Learning analytics is a significant area of technology-enhanced learning that has emerged during the last decade. This review of the field begins with an examination of the technological, educational and political factors that have driven the development of analytics in educational settings. It goes on to chart the emergence of learning analytics, including their origins in the 20th century, the development of data-driven analytics, the rise of learning-focused perspectives and the influence of national economic concerns. It next focuses on the relationships between learning analytics, educational data mining and academic analytics. Finally, it examines developing areas of learning analytics research, and identifies a series of future challenges.

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Learning analytics: drivers, developments and challenges

Seeking meaning: A process approach to library and information services

As companies strive to develop artefacts intended for services instead of traditional sell-off, new challenges in the product development process arise to promote continuous improvement and increasing market profits. This creates a focus on product life-cycle components as companies then make life-cycle commitments, where they are responsible for the function availability during the extent of the life-cycle, i.e. functional products. One of these life-cycle components is manufacturing; therefore, companies search for new approaches of success during manufacturability evaluation already in engineering design. Efforts have been done to support early engineering design, as this phase sets constraints and opportunities for manufacturing. These efforts have turned into design for manufacturing methods and guidelines. A further step to improve the life-cycle focus during early engineering design is to reuse results and use experience from earlier projects. However, because results and experiences created during project work are often not documented for reuse, only remembered by some people, there is a need for design support. Knowledge engineering (KE) is a methodology for creating knowledge-based systems, e.g. systems that enable reuse of earlier results and make available both explicit and tacit corporate knowledge, enabling the automated generation and evaluation of new engineering design solutions during early product development. There are a variety of KE-approaches, such as knowledge-based engineering, case-based reasoning and programming, which have been used in research to develop design for manufacturing methods and applications. There are, however, opportunities for research where several approaches and their interdependencies, to create a transparent picture of how KE can be used to support engineering design, are investigated. The aim of the research presented in this thesis is to create new methods for design for manufacturing, by using several approaches of KE, and find the beneficial and less beneficial aspects of these methods in comparison to each other and earlier research. This thesis presents methods and applications for design for manufacturing using KE. KE has been employed in several ways, namely rule-based, rule-, programmingand finite element analysis (FEA)-based, and ruleand plan-based, which are tested and compared with each other. Results show that KE can be used to generate information about manufacturing in several ways. The rule-based way is suitable for supporting life-cycle commitments, as engineering design and manufacturing can be integrated with maintenance and performance predictions during early engineering design, though limited to the firing of production rules. The rule-, programmingand FEA-based way can be used to integrate computer-aided design tools and virtual manufacturing for non-linear stress and displacement analysis. This way may also bridge the gap between engineering designers and computational experts, even though this way requires a larger effort to program than the rule-based. The ruleand planbased way can enable design for manufacturing in two fashions – based on earlier manufacturing plans and based on rules. Because earlier manufacturing plans, together with programming algorithms, can handle knowledge that may be more intricate to capture as rules, as opposed to the time demanding routine work that is often automated by means of rules, several opportunities for designing for manufacturing exist.

Methods and Applications

Recommender Systems (RSs) are software tools and techniques that provide suggestions for items that are most likely of interest to a particular user. In this introductory chapter, we briefly discuss basic RS ideas and concepts. Our main goal is to delineate, in a coherent and structured way, the chapters included in this handbook. Additionally, we aim to help the reader navigate the rich and detailed content that this handbook offers.

Recommender Systems: Introduction and Challenges

Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics. 
Educational Technology & Society, 15(3), 42–57.

Translating Learning into Numbers: A Generic Framework for Learning Analytics

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DigComp 2.1: the digital competence framework for citizens

Manouselis, N., Drachsler, H., Vuorikari, R., Hummel, H. G. K., & Koper, R. (2011). Recommender Systems in Technology Enhanced Learning. In P. B. Kantor, F. Ricci, L. Rokach, & B. Shapira (Eds.), Recommender Systems Handbook (pp. 387-415). Berlin: Springer.

https://www.ise.bgu.ac.il/faculty/liorr/recsyshb/chLearning.pdf

Recommender Systems in Technology Enhanced Learning

In the world of recommender systems, it is a common practice to use public available datasets from different application environments (e.g. MovieLens, Book-Crossing, or Each-Movie) in order to evaluate recommendation algorithms. These datasets are used as benchmarks to develop new recommendation algorithms and to compare them to other algorithms in given settings. In this paper, we explore datasets that capture learner interactions with tools and resources. We use the datasets to evaluate and compare the performance of different recommendation algorithms for learning. We present an experimental comparison of the accuracy of several collaborative filtering algorithms applied to these TEL datasets and elaborate on implicit relevance data, such as downloads and tags, that can be used to improve the performance of recommendation algorithms.

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Dataset-driven research for improving recommender systems for learning

Repositories with educational resources can support the formation of online learning communities by providing a platform for collaboration. Users (e.g. teachers, tutors and learners) access repositories, search for interesting resources to access and use, and in many cases, also exchange experiences and opinions. A particular class of online services that take advantage of the collected knowledge and experience of users are collaborative filtering ones. The successful operation of such services in the context of real-life applications requires careful testing and parameterization before their actual deployment. In this paper, the case of developing a learning resources' collaborative filtering service for an online community of teachers in Europe was examined. More specifically, a data set of evaluations of learning resources was collected from the teachers that use the European Schoolnet's learning resource portal. These evaluations were then used to support the experimental investigation of design choices for an online collaborative filtering service for the portal's learning resources. A candidate multi-attribute utility collaborative filtering algorithm was appropriately parameterized and tested for this purpose. Results indicated that the development of such systems should be taking place considering the particularities of the actual communities that are to be served.

Collaborative recommendation of e-learning resources: an experimental investigation

This paper raises the issue of missing data sets for recommender systems in Technology Enhanced Learning that can be used as benchmarks to compare different recommendation approaches. It discusses how suitable data sets could be created according to some initial suggestions, and investigates a number of steps that may be followed in order to develop reference data sets that will be adopted and reused within a scientific community. In addition, policies are discussed that are needed to enhance sharing of data sets by taking into account legal protection rights. Finally, an initial elaboration of a representation and exchange format for sharable TEL data sets is carried out. The paper concludes with future research needs.

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Riina Vuorikari

Papers

DigComp 2.1: the digital competence framework for citizens

Recommender Systems in Technology Enhanced Learning

Dataset-driven research for improving recommender systems for learning

Collaborative recommendation of e-learning resources: an experimental investigation

Issues and considerations regarding sharable data sets for recommender systems in technology enhanced learning