ISILA Impact and sustainability at the partner institutions
As the ISILA project concludes, its impact extends far beyond pilot courses and technical developments. Across partner institutions, ISILA has acted as a catalyst for institutional change reshaping teaching practices, strengthening research capacity, and laying the groundwork for sustainable, data-informed education. At its core, ISILA has demonstrated that learning analytics is not just a technological […]
“Teach the teachers” Multiplier Event at UiB
On March 31st 2026, Bergen University held the teach-the-teachers multiplier event online. The webinar started with a brief presentation about the ISILA project, including its objectives, a summary of the work that has been done across the partner institutions, as well as a summary of the results and the lessons learned. The next section of […]
ISILA dataset
The data collected in the scope of the ISILA project has been curated and released as an open dataset on Zenodo so it can be reused by the learning analytics community. This dataset brings together learning activity data from multiple Learning Management Systems (LMSs)—including Canvas, Moodle, and LAMS—with complementary data collected through surveys and other […]
Final project meeting in Joensuu
On 26–27 February, the ISILA project partners gathered in Joensuu, Finland, for the project’s final meeting, marking successful project implementation and strong cooperation among partners.During the meeting, partners reviewed the project’s key results, reflecting on the lessons learned throughout the project’s lifetime and next steps. The discussions also focused on sustainability — ensuring that ISILA’s […]
New paper “Improving Student Engagement through Learning Analytics and Early Interventions with Learning Locker”
BMU authors, Anđela Grujić, Jovana Jović, Mladen Opačić, Emilija Kisić, and Nemanja Zdravković, presented the results of their ISILA piloting in three courses, at the eLearning 2025 conference. Each course has integrated the University’s Learning Management System, Learning Locker as a Learning Record Store, while Self-Regulated Learning (SRL) surveys are conducted to collect and analyze […]
Lessons learned: Refined guidelines for intervention
Over the past months, our consortium has conducted extensive piloting activities across multiple institutions, courses, and learning environments. These pilots have provided valuable, real-world insights into how learning analytics can effectively support teaching and learning. Building on these experiences, we are pleased to announce that the ISILA guidelines have now been updated and refined. From […]
Do Multimodal Learning Analytics Interventions Work? Insights from ISILA Piloting
As part of the ISILA project, one of our key questions has been both simple and ambitious: Do multimodal learning analytics interventions actually work in real educational settings? Following extensive piloting across partner institutions, we can now offer a clear and evidence-based answer—yes, they do, but with important nuances. What Do We Mean by “Multimodal” […]
Presenting our paper at Koli Calling 2025
This week, ISILA team members Sonsoles López-Pernas and Mohammed Saqr participated in the Koli Calling 2025, celebrated every year in Koli National Park (Finland). We presented our research contribution titled “The dynamics of the self-regulation process in student-AI interactions: The case of problem-solving in programming education”. We modeled student-AI interaction when completing a web programming […]
Announcing New Book: Advanced Learning Analytics Methods: AI, Precision and Complexity
We are delighted to announce the release of a new open-access book edited by ISILA members Mohammed Saqr and Sonsoles López Pernas, titled Advanced Learning Analytics Methods: AI, Precision and Complexity. This new publication brings together the most recent advances in learning analytics, spanning from Explainable AI (XAI) and Generative AI (GenAI) to complex systems […]
Comparative Analysis of Student Performance Across Different Cohorts in Higher Education
Tracking student progress throughout their coursework is a common topic in educational research. While valuable insights can be gained from analyzing learner data, such analysis can sometimes be misleading, particularly when it involves predicting students’ final course achievements or drawing generalized conclusions from these predictions that do not account for individual student engagement. The study […]