Overview
- Editors:
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Olga Viberg
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KTH Royal Institute of Technology, Stockholm, Sweden
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Åke Grönlund
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School of Business, Örebro University, Örebro, Sweden
- The book offers a unique angle to practicable learning analytics
- It goes beyond the focus on human-centered learning analytics only
- Offers a more inclusive perspective of information systems artefact to achieve the goals of learning analytics
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Table of contents (11 chapters)
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- Åke Grönlund, Olga Viberg
Pages 1-16
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- Bart Rienties, Igor Balaban, Blazenka Divjak, Darko Grabar, Barbi Svetec, Petra Vondra
Pages 35-53
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- Carla Barreiros, Philipp Leitner, Martin Ebner, Eduardo Veas, Stefanie Lindstaedt
Pages 77-94
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- Isabel Hilliger, Mar Perez Sanagustín
Pages 95-114
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- Sanna Järvelä, Eija Vuorenmaa, Ahsen Çini, Jonna Malmberg, Hanna Järvenoja
Pages 115-132
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- René F. Kizilcec, Dan Davis
Pages 133-154
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- Richard Glassey, Olle Bälter
Pages 155-175
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- Olga Viberg, Ioana Jivet, Maren Scheffel
Pages 177-192
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About this book
This book is about practicable learning analytics, that is able to become a successful part of practice, ultimately leading to improved learning and teaching. The aim of the book is to shift our perspective on learning analytics creation and implementation from that of “designing of” technology to that of “designing for” a system of practice. That is, any successful implementation of learning analytics requires a systematic approach, which the book explains through the lens of the Information Systems Artefact, constituting of the three interdependent artefacts: “technical”, “information” and “social”.
The contributions of this book go beyond a consideration of particular humans such as teachers and students, and their individual activities to consider the larger systems of activity of which analytics become part of. The chapters included in this book present different cases of learning analytics implementation across countries, and the related opportunities and challenges related to generalizability of the results.
The book is written for designers, students and educators of learning analytics who aim to improve learning and teaching through learning analytics.
Editors and Affiliations
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KTH Royal Institute of Technology, Stockholm, Sweden
Olga Viberg
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School of Business, Örebro University, Örebro, Sweden
Åke Grönlund
About the editors
Olga Viberg is associate professor in Media Technology, with specialization in Technology-Enhanced Learning at the Department of Human-Centered Technology at KTH Royal Institute of Technology in Sweden. She is also an active faculty member of Digital Futures at KTH. Viberg's research includes a focus on learning analytics in higher education, self-regulated learning, cross-cultural research and responsible use of student data in education, focusing on the issues of privacy and trust. Viberg is an active member of the Digital Futures group on Educational Transformation at KTH and several other international networks (e.g., the Society of Learning Analytics.) She has served as the keynote speaker at several prestigious international conferences. Viberg has also contributed to the UNESCO policy work on quality of online education. Viberg is the main organizer of the Nordic Learning Analytics Summer Institute (2021 & 2022) and a part of the organizing committee of the 12th International Learning Analytics and Knowledge Conference, and the PC chair for ECTEL2023 and Learning at Scale2023. She serves as the Editor-in-Chief of the International Journal of Learning Analytics.Åke Grönlund is professor of Informatics at Örebro. His research concerns the use of digital technologies and information in various human activities. The common denominator involved in all projects is to understand how people arrange their work, their organizations, and other activities pertaining to private life, such as socializing on the web, and how technology can be used to make improvements. Over the years, particular focus has been on the fields of education and e-government.
