Edited by Cathrine E. Tømte, Professor, Department of Information Systems & CeDiT, University of Agder, Norway, Linda Barman, Associate Professor, Department of Education, Stockholm University, Sweden and Barbara Wasson, Professor and Director, Centre for the Science of Learning & Technology (SLATE) and AI LEARN, University of Bergen, Norway

• ContentsPART I INTRODUCTION1 Why do we need a handbook on learning analytics and adaptive learningin schools? 2Cathrine Edelhard Tømte, Barbara Wasson and Linda BarmanPART II UNDERSTANDING LEARNING ANALYTICS AND ADAPTIVELEARNING: DEFINITIONS, PRINCIPLES AND SCOPES2 Learning analytics in schools: provocations and pointers 10Paul Prinsloo and Mohammad Khalil3 Adaptive learning systems: leveraging generative artificial intelligence foroptimal adaptivity 21Sima Caspari-Sadeghi4 Designing multimodal collaboration analytics: challenges andopportunities 35Daniel Spikol, Morten Misfeldt, Zaibei Li and Viktor Holm-Janas5 Integrating the Science of Learning with EdTech solutions: fromframeworks to models of practice 51Natalia Ingebretsen KucirkovaPART III ETHICAL CONSIDERATIONS AND PRIVACY CONCERNS6 The General Data Protection Regulation’s right to explanation ofalgorithmic decision-making in the context of using AI-powered learninganalytics in compulsory education 64Małgorzata Agnieszka Cyndecka7 Smart predictions, unseen bias: navigating the promises and pitfalls ofpredictive analytics in compulsory education 77Lin Li8 When categories matter: attendance data practices in an upper secondaryclassroom 96Fride Haram KlykkenPART IV PEDAGOGICAL POSSIBILITIES AND CHALLENGES9 Teacher development with learning analytics: a design narrative 113Fabio Campos, Ha Nguyen and June Ahn10 Multi-case teacher inquiry to inform dashboard development 127Merike Saar11 Understanding the interrelated nature of academic, social, and emotionalcompetencies through learning analytics 137Jae H. Paik, Igor Himelfarb, Seung Hee Yoo, Jongtak Lee, Hoyong Haand Yurim Park12 Using learning analytics to explore pre-service teachers’ lesson planning 157Kjersti Nedland Røneid, Gleb Belokrys and Kristin Børte13 Teaching Learning Analytics as formative assessment for pre-serviceteachers: report from a first trial 176Cathrine Edelhard Tømte and Maria Wasmuth Grønvold14 EssayCritic: enhancing student essays with locally trained AI feedback 191Anders Mørch and Irina Engeness15 Adaptive learning in primary mathematics: teachers’ practices and insights 210Kjetil Egelandsdal16 Operationalising science competencies to support teachers’ formativeassessment and instruction with Inq-ITS AI 230Janice D. Gobert, Amy Adair, Jessica A. Owens and Rachel DicklerPART V PROMOTING IMPLEMENTATION17 Navigating learning analytics: challenges, opportunities, andrecommendations 248Marte Blikstad-Balas18 Implementing learning analytics and adaptive learning in Norwegianschools: lessons learned 259Barbara Wasson and Cecilie J.S. Hansen19 Bridging the data divide in Swedish school education: challenges andopportunities in data standards 275Italo Masiello and Zeynab (Artemis) Mohseni20 The paradoxes of AI promises in schools: Insights from a multi-sitedethnography 294Katarina Sperling and Linnéa Stenliden

Edited by Cathrine E. Tømte, Professor, Department of Information Systems & CeDiT, University of Agder, Norway, Linda Barman, Associate Professor, Department of Education, Stockholm University, Sweden and Barbara Wasson, Professor and Director, Centre for the Science of Learning & Technology (SLATE) and AI LEARN, University of Bergen, Norway

