ISO/IEC JTC1 SC36 WG8 (Learning Analytics Interoperability) Meeting (327 B)
10:00am - 10:45am Discussion on ISO/IEC 20748-3 Guideline for (learning) data interoperability

ISO/IEC 20748 project clarifies and regularizes the behavior of components related to learning analytics interoperability. Recently learning analytics has been getting interest in diverse data driven analytics service in Learning, Education and Training (LET) domain. However, due to current status of learning analytics technology is on formation level on the technical life cycle, it is necessary to develop guideline for use of diverse types of learning activity data. In particular, given the condition of learning analytics technology as an early stage, it is not easy for institution to adopt data collection specifications within diverse learning platform and software. To resolve this issues some of organizations such as ADL, IMS Global and W3C have tried to develop specifications and data capture APIs. While these specifications and APIs are useful to collect data within each profile circumstances, many institutions may meet challenges to interpret between different profiles or non-standardized data generated from their learning systems or tools at the end of the day.

The main scope of this project is to develop guidelines for possible ways pertaining to map, structurally and syntactic, mapping as well as semanticly, matching between different formats of learning data generated from heterogeneous systems or tools. In order to reach the goal for mapping and matching, this project has gathered use cases with stakeholders of JTC1/SC36. In this meeting participants will discuss collected use cases for convergence between xAPI and IMS Caliper.

10:45am - 11:30am Discussion on ISO/IEC 20748-4 Privacy and data protection

ISO/IEC 20748 project clarifies and regularizes the behavior of components related to learning analytics interoperability. Privacy and data protection are identified as important cross-cutting requirements impacting all sub-processes of learning analytics. Even if privacy and data protection are regulated in law, there is a need to specify these entities in a separate part to establish principles that can reference design and operation of learning analytics systems.

The scope of this project is to develop learning analytics specific attributes of privacy and data protection requirements with the purpose to inform design of learning analytics systems development and learning analytics practices in schools, universities, workplace learning and blended learning settings. The Technical Report will give a short summary of established data protection regulations and privacy principles to prepare the underpinning of the specific attributes that should be considered to build trust in learning analytics systems and practices.

11:30am - 12:00pm Resolution and adjourn

Note: SC36/WG8 meeting will be open to public. If you have interested in standardization related to learning analytics please join this meeting.

DAY 1 Monday 19 September
1:00pm - 2:00pm Registration open and afternoon tea
2:00pm - 2:30pm Opening and welcome remarks – Dr. Suk-Soo Han, President (KERIS) Briefing and orientation for LASI-Asia 2016 M/C- Dr. Yong-Sang Cho (KERIS)
2:30pm Session 1: LACE SIG/SoLAR tour to Asia (327 B+C) Chair: Mr. Tore Hoel
2:30pm - 3:00pm Keynote I: Learning analytics state-of-affairs – summing up three years of experience building a community of stakeholders in schools, universities and the workplace

Prof. Dai Griffiths (University of Bolton)

Synopsis:The Learning Analytics Community Exchange (LACE) project was funded by the European Union 7th Framework Programme, and came to an end in July 2016. (LACE now enters a 2nd phase, as a Special Interest Group under Society for Learning Analytics Research, named Learning Analytics Community Europe.) The LACE partners are convinced of the opportunities presented by learning analytics, but concerned that its potential might not be realised unless expertise and experience could be shared effectively. LACE has spent the last 3 years working with the learning analytics community, exploring how learning analytics can be best deployed and scaled up in schools, higher education and at the workplace. In the course of these activities a large number of workshops, seminars, and conferences were organised, which led to the publication of many papers and reports. The project has also published numerous blog posts from project participants and guests discussing the on-going progress of learning analytics.

An important output of the project is the LACE Evidence Hub, which brings together evidence about the effects of learning analytics from across the world. The Evidence Hub records and organises evidence relating to the theory, research and practice of learning analytics, with a view to supporting or contesting the effectiveness of learning analytics. A search interface is provided, making the Evidence Hub a valuable resource for informing policy making for learning analytics.

To deepen the project’s engagement with policy, LACE has also actively explored plausible futures for learning analytics through the Visions of the Future study, which involved getting feedback from invited experts and LACE contacts on the feasibility and desirability of a set of imaginative possible futures for Learning Analytics. LACE activities in general, and the Visions of the Future study in particular have shown that the community is enthusiastic about the potential of learning analytics, but not entirely confident that this will be achieved. Particular concerns were raised about privacy, control of the infrastructure, and the impact of learning analytics on pedagogy.

