This paper introduces a learning analytics policy and strategy framework developed by a cross-European research project team -SHEILA 1 (Supporting Higher Education to Integrate Learning Analytics), based on interviews with 78 senior managers from 51 European higher education institutions across 16 countries. The framework was developed adapting the RAPID Outcome Mapping Approach (ROMA), which is designed to develop effective strategies and evidence-based policy in complex environments. This paper presents four case studies to illustrate the development process of the SHEILA framework and how it can be used iteratively to inform strategic planning and policy processes in real world environments, particularly for large-scale implementation in higher education contexts. To this end, the selected cases were analyzed at two stages, each a year apart, to investigate the progression of adoption approaches that were followed to solve existing challenges, and identify new challenges that could be addressed by following the SHEILA framework. Notes for Practice This paper presents a framework that can be used to assist with strategic planning and policy processes for learning analytics. This research builds on the RAPID Outcome Mapping Approach (ROMA) and adapts it by including elements of actions, challenges, and policy prompts. The proposed framework was developed based on the experiences of learning analytics adoption at 51 European higher education institutions. The proposed framework will enhance systematic adoption of learning analytics on a wide scale.

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

This chapter presents the findings from an experimental postgraduate student-centered course using social media tools and services to support learning. The main aim of this research was to evaluate a course design that was heavily supported by social media. The main aspects of this course design were that students were granted the freedom to select social media tools and services and use them in a personalized way, construct personal and distributed learning spaces, and visualize their conceptual understanding of these environments and their activities. Students’ perceptions of the social media they used was used to evaluate the overall course design. Their perception of the affordances of social media are presented by noting conceptual changes in how they represented the structure of their personal and distributed environments, and by how they rated their learning experience with social media. This chapter concludes with the most important aspects of course design that need to be taken into account in higher education learning environments seeking to integrate Web 2.0 tools.

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