In recent years, thanks to the development of increasingly sophisticated learning management systems, higher education institutions (HEIs) have generated massive amounts of data about their students and their teaching and learning processes.
This massive amount of data offers significant opportunities for improving teaching and learning processes. Learning Analytics (LA) emerged in 2011 as an interdisciplinary field at the intersection of computer science, education sciences, and mathematics. Its main goal is the measurement, collection, and analysis of educational data to enhance educational processes at various levels (Solar, 2020).
For this reason, on June 28, the workshop “Learning Analytics, a Key Aspect for Institutional Strategy: Approaches and Tools” was held. On this occasion, Dr. Mar Pérez Sanagustín from Université Paul Sabatier Toulouse III (France), a partner in the PROF-XXI project, participated.
During the workshop, Dr. Mar presented the fundamental concepts related to Learning Analytics (LA), as well as its relevance to institutional strategy in different dimensions, including ethics. Additionally, the latest studies that provide data on the needs for LA in Latin American institutions were reviewed.
A series of tools were also demonstrated, and some exercises were conducted to identify the institutional expectations of the participating universities regarding practical learning analytics using the LALA canvas, an instrument developed within the framework of the European Erasmus+ LALA project.
The tools presented focused on:
- Quality
- Equity
- Efficiency
With this workshop, PROF-XXI concludes its first series of workshops designed to support institutions and educators in developing content, digital resources, and optimizing the necessary skills for the construction of capacities for the development of Teaching and Learning Centers (CEAs).
To review the recording of the workshop, please follow this link: Talleres PROF-XXI.
