Human-Centred Learning Analytics for improved learning across the Globe (Glocal-LA)
EDUCON2022 Special Session – Call for Papers

Overview

Learning Analytics recently has put its focus on a human-centred vision and culturally aware methods, aiming to reach better ways of supporting learners and teachers in their learning activities.

This focus on contextual factors is manifold. One of the implications regards the increasing awareness that there are no ‘one-size-fits all’ solutions, and that there is a need to consider the users’ culture and values. There is increasing evidence that the ways LA can be implemented differs across countries, and that a widespread adoption of the LA systems needs to pay attention to these aspects. For this reason, this special session aims at exploring how contextual factors, including culture and value, (may) influence the design and uptake of LA systems. To this aim, it counts with the support of LA-networks of researchers across the globe, including SNOLA (Spanish Network of Learning Analytics), Nordic LA network, LACE-SIG (Learning Analytics Community Europe SIG) and LALA (Latin-American Learning Analytics).

A second dimension related to contextual factors is associated with the global call for considering teacher and learners’ agency as a main topic of design. Especially considering the increasing use of automated techniques and data-driven methods that might introduce biases and lack of transparency, LA systems may negatively influence educational processes. Therefore, this special session will welcome works exploring the role of teachers’ and students’ agency and self-regulated learning in the design of LA tools.

This session aims at providing criteria, cases, and guidelines of how engineers can take these contextual factors into account. Further, we aim at exploring how different types of LA approaches have improved learning locally, generating lessons learned that could influence the education of future engineers globally. This way, this workshop aims to make a significant contribution to the education of engineers as future designers or users of these technologies.

Topics of Interest

Relevant topics include but are not limited to:

• Human-centred processes for learning analytics
• Culturally aware learning analytics
• Contextual factors in learning analytics
• Teachers’ agency in learning analytics
• Learners’ agency in learning analytics
• Learning analytics for self-regulated learning
• Learning analytics and human well-being
• Trustworthy learning analytics
• Learning analytics and data privacy across regions
• Inclusive learning analytics systems

Program Committee

Chairs

• Alejandra Martínez Monés, Universidad de Valladolid, Spain, amartine@infor.uva.es
• Olga Viberg, KTH Royal Institute of Technology, Sweden, oviberg@kth.se
• Isabel Hilliger, Pontificia Universidad de Chile, Chile, ihillige@ing.puc.cl

Members

• Ainhoa Álvarez, Euskal Herriko Unibertsitatea, Spain
• Barbara Wasson, SLATE, University of Bergen, Norway
• David Griffiths, Universidad Internacional de la Rioja, Spain
• Daniel Spikol, University of Copenhagen, Denmark
• Jorge Maldonado Mahaud, Jorge Maldonado-Mahauad, Universidad de Cuenca, Ecuador
• Manuel Caeiro, Universidad de Vigo, Spain
• Martín Llamas-Nistal, Universidad de Vigo, Spain
• Patricia Santos Rodríguez, Universitat Pompeu Fabra, Spain
• Rebecca Ferguson, Institute of Educational Technology (IET), The Open University, UK
• Sanna Järvelä, Faculty of Education, University of Oulu, Finlandia
• Tobias Ley, Danube University Krems, Austria
• Yannis Dimitriadis, Universidad de Valladolid, Spain

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