Call for Chapters: Emergent Practices of Learning Analytics in K-12 Classrooms


Nurdan Kavaklı Ulutaş, Izmir Demokrasi University, Turkey
Devrim HOL, Pamukkale University, Turkey

Call for Chapters

Proposals Submission Deadline: June 30, 2023
Full Chapters Due: July 30, 2023
Submission Date: July 30, 2023


LA is renowned to be “the measurement, collection, analysis, and reporting of data about learners and their contexts, for the purposes of understanding and optimizing learning and the environments in which it occurs” (Siemens, 2013, p. 1382). As a rapidly growing field, LA is identified as a “midterm horizon” for education (New Media Consortium, 2015) since many of the educational institutions have currently been using LA, albeit scarcely, and mostly through small-scale projects (Siemens et al., 2013). Beyond question, LA, as sui generis, is a field that embarks on gathering, analysing and reporting data about learners together with learning environments in order to benefit from the potential of digital footprints (Siemens & Gašević, 2012). In doing so, data science methods are utilized in order to evaluate data and present the findings in a myriad of textual and visual formats (Gašević et al., 2017). Given the growing interest as a research field and practice, LA has matured into a rich praxis for many disciplines (Wong & Li, 2019) with promising results in order to shape learning pedagogy, feasible allocation of institutional resources, and retention strategies that students can employ (Gašević et al., 2015; Lim et al., 2019).


With the posited benefits for data-driven decision-making processes (Dietz-Uhler & Hurn, 2013), LA purports for innovation and transformation through increased prolificacy and productivity since “it is envisaged that education systems that do make the transition towards data-informed planning, decision making, and teaching and learning will hold significant competitive and quality advantages over those that do not” (Siemens et al., 2013, p. 2). Conversely, despite the promising results, LA has its own imperfections that lead researchers to question whether it potentially contributes to student success (Ferguson & Clow, 2017) originating mainly from the type of educational delivery: residential, traditional, or distributed. More to note, the field may lack maturity since the possible outcomes of LA have not yet been translated into teaching and learning accurately (Siemens et al., 2013), and if not managed cautiously, LA may pose some risks (e.g., accountability, marginalization of professional practice, utility of LA, faculty engagement, decision-making, privacy, etc.) for both students, teachers, and administrative staff (Pardo & Siemens, 2014). From the start, LA is concerned with the ways for enhancing education by detecting constructs that may impede learning. However, it is yet limited by the direct impact that LA may impose on K-12 education.

Therefore, this edited book proposes to compile conceptual, empirical, and theoretical research that contributes to the understanding of LA to make more informed choices for student success.

Target Audience

The target audience of this edited book will be composed of professionals, educators and researchers working in the field of education together with students themselves. As a comprehensive compiled resource, this edited book takes an informed look at different perspectives for learning analytics that can be used at graduate and undergraduate level courses as a principal textbook, or as a supplemental reading material for researchers, program developers, and/or educators. In doing so, both MA and PhD degree students can take it as a topic of research directing future paradigms in LA-oriented research. In the same vein, this book can be used either as a principal or as a supplementary book where such courses are offered at most of the universities within and beyond Europe within the perspective of general education. So, it is open to all education programs thereof. Last to note, students, program designers and/or curriculum developers, practitioners, especially those involved in teaching, learning and assessment processes, high-stake holders, and administrators are also targeted for the potential use of this edited book which is planned to be one of the few books published in lieu of the field, and as a guide for (online) course designers, technology enthusiasts, and educational institutions which have the endeavor to propose innovative technologies in LA with an intent to be a reference book for educators and researchers, instructional designers, trainers, educational administrators, and those who is interested in LA.

Recommended Topics

Those who are particularly interested in exploring the evidence to better understand the complexities of teaching and learning to assist educational institutions in lieu of student needs, potentials and vulnerabilities with the enhancement of appropriate cognitive load, meaningful pedagogical and assessment strategies, and a logical allocation of resources for student support are welcomed to propose a chapter for this edited book within the emerging themes listed albeit not limited to:

• The potentials of K-12 learning analytics;
• Perspectives on learning analytics in distance learning environments;
• Perspectives on learning analytics in open learning environments;
• Perspectives on learning analytics in blended learning environments;
• Perspectives on learning analytics in mobile learning environments;
• Perspectives on learning analytics in multimodal learning environments;
• Discourse analytics for classroom learning;
• Predictive analytics in classroom learning;
• Designing social learning analytics for collaborative learning;
• Self-regulated learning perspectives for K-12 learning analytics;
• Utilizing learning analytics for instructional design (ID);
• Evaluation frameworks for K-12 learning analytics;
• Policies and capacity enablers in K-12 learning analytics;
• Benefits of applying learning analytics in K-12 education;
• Barriers for K-12 learning analytics;
• Privacy, transparency and trust in K-12 learning analytics;
• Ethical considerations in K-12 learning analytics;
• Future directions for K-12 learning analytics.

Submission Procedure

Researchers and practitioners are invited to submit on or before June 30, 2023, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by June 31, 2023 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by July 30, 2023, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Emergent Practices of Learning Analytics in K-12 Classrooms. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2024.

Important Dates

June 30, 2023: Proposal Submission Deadline
June 31, 2023: Notification of Acceptance
July 30, 2023: Full Chapter Submission
September 12, 2023: Review Results Returned
October 24, 2023: Final Acceptance Notification
November 7, 2023: Final Chapter Submission


Nurdan Kavaklı Ulutaş
Izmir Demokrasi University

Devrim Höl
Pamukkale University


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