifestowasstrengthenedbytheintegrationofsubsequentcommentsandsuggestionsfromtheworkshopparticipants,aswellaslearning,technologicalandsocialtrendsfromsectorstudies,marketanalysisandliterature.ThiswhitepaperwaspublishedasLACEReview4.

Thesecondmanifesto,named“TowardsLearningAnalyticsInteroperabilityattheWorkplace(LAWProfile)”11,concernsthedevelopmentandusageofinteroperabilitystandardsinworkplacelearning.Inparticular,thepaperintroducestheneedsandpossibleoptionsforinteroperatinglearninganalyticswithinindustrialandcorporatescenarios,directlyattheworkplace.Itfirstintroducesgeneralconceptsofstandardisationroadmaps,abstractreferenceframeworks,applicationprofilesandsoonaskeystepstowardsasharedapproachtointeroperability.Itthenproposesascenario-basedmethodtodrilldowntointeroperabilityneedsandoptionsforworkplacelearning.ThisdocumenthasbeenpublishedasLACEReview5,andhasbeenusedwithintheLACEprojectasoneoftheactionpointsfortheactivitiesofLACEWP7.

Athirdpublicationiscurrentlyunderdevelopment,withtheaimofdepictingthestateoftheartoflearninganalyticsandeducationaldataminingconceptsattheworkplace,highlightingtheirimplementations,opportunities,issuesandcurrentpoliciesinEurope.

10http://www.laceproject.eu/learning-analytics-review/law-manifesto/11http://www.laceproject.eu/learning-analytics-review/law-interoperability/

StateoftheartoflearninganalyticsattheworkplaceThissectiondescribesthestateoftheartofthediffusionoflearninganalyticsanditstopicsandinnovationsinworkplacelearning.

Unlikeschoolorhighereducationfields,inwhichalargequantityofacademicstudiesarepresent,dataandstudiesconcerningworkplacelearningarenotsocommonandeasytoobtain.Thisisprobablyduetotwomainfactors:

1. Companiesarenotsopronetosharedataofperformancesoftheirworkforcewiththeoutsideworld,inwhichcompetitorsarepresent.

2. Learninganalyticstoolsprovidersarenotsopronetoshareinadeepandusefulwayhowtheirproductsreallyworks.Thismeansthatitmaybedifficulttoextractreliableandusefulinformationonthesetools,eliminatingthe“marketing”layer.

Despitethelackofinformationanddataoncommercialproducts,severalacademicpaperscanbefound,relatedinparticulartoinformallearning(García-Peñalvoetal.2014,Lietal.2014,Ruiz-Callejaetal.2015),whichisanextremelyrelevantaspectofworkforcelearninganditiscurrentlydifficulttotrack,quantifyandevaluate.

StateoftheartofpolicyinEuroperegardinglearninganalyticsattheworkplaceConsideringthatlearninganalyticsisarelativelynewbranchofresearch,Europeaninstitutionshavestilltobeproactiveinthedefinitionofpoliciesforlearninganalyticsapplication.

Thisisparticularlytrueforworkplacelearning,inwhichthedevelopmentofinnovativelearninganalyticstoolsabletocatchmoreandmoreinformationonlearnersiscoupledwithastronginnovationoftheworkplaceitself.Thisisparticularlyevidentformanufacturing,wherenewtechnologiessuchasInternetofThings(Figure17),3Dprinting,advancedroboticsorInternetofServicesarerapidlyreshapingfactories,workplacesandtheskillsetrequiredtoemployees.Moreover,technologieslikeInternetofThingscanrepresentinnovativewaystoobtaininformationonthecorrectusageofinstruments,equipmentandsoftware,whichisstrictlyrelatedtothetrainingprovidedbythecompanyonproceduresandprocesses.

Figure17.AninfographicdescribinghowInternetofThingswillchangetheworkplaces12.

12https://powermore.dell.com/business/infographic-internet-things-transforming-workplace/

Theincreaseddigitisationofindustriesandworkplacesintherecentyearshasledtothedevelopmentandgrowthofdigitalisedtoolsfortrainingattheworkplaceintegratedwithlearninganalyticsfunctionalities,whichareabletotracktheexperienceofusersandtoevaluateperformanceandqualityofthematerialsprovided.Inthiscontext,Europeanpoliciesshouldfosterthedevelopmentandthesharingoflearninganalyticsandeducationaldataminingconceptsandevidences,withtheaimtoincreasecompetitivenessofEuropeanindustryandsustaintheeconomicgrowth.

