Projects and communities
To keep track of developments in the field, I advise to keep an eye on the most prominent workgroups, events and (online) communities dedicated to the development of LA:
- The international and interdisciplinary Learning Analytics Community Exchange (LACE [link: http://www.laceproject.eu/]). LACE started under an EU funded project, and aims to connect LA/EDM researchers and practitioners. The website forms a portal for knowledge dissemination and sharing lessons learned and research outcomes on all levels of LA/EDM development and application. Furthermore, the community aims to explore future developments in order to inform research and policy agendas.
- The Society for Learning Analytics Research (SoLAR [link: https://solaresearch.org/]). SoLAR also operates on an international and interdisciplinary basis. It organizes several events such as the annual International Conference on Learning Analytics & Knowledge (LAK [link: https://solaresearch.org/events/lak/]), and the Learning Analytics Summer Institute (LASI link: [https://solaresearch.org/events/lasi/]). The SOLAR website also functions as a portal for the community, and dissemination of publications such as the Journal of Learning Analytics [link: https://solaresearch.org/stay-informed/journal/] and LAK conference proceedings.
- The Erasmus+ VITAL project [link: http://www.project-vital.eu/en/] (Visualisation Tools and Analytics to monitor online Language Learning & Teaching) focusses on LA for higher education. Like the initiatives mentioned above, the VITAL website also functions as a portal for the dissemination of project results as well as a community hub for which a regular newsletter, webinars and other events are organized.
- On a national level, the SURF Special Interest Group on LA [link: https://www.surfspace.nl/sig/18-learning-analytics/] is worth keeping an eye on. Most of the information here is in Dutch, which is unfortunate for non-Dutch speaking colleagues at EUR.
LA-related MSc theses
Deibel, Job. (2016, July 7). The Effectiveness of Active Learning Pedagogies in Massive Open Online Courses. Business Information Management. Retrieved from http://hdl.handle.net/2105/35027
Klay, Tim. (2016, April 25). Personalized student feedback and the relation with student performance: a learning analytics perspective. Business Information Management. Retrieved from http://hdl.handle.net/2105/33937
Laenge, J. (2015, July 16). Patterns in MSc performance and retention. Business Information Management. Retrieved from http://hdl.handle.net/2105/30909
Raatikainen, L.P. (2015, August 31). Data mining in evaluations of undergraduate international business administration courses. Business Information Management. Retrieved from http://hdl.handle.net/2105/31988
Rijswijk, J.G.C. van. (2014, August 29). Student performance in an academic statistics course. Business Information Management. Retrieved from http://hdl.handle.net/2105/22975
Taeye, J.C. de. (2014, March 13). Usage of learning analytics to detect and incentivise at risk learners. Business Information Management. Retrieved from http://hdl.handle.net/2105/22697
Visser, W. (2015, October). Investigating the contribution of demographic, academic and dispositional factors in relationship with student performance and course evaluations. Business Information Management. Retrieved from http://hdl.handle.net/2105/32800
Wackwitz, E.F. (2014, August 15). Learning analytics: personalized interventions based on Blackboard use. Business Information Management. Retrieved from http://hdl.handle.net/2105/24052