In this keynote Professor Dai Griffiths will summarise the achievements of the LACE project, and explore the critical issues and concerns which the project has identified as being key to the future of the field. In doing this he will focus on some of the oversimplified views of learning analytics (both positive and negative) which are a barrier to effective deployment, and will discuss how the LACE community has been able to work to overcome these, and will continue to do so in the future.

3:00pm - 3:20pm Scaling up learning analytics solutions: Is privacy a show-stopper?

Tore Hoel (Oslo and Akershus University College of Applied Sciences)

Synopsis: Privacy and data protection have been identified as important stumbling blocks that need to be addressed when bringing learning analytics solutions out of the research labs. The use of technology in education radically changes the amount of data which is gathered about learners, whether or not this is planned or the data is used. This has potential implications for the relationship between educational managers, teachers and learners, which have not yet been fully examined or discussed. Moreover the gathering of this data without any explicit purpose moves educational research away from the established practice of ethical practice and informed consent, which has been in place since the Nuremberg trials (1945-46).

LACE has explored these issues, and has published a paper summarising its findings, available at This includes a discussion of institutional policies on data privacy, and a checklist developed by LACE which offers a pragmatic approach to dealing with the issues raised. In this presentation Tore Hoel outlines the findings of LACE in this area, describes the concerns of learning analytics practitioners and researchers and presents an agenda for a way forward.

3:20pm - 4:00pm Visions of the future: What is on the horizon for learning analytics

Dr. Rebecca Ferguson and the LACE team

Synopsis: There is general agreement that the importance of learning analytics is likely to increase in the coming decade. However, little guidance for policy makers has been forthcoming from the technologists, educationalists and teachers who are driving the development of learning analytics. The Visions of the Future study was carried out by the LACE project in to order to provide some perspectives that could feed into the policy process.

The study took the form of a ‘policy Delphi’, which is to say that it was not concerned with certainty about the future, but rather focused on understanding the trends issues which will be driving the field forward in the coming years. The project partners developed eight visions of the future of learning analytics in 2025. These visions were shared with invited experts and LACE contacts through an online questionnaire, and consultation with stakeholders was carried out at events. Respondents were asked to rate the visions in terms of their feasibility and desirability, and the actions which should be taken in the light of their judgements. 487 responses to visions were received from 133 people. The views of the respondents on how the future may evolve are both interesting and entertaining. More significantly, analysis of the ratings and free text responses showed that for the experts and practitioners who engaged in the study, there was a consensus around a number of points which are shaping the future of learning analytics.:

  1. There is a lot of enthusiasm for Learning Analytics, but concern that its potential will not be fulfilled. It is therefore appropriate for policy makers to take a role.
  2. Policies and infrastructure are necessary to strengthen the rights of the data subject.
  3. Interoperability specifications and open infrastructures are an essential enabling technology. These can support the rights of the data subject, and ensure control of analytics processes at the appropriate level.
  4. Learning analytics should not imply automation of teaching and learning.

The full results of the study are published in a report at

In this session the visions explored by the LACE study will be presented, the conclusions discussed, and the audience will take part in an impromtu mapping of the most desirable and feasible vision of the future for learning analytics in Asia.
4:00pm Coffee break
4:30pm - 5:00pm

Panel discussion: How to build an international community on learning analytics research and knowledge?

Panel discussion: How to build an international community on learning analytics research and knowledge?

  1. What are the pressing issues to research and discuss within learning analytics?
  2. How do we assure that national and regional cultures, priorities and values are represented?
  3. Do we have the appropriate instruments for knowledge sharing and dissemination?
  4. What regional differences in approaches to the use of big data in education?

Panel: Prof. Dai Griffiths, Dr. Rebecca Ferguson, Prof. Kirsty Kitto, Dr. Yushun Li, Dr. Yong-Sang Cho

Moderator: Mr. Tore Hoel
5:00pm Session 2: Unveil reference model for learning analytics (327 B+C) Chair: Dr. Yong-Sang Cho
5:00pm - 5:30pm What is the reference model for learning analytics? How to organize learning analytics process?

