Learning Analytics Research, Theory and Practice: Widening the Discipline


  • Abelardo Pardo The University of Sydney
  • Stephanie Teasley University of Michigan




This article introduces the special issue presenting five papers from SoLAR’s Learning Analytics and Knowledge 2014 conference. The authors of these papers were invited to expand their original papers to provide a more in-depth view of their work and one that would reach out to a broad audience. The papers included here provide a view into the diversity of LA research presented at LAK 14 and demonstrate exciting new avenues by which the field is expanding. We believe that the papers presented here move the field ahead by contributing to a wider discourse about how we can effectively and ethically utilize “big data” to inform learning research and theory, and the resulting practices that support learning.

Author Biography

Abelardo Pardo, The University of Sydney

Abelardo Pardo is Lecturer at the University of Sydney, School of Electrical and Information Engineering. He has a PhD in Computer Science by the University of Colorado at Boulder. His research interests are in the area of technology enhanced learning with emphasis on learning and behavioral analytics, computer supported collaborative learning, and personalization of learning experiences. He has participated in national and international projects funded by NSF and the European Union. He is author of numerous publications in prestigious conferences and journals, member of the steering committee of the Society for Learning Analytics Research (www.solaresearch.org), and member of the editorial board of the Journal of Social Media and Interactive Learning Environments and the Journal for Learning Analytics.




How to Cite

Pardo, A., & Teasley, S. (2014). Learning Analytics Research, Theory and Practice: Widening the Discipline. Journal of Learning Analytics, 1(3), 4-6. https://doi.org/10.18608/jla.2014.13.2



Special section: LAK'14 selected and invited papers

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