Challenges on implementing Learning Analytics over countrywide K-12 data

Macarini, Luiz Antonio Buschetto; Cechinel, Cristian; Santos, Henrique Lemos dos; Ochôa, Xavier; Rodés, Virgínia; Alonso, Guillermo Ettlin; Casas, Alen Pérez; Díaz, Patricia Verónica López

doi:10.1145/3303772.3303819

Cited by 8 publications

(7 citation statements)

References 5 publications

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“… Macarini et al. (2019b) have identified eight challenges during the development of a K-12 countrywide LA initiative in Uruguay.…”

Section: Discussionmentioning

confidence: 99%

“…Here we go through some of these challenges relating them with our experience in Colombia and expanding them when it is possible. Figure 12 summarizes the challenges, including those proposed by Macarini et al. (2019b) are gray-highlighted.…”

Section: Discussionmentioning

confidence: 99%

“…RQ3 -Which are the challenges in the design and execution of a regional level analytic learning experience in Colombia and how do they differ from challenges encountered in the state of the art in Latin America? Macarini et al, (2019b) have identified eight challenges during the development of a K-12 countrywide LA initiative in Uruguay. Here we go through some of these challenges relating them with our experience in Colombia and expanding them when it is possible.…”

Section: J O U R N a L P R E -P R O O Fmentioning

confidence: 99%

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Unveiling educational patterns at a regional level in Colombia: data from elementary and public high school institutions

Hernandez-Leal

Méndez

Cechinel

2021

Heliyon

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Even though the field of Learning Analytics (LA) has experienced an expressive growth in the last few years. The vast majority of the works found in literature are usually focusing on experimentation of techniques and methods over datasets restricted to a given discipline, course, or institution and are still few works manipulating region and countrywide datasets. This may be since the implementation of LA in national or regional scope and using data from governments and institutions poses many challenges that may threaten the success of such initiatives, including the same availability of data. The present article describes the experience of LA in Latin America using governmental data from Elementary and Middle Schools of the State of Norte de Santander - Colombia. This study is focusing on students' performance. Data from 2013 to 2018 was collected, containing information related to 1) students’ enrollment in school disciplines provided by Regional Education Secretary, 2) students qualifications provided by educational institutions, and 3) students qualifications provided by the national agency for education evaluation. The methodology followed includes a process of cleaning and integration of the data, subsequently a descriptive and visualization analysis is made and some educational data mining techniques are used (decision trees and clustering) for the modeling and extraction of some educational patterns. A total of eight patterns of interest are extracted. In addition to the decision trees, a feature ranking analysis was performed using xgboost and to facilitate the visual representation of the clusters, t-SNE and self-organized maps (SOM) were applied as result projection techniques. Finally, this paper compares the main challenges mentioned by the literature according to the Colombian experience and proposes an up-to-date list of challenges and solutions that can be used as a baseline for future works in this area and aligned with the Latin American context and reality.

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“… Macarini et al. (2019b) have identified eight challenges during the development of a K-12 countrywide LA initiative in Uruguay.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: J O U R N a L P R E -P R O O Fmentioning

confidence: 99%

See 1 more Smart Citation

Unveiling educational patterns at a regional level in Colombia: data from elementary and public high school institutions

Hernandez-Leal

Méndez

Cechinel

2021

Heliyon

Self Cite

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“…There are also three main challenges to the adoption of LA in Latin America: (1) a lack of data, as LA is still an emergent field; (2) a lack of practitioners adept in using LA methods; and (3) a lack of integrated support from government, universities and communities for the development of LA research. Macarini et al (2019) also found that access to data is sometimes restricted by bureaucracy. One way to deal with these challenges is to promote cross‐institutional collaboration and participation in international initiatives.…”

Section: Discussionmentioning

confidence: 99%

Learning analytics initiatives in Latin America: Implications for educational researchers, practitioners and decision makers

Salas‐Pilco¹,

Yang²

2020

Brit J Educational Tech

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This study presents several Latin American research initiatives in the field of learning analytics (LA). The study’s purpose is to enhance awareness and understanding of LA among researchers, practitioners and decision makers, and to highlight the importance of supporting research on LA. We analyzed case studies of LA research conducted at four levels of the educational system (the national, institutional, classroom and student levels), which were implemented in four countries (Brazil, Ecuador, Mexico and Uruguay). Diversified cases were selected to demonstrate the use of LA in primary, secondary and higher education, and to allow the inclusion of different types of datasets. These cases also showed the development of legal frameworks for handling ethical issues, and they met the requirements for data privacy protection in Latin America. The study concludes with a discussion of the findings and their implications for further research and practice in the field of LA for teaching and learning.

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“…Por último, destacar la necesidad de que para la verdadera implementación y sistematización de analíticas de aprendizaje en educación es crítico alcanzar la involucración de las instituciones educativas y de la generación de políticas educacionales nacionales, y esto genera problemáticas que inicialmente podrían no ser obvias (Macarini et al, 2019). Diversos trabajos han analizado las políticas que instituciones están promoviendo para desarrollar capacidades y competencias para implementar analíticas de aprendizaje de forma sistemática (Arnold et al, 2014), así como para resaltar cuáles son los principales desafíos que las instituciones afrontan (Tsai y Gasevic, 2017), como por ejemplo los programas de reciclaje profesional e incentivos hacia educadores para conseguir que empiecen a adquirir las habilidades necesarias para ser capaces de entender y usar en sus clases analíticas de aprendizaje (Wolff, Moore, Zdrahal, Hlosta y Kuzilek, 2016).…”

Section: Tecnología Ciencias Del Aprendizaje Privacidad Instituciounclassified

El Proceso de Implementación de Analíticas de Aprendizaje

Ruipérez‐Valiente

2020

RIED

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Con el despegue de la popularidad del área de analítica de aprendizaje durante la última década, numerosas investigaciones han surgido y la opinión pública se ha hecho eco de esta tendencia. Sin embargo, la realidad es que el impacto que ha tenido en la práctica ha sido bastante bajo, y se está produciendo poca transferencia a las instituciones educativas. Una de las posibles causas es la elevada complejidad del campo, y que no existan procesos claros; por ello, en este trabajo, se propone un pragmático proceso de implementación de analíticas de aprendizaje en cinco etapas: 1) entornos de aprendizaje, 2) recolección de datos en crudo, 3) manipulación de datos e ingeniería de características, 4) análisis y modelos y 5) aplicación educacional. Además, se revisan una serie de factores transversales que afectan esta implementación, como la tecnología, ciencias del aprendizaje, privacidad, instituciones y políticas educacionales. El proceso que se detalla puede resultar de utilidad para investigadores, analistas de datos educacionales, educadores e instituciones educativas que busquen introducirse en el área. Alcanzar el verdadero potencial de las analíticas de aprendizaje requerirá de estrecha colaboración y conversación entre todos los actores involucrados en su desarrollo, que permita su implementación de forma sistemática y productiva.

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Challenges on implementing Learning Analytics over countrywide K-12 data

Cited by 8 publications

References 5 publications

Unveiling educational patterns at a regional level in Colombia: data from elementary and public high school institutions

Unveiling educational patterns at a regional level in Colombia: data from elementary and public high school institutions

Learning analytics initiatives in Latin America: Implications for educational researchers, practitioners and decision makers

El Proceso de Implementación de Analíticas de Aprendizaje

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