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Learning Analytics for Professional and Workplace Learning: A Literature Review

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Book cover Data Driven Approaches in Digital Education (EC-TEL 2017)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 10474))

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Abstract

Despite the ubiquity of learning in the everyday life of most workplaces, the learning analytics community only has paid attention to such settings very recently. One probable reason for this oversight is the fact that learning in the workplace is often informal, hard to grasp and not univocally defined. This paper summarizes the state of the art of Workplace Learning Analytics (WPLA), extracted from a systematic literature review of five academic databases as well as other known sources in the WPLA community. Our analysis of existing proposals discusses particularly on the role of different conceptions of learning and their influence on the LA proposals’ design and technology choices. We end the paper by discussing opportunities for future work in this emergent field.

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Notes

  1. 1.

    http://www.sciencedirect.com.

  2. 2.

    http://ieeexplore.ieee.org/Xplore/home.jsp.

  3. 3.

    http://link.springer.com.

  4. 4.

    http://dl.acm.org/dl.cfm.

  5. 5.

    https://scholar.google.com.

  6. 6.

    http://learning-analytics.info.

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Acknowledgements

This research has been partially funded by the European Union in the context of CEITER and the Next-Lab (Horizon 2020 Research and Innovation Programme, grant agreements no. 669074 and 731685).

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Authors and Affiliations

  1. Tallinn University, Narva road 29, 10120, Tallinn, Estonia

    Adolfo Ruiz-Calleja, Luis P. Prieto, Tobias Ley & María Jesús Rodríguez-Triana

  2. École Polytechnique Fédérale de Lausanne, 1015, Lausanne, Switzerland

    María Jesús Rodríguez-Triana

  3. Graz University of Technology, Inffeldgasse 13, 8010, Graz, Austria

    Sebastian Dennerlein

Authors
  1. Adolfo Ruiz-Calleja
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  2. Luis P. Prieto
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  3. Tobias Ley
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  5. Sebastian Dennerlein
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Correspondence to Adolfo Ruiz-Calleja .

Editor information

Editors and Affiliations

  1. Jean Moulin Lyon 3 University, Lyon, France

    Élise Lavoué

  2. German Institute for International Educational Research, Goethe University, Frankfurt, Germany

    Hendrik Drachsler

  3. KU Leuven, Leuven, Belgium

    Katrien Verbert

  4. University of Toulouse, Toulouse, France

    Julien Broisin

  5. Pontificia Universidad, Santiago de Chile, Chile

    Mar Pérez-Sanagustín

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Ruiz-Calleja, A., Prieto, L.P., Ley, T., Rodríguez-Triana, M.J., Dennerlein, S. (2017). Learning Analytics for Professional and Workplace Learning: A Literature Review. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds) Data Driven Approaches in Digital Education. EC-TEL 2017. Lecture Notes in Computer Science(), vol 10474. Springer, Cham. https://doi.org/10.1007/978-3-319-66610-5_13

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  • DOI: https://doi.org/10.1007/978-3-319-66610-5_13

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