This paper introduces a learning analytics policy development framework developed by a cross-European research project team - SHEILA (Supporting Higher Education to Integrate Learning Analytics), based on interviews with 78 senior managers from 51 European higher education institutions across 16 countries. The framework was developed using the RAPID Outcome Mapping Approach (ROMA), which is designed to develop effective strategies and evidence-based policy in complex environments. This paper presents three case studies to illustrate the development process of the SHEILA policy framework, which can be used to inform strategic planning and policy processes in real world environments, particularly for large-scale implementation in higher education contexts.

It is becoming the norm that learners with their personal devices take an active role through accessing, interpreting and processing informational artifacts on the go, transforming them into various representational states, or creating entirely new ones. Such a development holds the potential to take learning experiences from the classroom into the real world, but also supports the educational vision of adventure learning and learning through design and creation. This challenges current learning and teaching practices, requiring new pedagogical models and different perspectives on designing learning experiences and appropriate technological tools. This paper discusses the theoretical assumptions and design aspects of developing a toolkit that supports adventure learning. The SmartZoos project aims to design and develop a toolset which allows teachers, but also students, to take an active role in designing location-based games, adventure trails and other challenges (quizzes, assignments, etc.) with personal mobile devices.

Since the emergence of learning analytics in North America, researchers and practitioners have worked to develop an international community. The organization of events such as SoLAR Flares and LASI Locals, as well as the move of LAK in 2013 from North America to Europe, has supported this aim. There are now thriving learning analytics groups in North American, Europe and Australia, with smaller pockets of activity emerging on other continents. Nevertheless, much of the work carried out outside these forums, or published in languages other than English, is still inaccessible to most people in the community. This panel, organized by Europe's Learning Analytics Community Exchange (LACE) project, brings together researchers from five European countries to examine the field from European perspectives. In doing so, it will identify the benefits and challenges associated with sharing and developing practice across national boundaries.

Competency-based approach to upgrade one's dispositions has received a lot of attention as an alternative way of evaluating qualifications in various areas. In order to carry out successful study projects and practices that support specific competence advancement a learning contract procedure can be a promising technique. Learning contract procedure has a dual focus here. It explicates learner's perceived learning environment and learner's understanding of how they are going to develop desired competences. This paper interprets learning contract procedure as a response to one's learning progress and the effectiveness of learning environment. This conceptual position paper focuses on preservice teachers and their competence development with the support of learning contracts. Finally the paper proposes to design a web-based tool LeContract.