Prof. Jaeho Lee (University of Seoul)

Synopsis:The increasing amount of data being generated from learning environments provides new opportunities to support learning, education and training (LET) in a number of new ways through learning analytics. Learning analytics is a composite concept built around the use of diverse sub-technologies, workflows, and practices and applied to a wide range of different purposes. For instance, learning analytics is being used to collect, explore and analyze diverse types and interrelationships of data such as learner interaction data related to usage of digital resources, teaching and learning activity logs, learning outcomes and structured data about programs, curriculum and associated competencies.

Learning analytics is an emerging technology addressing a diverse group of stakeholders and covering a wide range of applications. Learning analytics raises new interoperability challenges related to data sharing; privacy, trust and control of data; quality of service, etc. With these background organization for international standardization, ISO/IEC JTC1 SC36, initiated the project ‘ISO/IEC 20748 Learning analytics interoperability (LAI)’. In particular, first part of the project is reference model with the scope “ISO/IEC 20748-1 specifies a reference model that identifies diverse system requirements of learning analytics interoperability. The reference model identifies relevant terminology, user requirements, workflow, and a reference architecture for learning analytics services and/or systems”.

In this session project lead editor, Dr. Jaeho Lee, will introduce ISO/IEC 20748-1 LAI – Part 1: Reference model based on fifteen use cases collected diverse countries and stakeholders. Also audiences may understand specific processes and functions for learning analytics service.

5:30pm - 6:00pm Privacy and data protection, concerns and efforts

Mr. Tore Hoel (Oslo Akershus University College of applied sciences)

Synopsis: Privacy and data protection have proven to be a major stumbling stone for scaling up learning analytics solutions for schools and universities. In Part 1 of the ISO/IEC 20748 standard Privacy policy is defined as a cross-cutting process that influences all the other learning analytics processes.

The purpose of subdivision of ISO/IEC 20748 Learning analytics interoperability to develop a new part, ‘privacy and data protection’ is to specify the attributes of privacy policy and data protection that are specific to learning analytics. Different jurisdictions have data protection regulations that learning analytics systems and services need to comply with. In order to pave the road for a smooth implementation of learning analytics on a bigger scale there is a need in the market to specify the specific attributes of privacy and data protection that can build trust in learning analytics solutions and make contribute to data protection being an enabler for the use of big data in education.

In this presentation ideas for a privacy framework for learning analytics will be discussed. Also lead editor, Mr. Tore Hoel, will introduce raised issues and concerns related to privacy and data protection.

6:00pm Welcome reception and networking
DAY 2 Tuesday 20 September
9:30am - 10:00am Registration open and morning tea
10:00am - 11:00am Keynote II: Envisioning Learning Analytics for 21st Century Competencies

Video Keynote:

Prof. Simon Buckingham Shum (University of Technology Sydney)

Synopsis: Educational systems are slowly shifting their teaching and assessment practices to intentionally equip students with the knowledge, skills, and dispositions that will better prepare them to thrive despite the turbulence and uncertainty of our complex world. Many terms are used that relate to the idea of “21st century competencies”, since these distinctively human qualities are now at a premium in the workplace, as routine cognitive work is automated and the problems we face grow in complexity. Learning Analytics offer different kinds of computational support for tracking learner behaviour, managing educational data, visualising patterns, and providing rapid feedback to both educators and learners. In this talk I provide examples of different approaches that are being developed, and identify some of the challenges that must be tackled if we are to quantify C21 competencies in a meaningful way.

11:00am - 12:00pm Keynote III: Building the infrastructure for the Next Generation Digital Learning Environment

prof. Charles Severance (University of Michigan)

Synopsis: The concept of a Learning Management System is nearly 20 years old. For the most part, modern-day Learning Management Systems are simply well-developed versions of those first learning systems developed at universities and commercialized through companies like Blackboard, WebCT, and Angel. Since the early LMS systems were developed for a single organization and developed as a single application, it was natural for them to keep adding more functionality to that single application. Each vendor added proprietary formal expansion points to their LMS systems like Building Blocks and PowerLinks. The concept of a single expansion point across multiple LMS systems was proposed by the Sakai project in 2004. The idea evolved over the next few years to become the IMS Learning Tools Interoperability Specification (LTI) released in 2010. LTI provided a basic expansion point across the whole LMS marketplace. LTI greatly expanded the number of applications that could be integrated into an LMS – but those integrations were naturally limited because of the simplicity of the early versions of LTI. In this talk we will look at the standards activities over the past six years that have been laying the groundwork to move from simple plug-in integrations to an open multi-vendor learning ecosystem where the LMS is just one part of that ecosystem. Many are now calling the concept of the new structure of a broad and interoperable market for educational software as the Next Generation Digital Learning Environment (NGDLE). We will look at the work that has been done and an outline of what is left to do to deliver an open learning ecosystem.