ThedevelopmentofEuropeanpoliciesonlearninganalyticsattheworkplacehaveofcoursetoconsiderdataprivacy,whichiswhyseveralactorsshouldbepresenttothediscussiontablesonthesetopics.ThistopicwasextensivelystudiedandexploredbyLACEproject,leadingtothepublicationofaLACEreview13andarelatedpaper14.Themainstakeholdersthatshouldcontributetothecreationofclear,usefulandequalEUpolicieshavebeenwidelydescribedinanotherLACEreview15publishedbyWP5members(Figure18).

Figure18.Stakeholdersinvolvedinworkplacelearningpoliciesdefinition.

Summarising,eachstakeholdercancontributetodevelop,togetherwithEUinstitutions,equalandclearpoliciesforlearninganalyticsattheworkplace:

● Industryleaderscanpromotethedevelopmentofstandardisationofdigitalprocessesattheworkplace,forinstancethroughinteroperabilitystandards.Theycanalsointeractandcooperatewiththeinstitutionalandtheeducationalworldfortheidentificationofthe“skillsofthefuture”attherelatedKeyPerformanceIndicators(KPIs)tobemeasuredbylearninganalyticstools.

13http://www.laceproject.eu/learning-analytics-review/is-privacy-a-show-stopper/14http://www.laceproject.eu/ethics-privacy/15http://www.laceproject.eu/publications/LACE-LAW-manifesto.pdf

● Employerscanfostertheapplicationofcontinuousimprovementpoliciesforworkers’skillsandknowledge,incompliancewiththeconceptoflifelonglearning.

● Workerscancontribute,togetherwithemployers,todevelopmoreandbettercustomisedlearningenvironments,bygivingfeedbackandutilisingthesharingopportunitiesofferedbysocialnetworks.Thisactivityisparticularvaluablebecauseitallowstoraisethelargerpartoftheissuesrelatedtolearningdataandprivacypolicies.

● Universitiesshouldworktogetherwithindustryfortheidentification,implementationandmonitoringthroughlearninganalyticsof21stcenturyskillsinthelearningframeworkofthefutureworkforce.Partnershipbetweenindustryandeducationcanrepresentauniqueopportunitytodevelopskillsagendasinatargeted,innovativeandsustainableway,includingthesubjectsdirectlyinvolvedintheprovision,applicationandupdatingofspecificskills16.Theidentificationof21stcenturyskillswillguidethedevelopmentoflearninganalyticstoolstotraceandmeasuretheseskills,whicharegenerallydifficulttoquantify.

● Companyteacherscanbeinvolvedduringthedevelopmentoftrustedlearninganalyticstools,consideringthattheycangiveimportantfeedbacksonstudents’datamanagement.Moreover,theyneedacontinuousqualitytrainingtolearnhowtopedagogicallyuseITsolutionsintheirteaching.

● Socialpartnersandotherunionscanworktogetherwithemployersandlearninganalyticsdeveloperswiththeaimtojointlyaddresschallengesandopportunitiesofnewtechnologiesinthelabourmarket.Inparticular,theyhavetoworktogetherondataprivacyofsingletraineesandtheusageoflearningdatabythecompany,withtheaimtoallowthecompanyobtainingusefulinformationforcontinuousimprovementofworkforcewithoutaffectingworkers’rights.

Finally,EUpoliciesshouldfostertheresearchanddevelopmentofITtoolsthatareabletohelptoleverageamixofformalandinformallearningsituationsduringworkforcedailyoperations.

StateoftheartofimplementationoflearninganalyticsattheworkplaceConcerningtheimplementationoflearninganalyticstoolsandfunctionalitiesattheworkplace,onlyasmallquantityofinformationisavailable.Asmentionedbefore,thisisdueinparticulartoalackofwillingnesstosharedata(evenifanonymously)bybothsoftwareprovidersandindustrialcustomers.

Ingeneral,consideringtheevidencescollectedduringtheproject(seeforinstancetheEvidenceHub),itseemsthatworkplacelearningislessmaturethanothersectorsonlearninganalyticstopics.Duringtheproject,twomaincategoriesof“implementations”havebeenfound,verydifferentonetotheother:

1. Commercialsoftwarethatdeclarestheusageoflearninganalyticsfunctionalitiesorconcepts.

16CommunicationfromtheCommissiontotheEuropeanParliament,theCouncil,theEuropeanEconomicandSocialCommitteeandtheCommitteeoftheRegions-“RethinkingEducation:Investinginskillsforbettersocio-economicoutcomes”,(2012).

