Abstract
Regardless of all the frameworks and models that have been proposed for starting Learning Analytics (LA) initiatives, LA adoption remains immature. LA research is still a growing field in some regions, and researchers and practitioners continue to experience institutional challenges for scaling LA adoption. Considering the need for using LA to improve student learning and program quality, it is important to bring stakeholders together to exchange ideas about how LA tools could be used in everyday practices. To meet this objective, this chapter presents the LALA Canvas: a conceptual model to support a participatory approach to LA adoption in higher education (HE). The LALA Canvas was developed within the LALA Project, and it proposes a template to guide group discussions at universities where LA adoption is still at an early stage. The LALA Canvas model has been used by the four Latin American universities affiliated with the LALA project and socialized with 371 HE stakeholders from universities from different Latin American countries, including Chile, Brazil, Costa Rica, and Perú. This chapter describes the LALA Canvas and the lessons learned from having used it to start conversations about the potential benefits of LA in different university settings.
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Acknowledgement
This work was funded by the ANID Millennium Nucleus ‘Student Experience in Higher Education in Chile: Expectations and Realities’, the EU LALA project (grant no. 586120-EPP-1-2017-1-ES-EPPKA2-CBHE-JP), the EU PROF-XXI project (grant no. 609767-EPP-1-2019-1- ES-EPPKA2-CBHE-JP) and the ANR LASER (156322). The European Commission has funded the LALA project and the PROF-XXI project. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. The authors would like to thank LALA project partners and Laspau university innovation program (https://www.laspau.harvard.edu/), organization affiliated to Harvard University that supported this work during its development. The authors would also like to thank other organizations that collaborated with LALA researchers during the organization of workshop and training days: uPlanner in Chile (https://uplanner.com/en/), the STHEM consortium in Brazil (https://www.sthembrasil.com/), SINAES in Costa Rica (https://www.sinaes.ac.cr/), People Analytics in Perú (https://peopleanalytics.pe/), and Instituto para la Calidad in Pontificia Universidad Católica del Perú (https://calidad.pucp.edu.pe/).
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Hilliger, I., Sanagustín, M.P. (2023). LALA Canvas: A Model for Guiding Group Discussions in Early Stages of Learning Analytics Adoption. In: Viberg, O., Grönlund, Å. (eds) Practicable Learning Analytics. Advances in Analytics for Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-031-27646-0_6
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