ABSTRACT. “Learning Analytics” became a buzzword during the hype surrounding the advent of “big data” MOOCs, however, the concept has been around for over two decades. When the first online courses became available it was used as a tool to increase student success in particular courses, frequently combined with the hope of conducting educational research. In recent years, the same term started to be used on the institutional level to increase retention and decrease time-to-degree. These two applications, within particular courses on the one hand and at the institutional level on the other, are at the two extremes of the spectrum of Learning Analytics – and they frequently appear to be worlds apart. The survey describes affordances, theories and approaches in these two categories.
Workplace learning (WPL) of students constitutes an integral part of the engineering curriculum at the Department of Electronic Engineering – Technological Educational Institute of Crete (DoEE/TEIoC). More specifically, the six months’ workplace learning duration of our students is carried out through internships between the DoEE/TEIoC and enterprises/organizations. In our economic recession times, such collaborative internships are confronted with various challenges related to pedagogical, labour market, organizational, etc. issues. The aim of the paper is to provide insights to our experience as it concerns the exploitation of practices we adopted in a social web context towards the achievement of an effective workplace learning for all parties (students, enterprises/organizations, DoE/TEIoC) involved. Emphasis will be given to students’ weblogs and podcasts in order to guarantee quality outcomes for the overall workplace learning process. Furthermore, based on data available from questionnaires filled by our students as well as by the corresponding enterprise/organization and academic supervisors, a series of internship related implications and prospects are identified and discussed.