2. Academicpapers,dedicatedinparticularoninformallearningandsocialnetworkanalysisandcommunityanalysisonwellrestrictedanddefinedgroupsofworkers.

Duringasmallandnon-exhaustivemarketsurveyonlearninganalyticscommercialtools,performedbyWP5withtheaimtoinsertcommercialproductsasevidencesintheHub17,mostoftheparticipantshavedeclaredthattheyhavesomefunctionalityattributabletothelearninganalyticssphere,butwithoutdeclaringitexplicitly.Thisseemstoindicatethatsoftwarevendorsarematureenoughtoimplementandimprovelearninganalyticsintheircurrentportfolios,butthattheyarewaitingforthereactionofmarketsandinstitutionstothistopicanditsissues,suchasthemanagementandthecontrolofsensiblelearningdata.

Ontheotherside,academicresearchgroupsarestartingtodevelop,testandshareresultsonthefirstmodelsofITtoolsforlearninganalyticsinrelationtotheworkplace.Alargepartofthesepapersisstrictlyconnectedtoinformallearning,whichforworkplacelearningconstitutesthemajorityofthelearningexperienceofemployees.However,manyofthesepapersarebasedonsmalltestgroups,involvingemployeesofspecificsectorssuchasteachersorhealthprofessionals(Lietal.2014),withoutconsidering,atthemomentandtothebestofourknowledge,jobsthatrequireshighmanualskillsorworkersthatarenotusedtodealwithcomputersandsocialnetworks.

17http://evidence.laceproject.eu/projects/

OpportunitiesandissuesDespitethelackofevidencesandsuccessfulimplementationsattheworkplace,thereisstillanenormouspotentialintheapplicationoflearninganalyticsattheworkplace.Inthissection,themainopportunitiesandissuesoftheapplicationoflearninganalyticsattheworkplacearepresented.

OpportunitiesTheapplicationoflearninganalyticsattheworkplacepresentsseveralopportunitiesthatcanimprovehowtrainingisprovidedandhowlearningismeasured.Ingeneral,asfortheothereducationalfields,learninganalyticsallowsmonitoringthelearningperformancesofeachtrainer,providinginformationonadditionallearningmaterialstobeprovidedtospecificemployees,aswellasontheoverallqualityoftrainingcoursesandmaterials.

Anothergreatopportunityoflearninganalyticsimplementationsattheworkplaceisrelatedtocapturingtheinformallearningofemployees.Indeed,attheworkplacethelargestpartofthelearningofanewworkerisrelatedtoinformallearning,byfirst-personexperienceortalkingandexchangingideaswithcolleagues.Thisessentialpartofworkers’learningiscurrentlynotmeasurablebythecompany,andtheintroductionofalearninganalyticstool,associatedforinstancetointernalsocialnetworks,cangivethecompanythepossibilitytohaveaclearerideaoftheknowledgeportfolioofitsworkforce.

Strictlyrelatedtotheprevioustopic,thereisalsothepossibilitytofindandevaluatethelevelsof21stcenturyandsoftskillsinsidetheworkforce.AccordingtoarecentstudyoftheUKCommissionforEmploymentandSkills18,thecompanyareasinwhichskillssupplyanddevelopmentwillbenecessaryare:technicallycompetentworkforceatoperativelevels,leadershipandmanagement,marketassessmentofseniormanagers,supplychainmanagement,R&Danddesign.Moreover,additionalsoftskillsarenowadaysrequiredinnext-genworkforce,suchascriticalandanalyticalthinking,problemsolving,digitaltechniques,communication,collaboration,flexibility,adaptability,riskanalysis,initiativeandself-direction.Consideringthatlargepartsofthesesoftskillsarecross-sector,andnotrelatedtospecificcompetenciesorworkexperiences,learninganalyticscanbeasolutionforthetrackingofpresenceandprogressesoftheseskillsinsidethecompanyworkforce.

Finally,thedevelopmentoflearninganalyticsattheworkplacewillleadtothedevelopmentofinteroperabilitystandards,whichcansignificantlyhelptovalidateinaharmonisedwaythedifferentaspects(forinstance,measuredondifferenttools)oflifelonglearningofemployees.

