Abstract. It has been long argued that learning analytics has the potential to act as a "middle space" between the learning sciences and data analytics, creating technical possibilities for exploring the vast amount of data generated in online learning environments. One common learning analytics intervention is the learning dashboard, a support tool for teachers and learners alike that allows them to gain insight into the learning process. Although several related works have scrutinised the state-of-the-art in the field of learning dashboards, none have addressed the theoretical foundation that should inform the design of such interventions. In this systematic literature review, we analyse the extent to which theories and models from learning sciences have been integrated into the development of learning dashboards aimed at learners. Our critical examination reveals the most common educational concepts and the context in which they have been applied. We find evidence that current designs foster competition between learners rather than knowledge mastery, offering misguided frames of reference for comparison.

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.

ABSTRACT:The European Learning Analytics Community Exchange (LACE) project is responsible for an ongoing series of workshops on ethics and privacy in learning analytics (EP4LA), which have been responsible for driving and transforming activity in these areas. Some of this activity has been brought together with other work in the papers that make up this special issue. These papers cover the creation and development of ethical frameworks, as well as tools and approaches that can be used to address issues of ethics and privacy. This editorial suggests that it is worth taking time to consider the often interwoven issues of ethics, data protection, and privacy separately. The challenges mentioned within the special issue are summarized in a table of 22 challenges used to identify the values that underpin work in this area. Nine ethical goals are suggested as the editors' interpretation of the unstated values that lie behind the challenges raised in this paper.

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