12:00pm Lunch break
1:30 pm Parallel session 1 (327 B) Parallel session 2 (327 C)
1:30pm - 3:30pm Data APIs world Chair: Dr. Yong-Sang Cho Learning analytics model and profile Chair: Prof. Il-Hyun Jo
Boot camp: Using data APIs – xAPI and IMS Caliper

Dr. Kirsty Kitto and Dr. Stephen Vickers

Synopsis: Advanced Distributed Learning (ADL) and IMS Global Learning Consortium, each have developed data collection specifications, titled Experience API (xAPI) and IMS Caliper, enabling institution to use learning data effectively. World Wide Web Consortium (W3C) has updated Activity Streams specification, which includes constructing natural-language descriptions or visual representations about the activity, associating actionable information with various types of objects, communicating or recording activity logs, or delegation of potential actions to other applications.

Even if there is just three specifications known to public available, but those specifications allow to be profiled for specific purposes or domains. In this case stakeholders need to consider data interoperability within profiles following different specifications or non-standardized data format defined by system or tool venders.

In this boot camp participants can learn about representative Data APIs, xAPI and IMS Caliper, from the experts of related communities.

Case study: lesson learned from learning analytics products and services

[Case 1] VitalSource

Title: VitalSource approach to content usage data analytics

Mr. William Chesser (VitalSource)

Synopsis: The VitalSource platform provides best-in-class user interaction with content without compromising the user-engagement data available to instructors and (in some cases) content owners. VitalSource is working with influential standards development bodies in the US and around the world to deliver data that can be used for early intervention and remediation to ensure student success. The session will demonstrate the VitalSource approach to data management and delivery, including dashboards, standards-based data feeds, and even real-time Caliper feeds of engagement data.

[Case 2] University of Michigan

Title: Building Analytics Infrastructure for a Distributed Learning Environment

Mr. Lance Sloan (Univ. of Michigan)

Synopsis: For years, University of Michigan researchers have been active in the learning analytics standards development community. Recently they have implemented an infrastructure to support it. Caliper (IMS Global) was selected as the representation of events (students’ interactions with online course materials), and multiple applications identified as possible event emitters. Lecture Capture (U-M), a PHP-based lecture video player, was selected as prototype. Development to finish Caliper’s PHP implementation began while Lecture Capture was instrumented with it. Lecture Capture emitted events to testing and conformance endpoints. Learning record store applications were evaluated as possible endpoints to collect events. The OpenLRS (Apereo Foundation) endpoint was selected. Development to complete OpenLRS’ Caliper support began. Lecture Capture service owners asked that impact on their system from endpoint problems must be mitigated. This inspired development of Viadutoo, a caching proxy endpoint, which was integrated into Lecture Capture. Viadutoo adds robustness to the infrastructure by storing event data during endpoint outages. With all components ready, production deployment was completed, and the infrastructure activated. The infrastructure is monitored, ensuring availability and revealing millions of events were collected in the first months. Another application, Problem Roulette (U-M), has been instrumented and added to the environment, increasing the event collection rate. Researchers now maintain the environment, increase its capacity, and improve OpenLRS’ event querying features. Researchers and faculty now prepare for analysis of event data, to give reports and visualizations of students’ interactions with online education resources.

[Case 3] UC Berkeley

Title: Learning Analytics: A Pragmatic Pilot

Dr. Paul Kerschen (UC Berkeley)

Synopsis: UC Berkeley is conducting a pilot learning analytics project involving a limited number of students. Our implementation addresses three particular areas of practical concern: standards interoperability; privacy and transparency issues; and effective presentation.

