Browsing by Author "Hilliger, Isabel"

Now showing 1 - 5 of 5

An overview of the LALA project
(CEUR-WS, 2020) Muñoz Merino, Paul; Delgado Kloos, Carlos; Tsai, Yi Shan; Gasevic, Dragan; Verbert, Katrien; Pérez Sanagustín, María del Mar; Hilliger, Isabel; Zúñiga Prieto, Miguel Ángel; Ortiz Rojas, Margarita; Scheihing, Eliana
The LALA project (“Building Capacity to Use Learning Analytics to Improve Higher Education in Latin America”) is a project that aims at building capacity about the use of data in education for improving education in Latin America. This article presents a general overview of the LALA project including the LALA framework (as a set of guidelines, recommendations and patterns for enabling adoption of learning analytics), the adaptation of learning analytics tools (mainly three different tools used in Europe) and the pilots with learning analytics experiences. The results of this project could serve as an example for other institutions in the Latin American region or other under-represented regions to adopt Learning Analytics as part of their processes.
Building Institutional Capacity for Learning Analytics: Top-Down & Bottom-Up Initiatives
(2022) Perez Alvarez, Ronald; Pérez Sanagustín, Mar; Hilliger, Isabel; Maldonado Mahauad, Jorge Javier
Capacity building for Learning Analytics (LA) in Higher Education Institutions requires the coordination of organizational aspects and infrastructure development. This also depends on the organizational maturity of the institution and its leadership regarding LA adoption. LA capacity building can follow two approaches: (1) top-down, led by institutional managers; and (2) bottom-up, led by ground-level staff. This article studies two LA initiatives of each type conducted in the same institution to compare the deployment of organizational processes and infrastructure. The lessons learned that were captured from each approach are shared to inform other universities in Latin America on developing LA capabilities.
For learners, with learners: Identifying indicators for an academic advising dashboard for students
(Springer Science and Business Media Deutschland GmbH, 2020) Hilliger, Isabel; De Laet, Tinne; Henríquez, Valeria; Ortiz Rojas, Margarita; Zúñiga Prieto, Miguel Ángel; Baier, Jorge; Pérez Sanagustin, Mar
Learning Analytics (LA) dashboards aggregate indicators about student performance and demographics to support academic advising. The majority of existing dashboards are targeted at advisors and professors, but not much attention has been put into students’ need for information for their own academic decision-making. In this study, we identify relevant indicators from a student perspective using a mixed methods approach. Qualitative data was obtained from an open-ended online questionnaire answered by 31 student representatives, and quantitative data was collected from a closed-ended online questionnaire answered by 652 students from different cohorts. Findings point out relevant indicators to help students choose what courses to take in an upcoming academic period. Since this study is part of a large research project that has motivated the adoption of academic advising dashboards in different Latin American universities, these findings were also contrasted with indicators of these advising dashboards, informing future developments targeting students.
Learning analytics at UC-engineering: Lessons learned about infrastructure and organizational structure
(CEUR-WS, 2020) Pérez Sanagustín, Mar; Pérez Álvarez, Ronald; Maldonado Mahauad, Jorge Javier; Hilliger, Isabel; Hernández Correa, Josefina
The development of Learning Analytics (LA) capabilities in a Higher Education institution is challenging. On the one hand, the institution requires of a technological infrastructure for adapting and/or developing LA services. On the other hand, the institution also needs of an organizational structure for designing and implementing new processes for assuring the adoption of these services. There are two different approaches for developing the necessary infrastructure and organizational structure. One consists on following a top-down process, in which the leadership of the LA initiative is mainly driven by institutional managers, who provide the necessary means. Another is bottom-up, where the initiatives are led by ground-level teaching staff without involving institutional managers. This article presents both approaches through two LA initiatives of Engineering School at the Pontificia Universidad Católica de Chile (UC-Engineering). We show how these two initiatives emerged and integrated into existing academic processes to improve teaching and learning at an institutional level. The infrastructure and organizational structure resulting from each initiative is presented, as well as the lessons learned. This paper aims at serving as an example for other universities in Latin America interested on developing and incorporating LA capabilities.
Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities
(2020) Hilliger, Isabel; Ortiz Rojas, Margarita Elizabeth; Pesantez Cabrera, Paola Gabriela; Scheihing, Eliana; Tsai, Yi Shan; Muñoz Merino, Pedro J.; Broos, Tom; Whitelock Wainwright, Alexander; Gasevic, Dragan; Pérez Sanagustín, Mar
In Latin American universities, Learning Analytics (LA) has been perceived as a promising opportunity to leverage data to meet the needs of a diverse student cohort. Although universities have been collecting educational data for years, the adoption of LA in this region is still limited due to the lack of expertise and policies for processing and using educational data. In order to get a better picture of how existing data‐related practices and policies might affect the incorporation of LA in Latin American institutions, we conducted a mixed methods study in four Latin American universities (two Chilean and two Ecuadorian). In this paper, the qualitative data were based on 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students; the quantitative data were collected through two surveys answered by 1884 students and 368 teachers, respectively. The findings reveal opportunities to incorporate LA services into existing data practices in the four case studies. However, the lack of reliable information systems and policies to regulate the use of data imposes challenges that need to be overcome for future LA adoption.