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The implications and opportunities of learning analytics for European educational policy (LAEP)

Project website/blog

https://laepanalytics.wordpress.com/

What research questions the project addresses, aims & theme

This study is designed to help European policymakers to set out an agenda for stimulating high-quality, innovative ways of learning and teaching through new technologies – specifically, in this case, learning analytics. In order to do this, the study addresses three research questions:

RQ1: What is the current international state of the art in the implementation of learning analytics for education and training in both formal and informal settings?

RQ2: What are the prospects for the implementation of learning analytics for education and training in both formal and informal settings in the next 10–15 years?

RQ3: What is the potential for European policy to be used to guide and support the take-up and adaptation of learning analytics to enhance education in Europe?

How the research questions are addressed by the project (methodology and activity/environment)

Learning analytics is a large and diverse field. In order to make sense of it, this study employs a fine-grained multi-method approach. This includes a Literature Review, an Inventory, Case Studies, an Expert Workshop and a Validation Exercise. It also draws upon both previous and ongoing work in this field by the Learning Analytics Community Exchange (LACE) project and by The Open University.

People involved

  • Rebecca Ferguson, Research Coordinator
  • Bart Rienties, Senior Researcher
  • Adam Cooper, Researcher
  • Andrew Brasher, Researcher
  • Thomas Ullmann, Researcher
  • Roy Nichols, Project Management

Funder

The Institute for Prospective Technological Studies (IPTS) which sits within the European Commission Joint Research Centre. 

Start and finish date

Starts on 8 Sep 2015 and finishes on the 8 June 2016

Research & Innovation