Our learning records store (LRS) is configured to accept events in both the Experience API (xAPI) and IMS Caliper standards, and uses a further translation layer to accept the proprietary event format provided by Instructure’s Canvas Learning Management System (LMS). Since these standards are varied and evolving, considerable care is needed to maintain interoperability.

The privacy concerns of instructors and students alike set an extremely high standard for transparency in our data collection. We have developed a privacy dashboard for student use, which explains the nature of the learning data collected and provides some degree of control over the uses to which that data is put.

Finally, we are collaborating with student advising services to design a dashboard presentation layer that offers effective visualizations of student engagement and academic success.

A-D-D-I-E Model, Born Again with the Anointments of Learning Analytics and Learning Design

Prof. Il-Hyun Jo (Ewha Womans University, LAPA Lab)

Synopsis: This article tried to compare the concept between conventional a-priori instructional design and emerging ad-hoc learning design. A-priori design, which is typically represent by linear ADDIE model, has strong emphasis on the analysis, design, and development of the course, prior to actual implementation. In the era of emerging needs for informal learning and abundance of potentially instructive digital contents, a needs for ad-hoc learning design which helps design as learning in the context of actual learning situation. Learning analytics, which has been mainly utilized for evaluation purpose, should be extended as essential tools for ad-hoc learning design. Spiral ADDIE, where each phase of A-D-D-I-E concurs and interacts, should be a representative model for learning design with the aid of learning analytics. The article distinguished the two different ADDIE models, linear vs. spiral, with missile metaphors. Based on the analyses, implications to the future research directions will be discussed in this concurrent session.

Looking into the black box of university classrooms through the windows of Moodle LMS

Prof. Yeonjeong Park (Honam University, LAPA Lab)

Synopsis: Blended learning (BL) is recognized as one of the major trends in higher education today. To identify how BL has been actually adopted, this study aimed to evaluate the current activation levels and usage patterns of Moodle based Learning Management System (LMS). A large dataset was analyzed, which included the online activity information from 2,639 courses opened in a large private university located in South Korea. Repeated data-preprocessing and mining allowed to analyze 612 courses and to cluster them into four unique types. In this concurrent session, audiences are invited to review the characteristics of such clustered courses and discuss the Implications for strategic institutional initiative for blended learning based on the data-driven decisions.

Analysis of log data from within the body: Learning analytics meets psycho-physiology

Jihyun Yu (Ewha Womans University, LAPA Lab)

Synopsis: Learning analytics is a hybrid academic and also functional discipline that benefits from knowledge, techniques, and tools from computer science, educational data mining, information visualization, and the learning sciences among other areas. In the LAPA research project, we have realized that there might be another powerful discipline that learning analytics can benefit from, psychophysiology. Psychophysiology, the branch of psychology dealing with the physiological aspects based on psychological processes, is an intricate field because it deals with the most perfect, complex and mysterious machine ever created: the human body. This presentation shares our research efforts in the LAPA Lab to enhance the power of learning analytics with the employment of psychophysiological methods including eye-tracking, heart rate, facial expressions in addition to conventional learner log data.

Towards integration of learning analytics and intelligent online assessment service: Nordic passion, WISEflow case

CEO Rasmus Blok (UNIwise Aps) & CEO Jungho Park (Leo) (UNIwise Korea / DUCOgen Ltd.) & Eunji Lee (Ewha Womans University, LAPA Lab)

Synopsis: After having changed the way brick-and-mortar institutions conduct assessment, UNIwise, a Danish high-tech company, developed WISEflow, a true Online Massive Assessment Platform (OMAP). The solution is expected to suggest a new global standard for online assessment and become the MOOC of exam & assessment. Recently, an international R&D collaboration with DUCOgen, Korean edu-tainment company, and LAPA Lab, to upgrade WISEflow with high-end authentication and learning analytics functionalities. This collaborative research project aims to improve learning outcomes for students and teachers and bring great cost reductions to institutions. This paper talks about the roadmap toward this challenging and exciting journey.

3:30pm Close of parallel session and coffee break (327 B+C)
4:00pm Closing Keynote: Creating an Educational Analytics Ecosystem

Video Keynote:

Dr. Rob Abel (IMS Global)

Note: this keynote speech is video recording with slides.

