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Workshop Program

Key program information will be made available on this page as it is confirmed.

Keynote Speakers

Professor Tobias Ley

Keynote Topic: Workplace and professional learning analytics: some thoughts about the past, present and future

In this talk I will argue that LA should support the agency of workers and professionals, that data should not be separated from the products and activities of work and that it should be aimed at collective knowledge development in the profession. I will present a few ways of how this has been done in the past. With GenAI, this perspective is now under renewed scrutiny and we need to ensure that LA continues to be a human-centered endeavor in service of human development.


Associate Professor Viktoria Pammer-Schindler

Keynote Topic: Data-Related Ethics Issues in Technologies for Professional Learning

How could modern LA research address data-related ethics issues in informal and situated professional learning? I will identify in this talk three relevant insights based on field studies around workplace LA interventions: Firstly, in informal and situated learning, data isn’t just about the learners. Secondly, the affordances of manual and automatic data tracking for learning are very different, with manual tracking allowing a high degree of learner control over data. Thirdly, learning is not necessarily a shared goal in workplaces. These can be translated into seeing a potential for systems endowed with sufficient natural-language-processing capability (now seemingly at our fingertips with LLMs), and socio-technical design and scenario-based data collection analysis as design and research methods.


Professor Ruth Crick

Keynote Topic: Scaffolding Self-Leadership for Behaviour Change in the Work Place

Work integrated learning is experiential, social, situated and practice bound – with improved performance, aligned to shared business strategy, as an outcome. The knowledge agency window framework (Buckingham Shum et al 2021) exposes the need for a dual focus on the related themes of learner agency and knowledge-creation in conditions of complexity – where the outcome is not known in advance and is focused on practical solutions for business outcomes. Rather than doing what we’ve always done, behaviour change which leads to ‘doing things differently’ is key to business transformation. This requires reflexive self-leadership, learning relationships and systems thinking skills. In this workshop presentation I will present the key themes of a project to develop a highly scalable digital scaffold which enables users to develop these future skills. Building on the unique Learning Journey App which provides rapid feedback to individuals and teams about their learning power set in a work-integrated learning journey this scaffolding will enhance and develop the distinctively human intelligences that lead to values-based behaviour change. It will enable users to capture and curate evidence of their learning and thinking skills for collaborative learning, knowledge sharing, performance management and external accreditation. Whilst not replacing human relationships, the scaffold will guide users, facilitators and teachers in co-developing the learning power and thinking skills necessary for the intelligent, and productive self-directed navigation of knowledge-based content and subject-matter expertise, offering a practical model for developing skills for the future of work and for human thriving in a complex and uncertain world.


Showcase Presentations

Professor Kairit Tammets

Enhancing Teacher Professional Learning through Learning Analytics

The increasing complexity of professional demands requires ongoing learning and skill development. Teachers, in particular, face the challenge of adapting to numerous external factors. Integrating Learning Analytics (LA) into teacher professional development offers transformative potential by supporting reflective practices and data-informed decision-making. This paper explores how LA tools can enhance teachers' situation-specific skills—perception, interpretation, and decision-making—essential for responding effectively to classroom dynamics. We present two case studies highlighting the application of LA tools in teacher learning. The first focuses on a domain-level model where teachers are assisted in identifying struggling students, emphasizing foundational knowledge, and adapting their instructional strategies. The second case study features model-based dashboards designed to foster problem-solving skills, interpret student challenges and adjust instruction accordingly. These cases demonstrate how LA-aligned tools and frameworks, supported by expert training, enable teachers to develop their professional vision and create adaptive learning environments that meet diverse student needs.


Ali Gohar

Harnessing Professional Learning Analytics in Mobile Learning Environment to Bridge Knowledge Gaps in Geometry Teaching

Professional Learning Analytics (PLA) is increasingly recognized as a transformative approach to identifying and addressing professional knowledge gaps in workplace learning contexts. This paper explores the application of PLA in identifying and bridging knowledge gaps in geometry teaching through a mobile learning technology. By analyzing data on teacher interactions, performance, and engagement, the study provides insights into designing targeted interventions. The findings demonstrate significant improvements in pedagogical content knowledge, equity in access, and engagement. This paper contributes to the fields of PLA, mobile learning, and mathematics education by demonstrating their combined efficacy in addressing professional knowledge gaps.


Schedule

Professional Learning Analytics Scene Setting

Keyonte speakers will provide an overview of professional and workplace learning analytics to introduce key concepts to guide the direction of the rest of the workshop.

Professional Learning Analytics Case Study Showcase

A selection of rapid-fire presentations which will provide presenters an opportunity to share their research, case studies, examples of professional learning analytics in this space and or their perspectives on how we can grow it in future. Presentations will cover a breadth of work in the area of professional learning analytics, and be followed by Q&A with the audience and facilitated reflections by the workshop chair.

Panel Discussion

Interactive panel discussion featuring professional learning experts reflecting on key questions aligned with workshop. Attendees will have an opportunity to ask questions of the panel during the session to ensure discussion focuses on attendee interests.

Small Group Discussions

Collaborative group-based activities based on experience/interest. Groups will brainstorm solutions to challenges and identify opportunities for future advancement Professional Learning Analytics. Key points for reflection and discussion will include:

  • Inferring knowledge (and gaps) from data generated from workplace technology
  • Developing best-practice for supporting learning using workplace data.
  • Measuring the success of impact of professoinal learning analytics.

Agenda Setting and Next Steps

Reflection on think-tank discussions and agenda setting for how to grow a community of interest in this space.