Abstract
In this paper we review the issues which were priorities for a group of European educational administrators, professionals and academics in considering analytics and its relationship to policy and practice. We hope to contribute to the sector-wide reflection which is needed to make progress towards a fuller picture of the role of analytics in education. The recommendations contained in the paper were developed at the Policies for Educational Data Mining and Learning Analytics Briefing that took place in Brussels the 15th April 2015. The event took place in the Thon Hotel EU, Rue de la Loi/Wetstraat 75 in Brussels, and was organised by the LACE project consortium in collaboration with the PELARS, Lea’s Box and WatchMe project consortia and with the support of European SchoolNet. Participants were invited to take part in discussions on how best to develop policies related to the fair and ethical use of such data in schools, universities and the workplace. Three rapporteurs documented the discussions and prepared the discussion documents which led to the texts included here. LACE also carried out a number of interviews with participants, which are also included in this paper.
| Original language | English |
|---|---|
| Pages (from-to) | 1-6 |
| Number of pages | 6 |
| Journal | Learning Analytics Review |
| Volume | 10 |
| Issue number | August |
| Publication status | Published - 2015 |
Keywords
- data standards
- learning analytics
- learning analytics, University management, data st
- management
- practitioner support
- recommendations related to the
- school
- school systems
- teacher training
- this document presents policy
- university management
- use of
- workplace learning