Observing the use of e-textbooks in the classroom: Towards “offline” learning analytics

Learning analytics is an emerging approach that is equally popular among researchers and educators-practitioners. Although the methods and tools for LA have been developing fast, there still exist several unsolved problems: LA is too much data driven, weakly connected to theory and is able to analyse only the activities documented in an online setting - in LMS. We propose a solution for the LA unit of analysis drawing upon the research of existing practices and tools used for offline contexts: the data is coming from the physical learning interactions based on the observations in the classroom setting and captured with classroom observation application. We argue that if the unit of analysis has a particular logic and structure, it can unleash the possibilities for “offline” analytics that can be later integrated with online LA

VET ecosystems and labour market integration of at-risk youth in the Baltic countries: implications of Baltic neoliberalism

The paper seeks to disclose the features and implications of the neoliberal VET and employment policy agendas for the social and institutional VET ecosystems and the integration of at-risk youth in the labour market in the Baltic countries. The research is based on the comparative policy analysis approach with reference to the theories of social and skill formation ecosystems and the historical institutionalism perspective. The research has revealed three interconnected and alternately/simultaneously applied development pathways in the skill formation and vocational education of at-risk youth in the Baltic countries: (1) the market-oriented approach based on fostering immediate employability based on the momentary skills needs in the economy; (2) the state-assistance approach based on ensuring equal access to the VET and employment services by the state and (3) the approach of systemic support to socially disadvantaged or at-risk young people in developing their capabilities