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Workplace Learning
Analytics for Facilitation in
European Public
Employment Services
Graham Attwell, Barbara Kieslinger, Oliver Blunk, Andreas Schmidt,
Teresa Schaefer Markus Jelonek, Christine Kunzmann, Michael
Prilla, Cyril Reynard
Learning Analytics for Workplace and Professional Learning (LAforWork)
Scalable	and	cost-effective	
facilitation	of	professional		
identity	transformation		
in	public	employment	services
“	the	measurement,	collection,	analysis	
and	reporting	of	data	about	learners	and	
their	contexts,	for	purposes	of	
understanding	and	optimizing	learning	
and	the	environments	in	which	it	occurs.”	
(SoLAR,	2011)
Developing	and	co-constructing	ideas	and	practices	for	Learning	
Analytics	related	to	social	and	informal	learning	in	Public	Service	
organisations	focused	on	informal	and	work	based	learning
informal	with	little	agreement	
of	proxies	for	learning
driven	by	demands	of	work	
tasks	or	intrinsic	interests	of	the	
learner,	by	self-directed	
exploration	and	social	exchange	
that	is	tightly	connected	to	
processes	and	the	places	of	
work
practice	based	and	not	
embedded	into	a	specific	and	
measurable	pedagogical	
scenario
Workplace learning:
Social Learning Analytics focuses on
how learners build knowledge together
in their cultural and social settings. In the
context of online social learning, it takes
into account both formal and informal
educational environments, including
networks and communities
(Buckingham Shum, S., & Ferguson, R.
(2012).)
social	network	analysis	-	
interpersonal	relations	in	social	
platforms
discourse	analytics	-	the	use	of	
language	as	a	tool	for	knowledge	
negotiation	and	construction
content	analytics	-	particularly	
user-generated	content
disposition	analytics	-	intrinsic	
motivation	to	learn	is	a	defining	
feature	of	online	social	media,	and	
lies	at	the	heart	of	engaged	
learning,	and	innovation
Tools	for	Social	Learning	Analytics	include:
www.employid.eu
Learning	Analytics	and	EmployID
8
Supporting	the	resourceful	learner,	(self-)reflection	and	self-
efficacy	as	core	competences	for	their	professional	identity	
transformation
Regulated	by	strict	data	
protection	and	privacy	aspects,
power	relations	and	hierarchies	
come	into	play	
full	transparency	might	either	be	
hindered	by	existing	structures	or	
raise	expectations	that	are	not	
covered	by	existing	organisations'	
structures	and	processes		
implications	for	career	
development	and	promotion
access	to	data,	links	to	existing	
appraisal	systems	or	analytics	for	
individual	reflection	only?
Learning Analytics in Public Employment Services:
Learning Analytics in practice
in EmployID
Self-assessment	
questionnaire
Reflective	Communities
Network	Maps
Karma	Points
Reflection	Analytics
Content	Coding	and	
Analysis
Dynamic	Social	Network	
Analysis
www.employid.eu
Mixed	Method	approach	for	evaluation
www.employid.eu
OBJECTIVES	
•Understand	the	impact	of	EmployID	interventions	on	identity	
transformation	factors	
•Provide	a	tool	for	evaluation	(e.g.	MOOC2)	and/or	self-reflection	
(e.g.	Reflective	Community	Platform)	
•Indicators	of	the	self-assessment	questionnaire		
• Cover	success	factors	of	identity	transformation	
• Cover	expectations	from	PES	partners	
• Tested	via	cognitive	pre-tests	
• Translation	to	Slovenian	and	back	translation	to	English
Self-Assessment	questionnaire
www.employid.eu
Frequency	and	importance	of	activities	supporting	Identity	Transformation	processes
Category Item	in	self-assessment	questionnaire Facilitation	Skill	Catalogue
Individual	
development
Learning	new	skills	

Reflecting	past	activities	
Staying	positive	in	difficult	situations
Self-reflection	competence	
Resilience
Emotional	
development
Being	aware	of	one’s	own	

and	colleagues’	feelings
Emotional	consciousness/
awareness
Practical	
development
Seeking	opportunities	for	improvement	
Adopting	changes	to	work	practices
Growing	mind-set	
Practical	development
Relational	
development
Asking	questions	that	support	solution	finding	
Asking	for	feedback	
Discussing	solutions	
Actively	listening/reading
Powerful	questioning	
Reflective	questioning	
Problem	solving	
Active	listening
Self-assessment	questionnaire	Items
+	questions	about	attitudes	on	reflective	&	collaborative	learning	at	the	workplace
www.employid.eu
• Visualisation	of	distance	travelled	as	a	tool	for	learners‘	self-
reflection
Visualisation	of	distance	travelled
t1														t2																						t3															t4
									t1														t2																						t3															t4
www.employid.eu
Objective:	Understanding		identity	transformation	and	facilitation	in	our	
tools	and	interventions	
•Identify	aspects	of	Professional	Identity	Transformation	
Inductive	coding	and	mapping	with	success	factors	of	Professional	Identity	
Transformation		
•Analyse	the	involvement	of	PES	practitioners	in	different	phases	of	
reflection:	

Deductive	coding,	usage	of	the		coding	scheme	developed	by	Prilla	et	al.	(2015)	
•Identify	facilitation	activities	of	PES	practitioners	in	our	tools:	

Deductive	coding,	elaboration	and	usage	of	a	coding	scheme	for	facilitation	(based	on	
Hyland	2012)	
Content	coding
Basis	for	semi-automated	content	coding
www.employid.eu
Reflection	Analytics	

Early	Developments
17
www.employid.eu
Learning	Analytics

Dynamic	Social	Nework	Analysis
This	 approach	 combine	 Social	 Network	 Analysis	 and	 Content	 Analysis	 in	 an	 evolving	
environment	 in	 order	 to	 analyze	 the	 changing	 nature	 and	 discontinuities	 in	 a	
knowledge	development	and	usage	over	time.	Such	a	perspective	would	not	only	enable	
a	 greater	 understanding	 of	 knowledge	 development	 and	 maturing	 within	
communities	of	practice	and	organization's,	but	would	allow	further	development	and	
improvements	to	the	(online)	working	and	learning	environment.
Social	Network	Analysis	(SNA)
Content	Analysis
Dynamic	
Learning	
			Social	
Analytics	
		(DLSA)
Time	Scale
Thank you
for
watching
www.pontydysgu.org

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