Synopsis: Use cases, interventions, data standards and capacity for achieving payback on the investment in learning analytics are evolving. However, are the myriad and growing products designed to work together to support emerging practice? The goal of this talk is to discuss the potential for a product ecosystem “designed” to generate analytics data to enable innovation and improvement in learning and education. The hope is that the international learning technology community can work together to further the momentum created by analytics standards Caliper and Experience API to create a guiding framework for actionable and impactful learning analytics.

5:00pm Panel discussion: achievements of learning analytics researches and next step

Synopsis: As we figure out in LASI-Asia conference, there are many activities and outcomes related to learning analytics in the world. Not only some of outcomes and products are very impressive, but also very ambitious projects are found within leading institutions or companies. However, do we ensure those outcomes and experiences in terms of scalability or sustainability? Also machine learning technology may be replaced and/or improve current research topics of analytics model? Panels will share their insights for candidate questions as below:

  1. What do we have achieved and where we are on the hype cycle? (How much large gap between expectation and achievement)
  2. If there is large gap between expectation and current status, then what do we do first to resolve this issue?
  3. According to Horizon Report 2016 – HE edition, there is just small scale of implementation to adopt learning analytics and adaptive learning. Do we trust learning analytics with small scale of implementation?
  4. Is machine learning based on Artificial Intelligence replaced with analytics model in education domain also?

Panel: Mr. William Chesser, Dr. Rebecca Ferguson, Prof. Kirsty Kitto, Prof. Charles Severance, and Prof. Il-Hyun Jo

Moderator: Dr. Yong-Sang Cho


LASI – Asia 2016 Gala Dinner

Note: participants for gala dinner will be asked for confirmation on the registration desk. If you want to join the gala dinner, please tell staffs when you take name tag September 19. Restaurant will be near the event venue Coex.

Keynote Speaker

Dai Griffiths Prof. Dai Griffiths (Bolton University, UK)
Dai Griffiths is Professor of Education at the University of Bolton. His focus is on developing an understanding of education by bringing together the areas of pedagogy, technology and organisational structure. In this task he has the privilege of working with an excellent and varied group of PhD students. In his work Professor Griffiths is inspired by the Cybernetics tradition which he has engaged with for many years, being a regular guest editor of Kybernetes. His background is in the arts and in education, and he has taught at many levels including primary and secondary education, higher education and continuing education, and in industry. His professional engagement with eLearning started in as a multimedia developer in the 1990’s and expanded into research focused on the use of robotics with young children. Over the past fifteen years a particular concern has been the development, use and implications of specifications for eLearning, with particular reference to learning design and learning analytics. He has been a leading member of the LACE European project to support a community of Learning Analytics researchers and practitioners, and is working on the RAGE project with a focus on the use of specifications to support the creation and use of serious games.


Simon Buckingham Shum Prof. Simon Buckingham Shum (University of Technology Sydney, AU)
Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, which he joined in 2014 to direct the new Connected Intelligence Centre. Prior to this he was Professor and Assoc. Director (Technology) at the UK Open University’s Knowledge Media Institute. Simon has been an active contributor to the field of learning analytics since 2011, and served as Vice-President of the Society for Learning Analytics Research.


Charles_Severance Prof. Charles Severance (University of Michigan, US)
Charles is a Clinical Associate Professor and teaches in the School of Information at the University of Michigan. He is the Chair of the Sakai Project Magament Committee (PMC). and works for Longsight, Inc. as Sakai Chief Strategist. Previously he was the Executive Director of the Sakai Foundation and the Chief Architect of the Sakai Project and worked with the IMS Global Learning Consortium promoting and developing standards for teaching and learning technology. Charles teaches two popular MOOCs to students worldwide on the Coursera platform: Internet History, Technology, and Security and Programming for Everybody and is a long-time advocate of open educational resources to empower teachers.


Rob Abel Rob Abel, Ed.D. (IMS Global, US)
Dr. Rob Abel is the Chief Executive Officer of the IMS Global Learning Consortium, a nonprofit collaboration of the world's leading universities, school districts, government organizations, content providers, and technology suppliers, cooperating to accelerate learning technology standards, adoption, and impact. Under Rob’s leadership IMS has grown over 7x and introduced the Learning Impact program, which is setting new benchmarks for high impact applications of technology in support of learning worldwide. Rob has over 35 years high tech industry experience, is a successful edtech industry entrepreneur, and is recognized worldwide as an expert in the application of technology to improve education, teaching and learning. Formerly he served as Senior Vice President at Collegis, Inc., Senior Director at Oracle Education, Senior Market Development Manager at National Semiconductor and Head of the Advanced Computing Laboratory at TRW ESL.


