Learning Analytics for Professional and Workplace Learning: A Literature Review

Ethical and legal objections to learning analytics are barriers to development of the field, thus potentially denying students the benefits of predictive analytics and adaptive learning. Jisc, a charitable organisation which champions the use of digital technologies in UK education and research, has attempted to address this with the development of a Code of Practice for Learning Analytics. The Code covers the main issues institutions need to address in order to progress ethically and in compliance with the law. This paper outlines the extensive research and consultation activities which have been carried out to produce a document which covers the concerns of institutions and, critically, the students they serve. The resulting model for developing a code of practice includes a literature review, setting up appropriate governance structures, developing a taxonomy of the issues, drafting the code, consulting widely with stakeholders, publication, dissemination, and embedding it in institutions.

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Artificial intelligence, real-time feedback and workplace learning analytics to support in situ complex problem-solving: a commentary

International Journal of Information and Learning Technology ◽

10.1108/ijilt-03-2020-0026 ◽

2020 ◽

Vol 37 (5) ◽

pp. 267-277

Author(s):

Maarten de Laat ◽

Srecko Joksimovic ◽

Dirk Ifenthaler

Keyword(s):

Artificial Intelligence ◽

Problem Solving ◽

Real Time ◽

Workplace Learning ◽

Learning Analytics ◽

Complex Problem ◽

Complex Problem Solving ◽

Feedback Systems ◽

Content Type

PurposeTo help workers make the right decision, over the years, technological solutions and workplace learning analytics systems have been designed to aid this process (Ruiz-Calleja et al., 2019). Recent developments in artificial intelligence (AI) have the potential to further revolutionise the integration of human and artificial learning and will impact human and machine collaboration during team work (Seeber et al., 2020).Design/methodology/approachComplex problem-solving has been identified as one of the key skills for the future workforce (Hager and Beckett, 2019). Problems faced by today's workforce emerge in situ and everyday workplace learning is seen as an effective way to develop the skills and experience workers need to embrace these problems (Campbell, 2005; Jonassen et al., 2006).FindingsIn this commentary the authors argue that the increased digitization of work and social interaction, combined with recent research on workplace learning analytics and AI opens up the possibility for designing automated real-time feedback systems capable of just-in-time, just-in-place support during complex problem-solving at work. As such, these systems can support augmented learning and professional development in situ.Originality/valueThe commentary reflects on the benefits of automated real-time feedback systems and argues for the need of shared research agenda to cohere research in the direction of AI-enabled workplace analytics and real-time feedback to support learning and development in the workplace.

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Teaching and Learning Analytics to Support Teacher Inquiry: A Systematic Literature Review

Learning Analytics: Fundaments, Applications, and Trends - Studies in Systems, Decision and Control ◽

10.1007/978-3-319-52977-6_2 ◽

2017 ◽

pp. 25-63 ◽

Cited By ~ 20

Author(s):

Stylianos Sergis ◽

Demetrios G. Sampson

Keyword(s):

Literature Review ◽

Systematic Literature Review ◽

Learning Analytics ◽

Teaching And Learning ◽

Teacher Inquiry ◽

Support Teacher

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Measuring the impact of learning at the workplace on organisational performance

International Journal of Productivity and Performance Management ◽

10.1108/ijppm-12-2018-0443 ◽

2020 ◽

Vol 69 (7) ◽

pp. 1455-1474

Author(s):

Tobias Kopp ◽

Steffen Kinkel ◽

Teresa Schäfer ◽

Barbara Kieslinger ◽

Alan John Brown

Keyword(s):

Performance Measurement ◽

Professional Identity ◽

Workplace Learning ◽

Learning Analytics ◽

Identity Transformation ◽

Transformation Theory ◽

Content Type ◽

Non Profit ◽

European Public ◽

Practical Implications

PurposeThe purpose of this article is to explore the importance of workplace learning in the context of performance measurement on an organisational level. It shows how workplace learning analytics can be grounded on professional identity transformation theory and integrated into performance measurement approaches to understand its organisation-wide impact.Design/methodology/approachIn a conceptual approach, a framework to measure the organisation-wide impact of workplace learning interventions has been developed. As a basis for the description of the framework, related research on relevant concepts in the field of performance measurement approaches, workplace learning, professional identity transformation, workplace and social learning analytics are discussed. A case study in a European Public Employment Service is presented. The framework is validated by qualitative evaluation data from three case studies. Finally, theoretical as well as practical implications are discussed.FindingsProfessional identity transformation theory provides a suitable theoretical framework to gain new insights into various dimensions of workplace learning. Workplace learning analytics can reasonably be combined with classical performance management approaches to demonstrate its organisation-wide impact. A holistic and streamlined framework is perceived as beneficial by practitioners from several European Public Employment Services.Research limitations/implicationsEmpirical data originates from three case studies in the non-profit sector only. The presented framework needs to be further evaluated in different organisations and settings.Practical implicationsThe presented framework enables non-profit organisations to integrate workplace learning analytics in their organisation-wide performance measurement, which raises awareness for the importance of social learning at the workplace.Originality/valueThe paper enriches the scarce research base about workplace learning analytics and its potential links to organisation-wide performance measurement approaches. In contrast to most previous literature, a thorough conceptualisation of workplace learning as a process of professional identity transformation is used.

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