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Table 2 Questions solicited during presentations and workshop discussions

From: Questions as data: illuminating the potential of learning analytics through questioning an emergent field

Facilitator questions gathered during presentations
# Question
W1 What are the range of software tools that can be used to support LA?
W2 Why is learning analytics interoperability (LAI) important?
W3 Who are the stakeholders of LA systems?
W4 What kinds of issues have been identified as critical important to be solved?
W5 What are the dimensions of LAI?
W6 How can requirements of LAI be accurately determined?
W7 What are the benefits of LA?
W8 What are the benefits of LAI?
W9 What needs to be standardised in order to achieve interoperability of LA systems?
W10 What are the kinds of systems from which data can be used to support LA?
W11 Who is doing technical analysis of LA requirements?
W12 What kinds of commonalities exist in current LA system models?
W13 What is required in order to create a service from user learning data?
W14 In what ways do system requirements of LA need to be expressed?
W15 How can a reference architecture for LAI be expressed?
W16 In what ways do current LA frameworks align and differ?
W17 How can LA fit into a general evaluation framework as part of learning design?
W18 Why do we need LA?
W19 How do changes in the broader context of the evolution of e-learning impact our thinking about the scope of LA?
W20 In what ways can quality be defined that is useful for LA?
W21 How can LA fit within the growing forms of open education?
W22 In what ways can LA be incorporated into learning design?
W23 What are LA data items?
W24 What standardisation work related to LA already exists?
W25 Is the scope of current standardisation work on LA adequate?
W26 How can metrics for LA be expressed?
W27 How can we make sense of online learning behaviour?
W28 Which dimensions of learning styles affect learners’ online behaviours?
W29 Which online behaviours are affected by learning style?
W30 What analytical methods can be utilised with learner data?
W31 In what ways do group behaviours impact online learning?
W32 In what ways do teaching styles impact learning behaviours?
W33 Can LA successfully predict or identify students at risk of dropping out?
W34 What kinds of data should be included in student records?
Questions generated from workshop
# Question
F1 How can we capture learners’ process in ubiquitous learning and doing analytics of these processes?
F2 What is the difference between institutional research and learning analytics?
F3 Can we define and characterise a productive computer-supported learning
F4 How do we capture students’ emotional responses in data?
F5 Who judges the value of the data?
F6 Who owns and controls the data?
F7 Can students and parents control their data?
F8 Is data neutral?
F9 Do we need standards for learning analytics (LA)?
F10 What is the target of learning analysing?
F11 Can an analysis of informal learning process improve learning outcomes?
F12 Is LA an alternative for computer-supported collaborative learning?
F13 How can we combine LA and legacy systems?
F14 What are the ethical issues within LA?
F15 How can we update or keep consistency of learning data?
F16 What do institutions have to do to benefit from LA?
F17 Do we need interoperability or not?
F18 Who should prepare the data: the tool developers or the institution?
F19 How can we identify data clearing house in terms of data auditing?
F20 How can we take care of or support privacy and accessibility?
F21 Is the design of the learning process important?
F22 What is learning?
F23 How can we handle the cultural differences in LET?
F24 How can teachers and parents intervene in learning processes?
F25 How do we sell LA?
F26 Which methods for LA can we trust and why?