Tore Hoel Mr. Tore Hoel (Oslo Akershus University College of applied sciences, NO)
Tore Hoel has been working on international and European projects in the field of learning technologies for nearly 20 years. His fields of interest have been metadata, educational resources, e-textbooks, and now learning analytics. Tore Hoel has contributed to ISO/IEC JTC 1/SC36 standard on learning analytics, being an editor of the new part on Privacy and Data Protection Policies.


Rebecca Ferguson Dr. Rebecca Ferguson (Open University, UK)
Dr. Rebecca Ferguson is a senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK, and a senior fellow of the Higher Education Academy. Her primary research interests are educational futures, and how people learn together online. Rebecca is an executive member of the Society for Learning Analytics Research, and has taken a leading role in many learning analytics events, including the annual Learning Analytics and Knowledge (LAK) conferences. Many of these events were associated with her work as a principal investigator on the European Learning Analytics Community Exchange (LACE). She is currently the principal investigator on LAEP, which is helping European policymakers to set out an agenda for high-quality and stimulating ways of learning and teaching through the use of learning analytics. Rebecca’s most recent book, Augmented Education, was published by Palgrave in spring 2014. For more details, see her blog at


Dr. Yong-Sang Cho (Korea Education & Research Information Service, KR)
Yong-Sang has conducted standardization projects for metadata of digital resources and learning analytics in ISO/IEC JTC1 SC36 as well as adoption of EPUB3 at JTC1/SC34 JWG. Also Yong-Sang organized convergence technology between digital publishing and learning domain through digital textbook content/service from 2011. Recently this convergence is known as EDUPUB led by IDPF, IMS Global and W3C.


Jaeho Lee Prof. Jaeho Lee (University of Seoul, KR)
Jaeho Lee ( is a Professor of School of Electrical and Computer Engineering at the University of Seoul, Korea, where he has served on the faculty since 1998. He received the Bachelor’s and Master’s degree in computer science from the Seoul National University, Korea, in 1985 and 1987, respectively and the PhD degree in computer science and engineering from the University of Michigan, USA, in 1997. His PhD research developed an explicit semantics for coordinated multi-agents of AI systems.


Il-Hyun Jo Prof. Il-Hyun Jo (Ewha Womans University, KR)
Il-Hyun Jo( is an Assistant Professor at the Department of Educational Technology and a Director of LAPA lab at Ewha Womans University, South Korea. He earned his Ph.D in Instructional Systems Development at Florida State University. Before joining the Ewha Womans University, he was an executive director in Samsung HRD center and Samsung Credu Corporation. He was a president of Korea Society for Learning and Performance, and a director in MOOC center at Ewha Womans University. His research interests include Learning analytics & Learning design, Human resources development and Emerging technologies in education.


Dr. Kirsty Kitto (Queensland University of Technology, AU)
Kirsty Kitto (@kirstykitto) is a Senior Research Fellow at Queensland University of Technology, QUT. She models the ways in which humans interact with complex information environments, paying special attention to the interdependencies between language, attitudes, memory and learning. She is leading a project funded by the Australian government which is developing xAPI based solutions for instructors who want to teach “in the wild” beyond the LMS. Kirsty is a founding member on the Board of Directors for the Data Interoperability Standards Consortium (DISC).


Stephen Vicker Dr. Stephen Vickers (IMS Global)
Stephen has been both a user and developer of elearning applications in Higher Education for over 30 years. Initially this was as an Accounting faculty member, but more recently he was manager of the Technology Enhanced Learning team at The University of Edinburgh. In 2010-2011 he led the JISC-funded "Creating Environments for Learning using Tightly Integrated Components" (ceLTIc) project which explored the development of tool providers using the IMS Learning Tools Interoperability (LTI) specification. In 2012 he became a freelance consultant specializing in education technology. Stephen is a multiple recipient of Innovative Development awards from Blackboard Inc. He is also a director of OSCELOT (Open Source Community for Educational Learning Objects and Tools). He has developed several open source PowerLinks and Building Blocks for use with Blackboard products, including ones providing support for Basic LTI. He has a passion for applying technology in education to empower colleagues to achieve their goals.