IssuesSomeoftheissuesconcerningtheapplicationoflearninganalyticsattheworkplacearenotsodifferentfromtheonesofhighereducationorschoolsectors.Thebiggestissueisrelatedtoworkers’privacyandmanagementofworkers’data,consideringthatanincorrectuseoflearninganalyticsdatafromthecompanycanleadtosevereconsequencesfortheworker’slifeattheworkplace.Apossiblesolutiontothisissuecanbethedevelopmentandapplicationoflearningdatamanagementpolicies,fosteredbythecompanytogetherwithsocialpartners.Moreover,itcanbeuseful,wherepossible,toaggregateandtoanonymisedataduringreportingactivities.

18http://www.ukces.org.uk/publications/er48-sector-skills-insights-advanced-manufacturing

Asecondissue,alsodescribedbyGarcía-Peñalvoetal(2014)duringtheanalysisofinformallearningtrackingtools,isrelatedtothelackofinterestinusinglearningtoolsforinformallearningevaluation,suchascompanysocialnetworksforSocialNetworkAnalysis.Thisisprobablydue,accordingtoauthors,totheintroductionofanewtoolattheworkplace,differentfromtheonesusuallypresent.ThesuggestionofGarcía-Peñalvoetal.(2014)tosolvethisissueistointegrate“…[informallearningtracking]systemswiththeapplicationswhichalreadyformedpartoftheusersworkingenvironment”.Thisiswhyinrecentyearssomeofthemostinnovativelearningtoolsforcompaniesareelectronicperformancesupportsystems(EPSS),whichallowprovidinginformationandlearningmaterialstotheemployeesdirectlywhentheyneedthem.

ConclusionsDuringthereportingperiod,WP5hasfocuseditseffortsoncrucialactivitiesrelatedtofosteringlearninganalyticsandeducationaldataminingideasintheworkplace,aswellascapturingwhatthecommercialworldhastoofferintermsoflearninganalyticsITtoolsforworkforcetraining.

Inparticular,WP5hasconcentrateditseffortson:

● Developingandstimulatingthecommunitiesofstakeholdersinterestedinworkplacelearning,throughparticipationinevents,socialnetworkingandblogpostsontheLACEwebsite.Moreover,amanifesto(LACEReview4)hasbeenpublishedbasedoncontributionsofparticipantsataLACE-organisedevent.

● Spreadingtopicsandideasoflearninganalyticsandeducationaldataminingtotheindustrialworld,byco-organisingdedicatedevents(SocialBusinessForum2015,sedAptaCustomers&PartnersMeeting2016),andpublishingtwowhitepapers(LACEReview4and5).

● ContributingtotheEvidenceHub,throughtheadditionofseveralpiecesofacademicevidenceandcommercialITtooldescriptionsas“projects”.

Bytheendoftheproject,WP5activitieswillbefocusedonconsolidatingtheresultsthathavebeenobtained,throughparticipationinmoreextra-EUeventsandcontinuousmonitoringandreportingofevidencetotheEvidenceHub.

TableofFiguresFigure1.Plenarysessionof“PoliciesforEducationalDataMining&LearningAnalytics”Briefing......3Figure2.ROMAapproach,asdescribedbyMacfadyenetal.(2014)....................................................4Figure3.LACEprojectpresentationattheSocialBusinessForum2015...............................................6Figure4.SocialBusinessForum2015website-Sponsorpage..............................................................6Figure5.ThematicLunchpromotedbyWP5attheSocialBusinessForum2015..................................7Figure6.ContributionstotheorganisationofthesedAptaCustomers&PartnersMeeting2016.......8Figure7.AttendeesduringtheplenarysessionofthesedAptaCustomers&PartnersMeeting..........8Figure8.LACEcorneratthesedAptaCustomers&PartnersMeeting..................................................9Figure9.PresentationofLACEprojectandactivitiesduringESANN2015..........................................10Figure10.AxAPIgraphdisplayedduringtheDevLearn2015daystosummarisetheconcept..........11Figure11.LACEprojecttableatDevLearn2015,hostedbySkillaware...............................................11Figure12.LACEcorneratLearntec2016.............................................................................................12Figure13.CapturingthelatestthinkinginlearninganalyticsatLearningTechnologies2016...........13Figure14.SomeexamplesofTwitterpostspublishedduringattendedandorganisedevents...........15Figure15.ZaptionplatformanalyticsonFabrizioCardinali’sspeechatSocialBusinessForum2015.16Figure16.LinkedInanalyticsabout“Don’tworry…bexAPI!”post......................................................16Figure17.AninfographicdescribinghowInternetofThingswillchangetheworkplaces..................20Figure18.Stakeholdersinvolvedinworkplacelearningpoliciesdefinition.........................................21

