Universidad Nacional de Educación a Distancia (UNED), Madrid,

Learning Analytics has been called to improve learning practice by transforming the ways we develop and carry out learning and teaching activities and processes. The Horizon Report 2022 mentions LA as the first of 3 key technological trends in its overview of the future of teaching and learning. To this aim, Learning Analytics draws on a variety of methods and techniques, including those of artificial intelligence. The increasing awareness about the potential benefits and risks of AI has to be translated to how Learning Analytics affects the lives of its users. To that aim, Learning Analytics can benefit from the increasing number of works and proposals that tackle trustworthiness in AI, and at the same time, research on Learning Analytics should contribute to this conversation by reflecting on and highlighting what is specific to the educational domain. Which ethical aspects should we consider when applying AI-based methods to LA tools? In which ways the educational context adds new requirements to the consideration of ethical concerns? At the same time, many challenges still remain to reach all the potential benefits attributed to LA, and there exist open debates regarding the evolution of learning analytics and its consequences on learning and on the educational system overall. Papers reflecting on these challenges and contributing with new knowledge to the application of LA will be welcome.

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Nordic Learning Analytics Summer Institute 2023

University of Oulu, Finland,

Digitalization has brought new opportunities to understand teaching and learning processes. It enables researchers to uncover the underlying mechanisms of learning, that until recently have not been accessible, to improve learning. It also helps teachers and educational practitioners to provide better support to their students across the education field. Multimodal data analysis has especially contributed to the deeper understanding of complex learning processes.

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Salamanca, June 20 -21, 2022

The COVID-19 pandemic had a massive impact on face-to-face teaching methodologies. Several methodologies arose to overcome the health emergency through digital means, which also involved adapting both instructors and students to online learning approaches. Although this crisis has served as an opportunity to embrace new methods and tools, some may see these changes as a temporary stopgap as the situation normalizes to return to previous teaching methodologies subsequently. However, the sudden shift from face-to-face to online education has paved the way for some research areas to shine. In this sense, learning analytics provide the necessary methods to not only analyze and improve learning outcomes during the COVID-19 pandemic but to maintain quality teaching and learning methods even after we get to the “new normal.”

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Nordic Learning Analytics (Summer) Institute 2022, Stockholm

KTH, Stockholm, June 13 -14, 2022

We are pleased and excited to finally welcome you to the next Nordic Learning Analytics Summer Institute (NLASI 2022) to be held at KTH Royal Institute of Technology, Sweden, 13-14th of June 2022.

The theme of the Summer Institute is Learning-Centered Analytics: Supporting Education

Learning analytics can improve learning practice by transforming the ways we support learning processes. However, recent research efforts exhibit that learning analytics has largely been applied to measure multifaceted learning activities rather than to provide relevant support for learners and teachers. Consequently, this year Nordic LASI makes a special focus on the support mechanisms that can be offered to learners, teachers, and researchers through learning analytics and artificial intelligence.

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