• ContentsPART I INTRODUCTION1 Why do we need a handbook on learning analytics and adaptive learningin schools? 2Cathrine Edelhard Tømte, Barbara Wasson and Linda BarmanPART II UNDERSTANDING LEARNING ANALYTICS AND ADAPTIVELEARNING: DEFINITIONS, PRINCIPLES AND SCOPES2 Learning analytics in schools: provocations and pointers 10Paul Prinsloo and Mohammad Khalil3 Adaptive learning systems: leveraging generative artificial intelligence foroptimal adaptivity 21Sima Caspari-Sadeghi4 Designing multimodal collaboration analytics: challenges andopportunities 35Daniel Spikol, Morten Misfeldt, Zaibei Li and Viktor Holm-Janas5 Integrating the Science of Learning with EdTech solutions: fromframeworks to models of practice 51Natalia Ingebretsen KucirkovaPART III ETHICAL CONSIDERATIONS AND PRIVACY CONCERNS6 The General Data Protection Regulation’s right to explanation ofalgorithmic decision-making in the context of using AI-powered learninganalytics in compulsory education 64Małgorzata Agnieszka Cyndecka7 Smart predictions, unseen bias: navigating the promises and pitfalls ofpredictive analytics in compulsory education 77Lin Li8 When categories matter: attendance data practices in an upper secondaryclassroom 96Fride Haram KlykkenPART IV PEDAGOGICAL POSSIBILITIES AND CHALLENGES9 Teacher development with learning analytics: a design narrative 113Fabio Campos, Ha Nguyen and June Ahn10 Multi-case teacher inquiry to inform dashboard development 127Merike Saar11 Understanding the interrelated nature of academic, social, and emotionalcompetencies through learning analytics 137Jae H. Paik, Igor Himelfarb, Seung Hee Yoo, Jongtak Lee, Hoyong Haand Yurim Park12 Using learning analytics to explore pre-service teachers’ lesson planning 157Kjersti Nedland Røneid, Gleb Belokrys and Kristin Børte13 Teaching Learning Analytics as formative assessment for pre-serviceteachers: report from a first trial 176Cathrine Edelhard Tømte and Maria Wasmuth Grønvold14 EssayCritic: enhancing student essays with locally trained AI feedback 191Anders Mørch and Irina Engeness15 Adaptive learning in primary mathematics: teachers’ practices and insights 210Kjetil Egelandsdal16 Operationalising science competencies to support teachers’ formativeassessment and instruction with Inq-ITS AI 230Janice D. Gobert, Amy Adair, Jessica A. Owens and Rachel DicklerPART V PROMOTING IMPLEMENTATION17 Navigating learning analytics: challenges, opportunities, andrecommendations 248Marte Blikstad-Balas18 Implementing learning analytics and adaptive learning in Norwegianschools: lessons learned 259Barbara Wasson and Cecilie J.S. Hansen19 Bridging the data divide in Swedish school education: challenges andopportunities in data standards 275Italo Masiello and Zeynab (Artemis) Mohseni20 The paradoxes of AI promises in schools: Insights from a multi-sitedethnography 294Katarina Sperling and Linnéa Stenliden

Edited by Cathrine E. Tømte, Professor, Department of Information Systems & CeDiT, University of Agder, Norway, Linda Barman, Associate Professor, Department of Education, Stockholm University, Sweden and Barbara Wasson, Professor and Director, Centre for the Science of Learning & Technology (SLATE) and AI LEARN, University of Bergen, Norway

• ContentsPART I INTRODUCTION1 Why do we need a handbook on learning analytics and adaptive learningin schools? 2Cathrine Edelhard Tømte, Barbara Wasson and Linda BarmanPART II UNDERSTANDING LEARNING ANALYTICS AND ADAPTIVELEARNING: DEFINITIONS, PRINCIPLES AND SCOPES2 Learning analytics in schools: provocations and pointers 10Paul Prinsloo and Mohammad Khalil3 Adaptive learning systems: leveraging generative artificial intelligence foroptimal adaptivity 21Sima Caspari-Sadeghi4 Designing multimodal collaboration analytics: challenges andopportunities 35Daniel Spikol, Morten Misfeldt, Zaibei Li and Viktor Holm-Janas5 Integrating the Science of Learning with EdTech solutions: fromframeworks to models of practice 51Natalia Ingebretsen KucirkovaPART III ETHICAL CONSIDERATIONS AND PRIVACY CONCERNS6 The General Data Protection Regulation’s right to explanation ofalgorithmic decision-making in the context of using AI-powered learninganalytics in compulsory education 64Małgorzata Agnieszka Cyndecka7 Smart predictions, unseen bias: navigating the promises and pitfalls ofpredictive analytics in compulsory education 77Lin Li8 When categories matter: attendance data practices in an upper secondaryclassroom 96Fride Haram KlykkenPART IV PEDAGOGICAL POSSIBILITIES AND CHALLENGES9 Teacher development with learning analytics: a design narrative 113Fabio Campos, Ha Nguyen and June Ahn10 Multi-case teacher inquiry to inform dashboard development 127Merike Saar11 Understanding the interrelated nature of academic, social, and emotionalcompetencies through learning analytics 137Jae H. Paik, Igor Himelfarb, Seung Hee Yoo, Jongtak Lee, Hoyong Haand Yurim Park12 Using learning analytics to explore pre-service teachers’ lesson planning 157Kjersti Nedland Røneid, Gleb Belokrys and Kristin Børte13 Teaching Learning Analytics as formative assessment for pre-serviceteachers: report from a first trial 176Cathrine Edelhard Tømte and Maria Wasmuth Grønvold14 EssayCritic: enhancing student essays with locally trained AI feedback 191Anders Mørch and Irina Engeness15 Adaptive learning in primary mathematics: teachers’ practices and insights 210Kjetil Egelandsdal16 Operationalising science competencies to support teachers’ formativeassessment and instruction with Inq-ITS AI 230Janice D. Gobert, Amy Adair, Jessica A. Owens and Rachel DicklerPART V PROMOTING IMPLEMENTATION17 Navigating learning analytics: challenges, opportunities, andrecommendations 248Marte Blikstad-Balas18 Implementing learning analytics and adaptive learning in Norwegianschools: lessons learned 259Barbara Wasson and Cecilie J.S. Hansen19 Bridging the data divide in Swedish school education: challenges andopportunities in data standards 275Italo Masiello and Zeynab (Artemis) Mohseni20 The paradoxes of AI promises in schools: Insights from a multi-sitedethnography 294Katarina Sperling and Linnéa Stenliden