To promote cross-community dialogue on matters of significance within the field of learning analytics (LA), we as editors-in-chief of the Journal of Learning Analytics (JLA) have introduced a... Show moreTo promote cross-community dialogue on matters of significance within the field of learning analytics (LA), we as editors-in-chief of the Journal of Learning Analytics (JLA) have introduced a section for papers that are open to peer commentary. An invitation to submit proposals for commentaries on the paper was released, and 12 of these proposals were accepted. The 26 authors of the accepted commentaries are based in Europe, North America, and Australia. They range in experience from PhD students and early-career researchers to some of the longest-standing, most senior members of the learning analytics community. This paper brings those commentaries together, and we recommend reading it as a companion piece to the original paper by Motz et al. (2023), which also appears in this issue. Show less
The influx of technology in education has made it increasingly difficult to assess the validity of educational assessments. The field of information systems often ignores the social dimension... Show moreThe influx of technology in education has made it increasingly difficult to assess the validity of educational assessments. The field of information systems often ignores the social dimension during validation, whereas educational research neglects the technical dimensions of designed instruments. The inseparability of social and technical elements forms the bedrock of socio-technical systems. Therefore, the current lack of validation approaches that address both dimensions is a significant gap. We address this gap by introducing VAST: a validation framework for e-assessment solutions. Examples of such solutions are technology-enhanced learning systems and e-health applications. Using multi-grounded action research as our methodology, we investigate how we can synthesise existing knowledge from information systems and educational measurement to construct our validation framework. We develop an extensive user guideline complementing our framework and find through expert interviews that VAST facilitates a comprehensive, practical approach to validating e-assessment solutions. Show less
Learning analytics sits in the middle space between learning theory and data analytics. The inherent diversity of learning analytics manifests itself in an epistemology that strikes a balance... Show moreLearning analytics sits in the middle space between learning theory and data analytics. The inherent diversity of learning analytics manifests itself in an epistemology that strikes a balance between positivism and interpretivism, and knowledge that is sourced from theory and practice. In this paper, we argue that validation approaches for learning analytics systems should be cognisant of these diverse foundations. Through a systematic review of learning analytics validation research, we find that there is currently an over-reliance on positivistic validity criteria. Researchers tend to ignore interpretivistic criteria such as trustworthiness and authenticity. In the 38 papers we analysed, researchers covered positivistic validity criteria 221 times, whereas interpretivistic criteria were mentioned 37 times. We motivate that learning analytics can only move forward with holistic validation strategies that incorporate “thick descriptions” of educational experiences. We conclude by outlining a planned validation study using argument-based validation, which we believe will yield meaningful insights by considering a diverse spectrum of validity criteria. Show less
Small- and medium-sized enterprises (SMEs) frequently experience cyberattacks, but often do not have the means to counter these attacks. Therefore, cybersecurity researchers and practitioners need... Show moreSmall- and medium-sized enterprises (SMEs) frequently experience cyberattacks, but often do not have the means to counter these attacks. Therefore, cybersecurity researchers and practitioners need to aid SMEs in their defence against cyber threats. Research has shown that SMEs require solutions that are automated and adapted to their context. In recent years, we have seen a surge in initiatives to share cyber threat intelligence (CTI) to improve collective cybersecurity resilience. Shared CTI has the potential to answer the SME call for automated and adaptable solutions. Sadly, as we demonstrate in this paper, current shared intelligence approaches scarcely address SME needs. We must investigate how shared CTI can be used to improve SME cybersecurity resilience. In this paper, we tackle this challenge using a systematic review to discover current state-of-the-art approaches to using shared CTI. We find that threat intelligence sharing platforms such as MISP have the potential to address SME needs, provided that the shared intelligence is turned into actionable insights. Based on this observation, we developed a prototype application that processes MISP data automatically, prioritises cybersecurity threats for SMEs, and provides SMEs with actionable recommendations tailored to their context. Subsequent evaluations in operational environments will help to improve our application, such that SMEs are enabled to thwart cyberattacks in future. Show less