ReferencesCardinali,F.,Chazerand,P.,Flocken,S.Glaser, J.,Kismihok,G.,Mateum, J.,Paini,M.,Scheffel,M.,

vanderSchaaf,M.,Vanarwegen,M.(2015).TheLACELAWManifesto,LearningAnalyticsReviewno.4,July2015,ISSN:2057-7494.

Cardinali, F. (2015). Towards Learning Analytics Interoperability at the Workplace (LAW Profile),LearningAnalyticsReviewno.5,November2015,ISSN:2057-7494.

Communication from the Commission to the European Parliament, the Council, the EuropeanEconomic and Social Committee and the Committee of the Regions, (2012). “RethinkingEducation:Investinginskillsforbettersocio-economicoutcomes”.

EuropeanVacancyandRecruitmentReport(2012).

García-Peñalvo, F.J., Griffiths, D., Jonhson, M., Sharples, P., & Sherlock, D. (2014). Problems andopportunitiesintheuseoftechnologytomanageinformallearning.InF.J.García-Peñalvo(Ed.),Proceedingsof theSecond InternationalConferenceonTechnologicalEcosystems forEnhancingMulticulturality(TEEM’14),573-580.NewYork,USA:ACM.

Li,X.,Gray,K.,Chang,S.,Elliott,K.&Barnett,S.(2014).Aconceptualmodelforanalysinginformallearninginonlinesocialnetworksforhealthprofessionals.StudHealthTechnolInform.2014;204:80–85.

Macfadyen, L. P., Dawson, S., Pardo, A., & Gasevic, D. (2014). Embracing big data in complexeducational systems: The learning analytics imperative and the policy challenge. Research &PracticeinAssessment,9(2),17-28.

Ruiz-CallejaA. , Dennerlein S., TombergV., Pata K., Ley t., TheilerD.,& Lex E. (2015). SupportingLearningAnalyticsforInformalWorkplaceLearningwithaSocialSemanticInfrastructure.DesignforTeachingandLearning inaNetworkedWorld, Proceedingsof10th EuropeanConferenceonTechnologyEnhancedLearning,EC-TEL2015,Toledo,Spain,September15-18,2015,pp634-637,DOI10.1007/978-3-319-24258-3_76.

True Office white paper (2014). “Digital games revolutionizing workplace learning?”http://www.trueoffice.com/wp-content/uploads/2014/04/TRUEOFFICE_WHITEPAPER-2.pdf.

VersionHistoryDate Notes Person2016-05-17 FirstDraft FabrizioCardinali,Marco

Paini2016-05-25 InternalReview RebeccaFerguson,Wietse

VanBruggen2016-05-27 Integrationofreviewersuggestions FabrizioCardinali,Marco

Paini2016-05-31 Finalversion MarcoPaini2016-05-31 ClearedforsubmissiontotheEC HendrikDrachsler,Maren

Scheffel

LicensedforuseunderthetermsoftheCreativeCommonsAttributionv4.0licence.Attributionshouldbe“byFabrizioCardinali,MarcoPaini,fortheLACEProject(http://www.laceproject.eu)”.

Formoreinformation,seetheLACEPublicationPolicyhttp://www.laceproject.eu/publication-policy/.

AboutLACETheLACEprojectbringstogetherexistingkeyEuropeanplayersinthefieldsoflearninganalytics&educationaldataminingwhoarecommittedtobuildingcommunitiesofpracticeandsharingemergingbestpracticeinordertomakeprogresstowardsfourobjectives.

Objective1–PromoteknowledgecreationandexchangeObjective2–IncreasetheevidencebaseObjective3–ContributetothedefinitionoffuturedirectionsObjective4–Buildconsensusoninteroperabilityanddatasharing

http://www.laceproject.eu @laceproject

ThisdocumentwasproducedwithfundingfromtheEuropeanCommissionSeventhFrameworkProgrammeaspartoftheLACEProject,grantnumber619424.

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