William Chesser Mr. William Chesser (VitalSource)
William is an entrepreneur and company leader who has spent the last twenty years helping publishers and universities navigate the move to digital content distribution in education. He was a member of the founding team at VitalSource, and today he leads worldwide Business Development for the company. That role includes overseeing the business in all non-North-American higher education business as well as corporate and adult training businesses. Previously, William worked in the School of Education at the University of North Carolina at Chapel Hill, where he was Assistant Director of the National Paedeia Center.


Lance_E_Sloan Mr. Lance Sloan (University of Michigan)
Lance develops web-based learning technology applications and has over twenty-two years of experience in the field. He currently holds the position of Application Developer Senior with the Teaching and Learning department of the Information and Technology Services unit at the University of Michigan in Ann Arbor, Michigan, USA. In recent years, Lance has strengthened his involvement in learning analytics technologies. In particular, his focus has been on contributing to the development of the standards and implementation of Caliper from IMS Global, a representation of events caused by users' interactions with applications. He has contributed to the implementation of Caliper event support in the OpenLRS event store from Apereo Learning Analytics Initiative. He's currently working with his colleagues at U-M to identify the most beneficial ways to use data resulting from the analysis of Caliper events emitted from their applications. He's a strong believer in open source technologies and standards, utilizing them often and contributing to their advancement whenever possible.


Paul Kerschen Mr. Paul Kerschen (UC Berkeley)
Paul Kerschen is a software developer active in numerous educational technology projects at UC Berkeley. At present he is contributing to a learning analytics pilot project consisting of a dashboard integrated with the university's LMS and custom tools, backed by a learning records store interoperable with the xAPI and IMS Caliper standards. Before joining UC Berkeley as a developer, he earned a Ph.D. in the school's English department.


Yeonjeong_Park Dr. Yeonjeong Park (Honam University, KR)
Yeonjeong Park( is an Assistant Professor at the Honam University, South Korea. She has been working on diverse learning analytics projects as a Research Professor at the Ewha Womans University. She also worked as a HR Strategic Consultant in Samsung SDS, after completing her Ph.D. in Instructional Design and Technology at the Virginia Tech in the USA. She has published several articles on social theories of learning, educational data mining, learning analytics and emerging technologies in education and training. Charles teaches two popular MOOCs to students worldwide on the Coursera platform: Internet History, Technology, and Security and Programming for Everybody and is a long-time advocate of open educational resources to empower teachers.


Jihyun Yu Jihyun Yu(Ewha Womans University, KR)
Jihyun Yu( is an Graduate Student at the Ewha Womans University, South Korea. She has been working on learning analytics projects as a Research Assistant at the LAPA Lab. She has presented studies on Learning Analytics Dashboard and Prediction model in LMS.


Rasmus Blok Rasmus Blok (UNIwise, DK)
Rasmus Blok( is an Executive Director, Development of UNIwise, Denmark. He is responsible for the development of WISEflow. As a former researcher, professor, head of educational IT at Aarhus University he knows what makes a difference for the users.


Jungho Park CEO Jungho Park (Leo) (UNIwise Korea / DUCOgen Ltd, KR)
Jungho Park( is owner at DUCOgen and representative of UNIwise Korea and graduated educational technology from Hanyang University, South Korea. He has worked for over ten-years as a founder and vice president at Wedu communications, renowned for its services and products including digital contents for e-book and e-learning. DUCOgen is international joint-venture with UNIwise from Denmark for extending its business to global educational service market. We head for an ideal state as emerging edutainment services through full of experiences of e-learning contents. UNIwise is an independent software and consultant company with the motto of creating intelligent educational solutions, WISEflow, targeting assessment and exams for educational sectors. WISEflow is a well proved cloud-based service that makes digital assessment easy, fast and secure and leads No 1. Educational assessment platform in Scandinavian.


Eunji Lee Eunji Lee(Ewha Womans University, KR)
Eunji Lee( is an Graduate Student at the Ewha Womans University, South Korea. She has been working on learning analytics projects as a Research Assistant at the LAPA Lab. She has presented studies on Exploring Relation between Visual Attention and Learning Analytics Dashboard Comprehension.