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Nowadays learning analytics has been growing as a science, and at the University of Turin we are interested in its potential to enhance both the teaching and the learning experience. In the last few years we have gathered data from two projects: [email protected], an online platform where students can prepare for university entry tests and browse online courses before enrolling in one, and [email protected], which offers open online university courses in various disciplines. In addition, we have also studied and analyzed the results of the teacher training experience carried out for the [email protected] project, as well as those obtained from a survey involving secondary school teachers and the possible employment of the [email protected] OERs in their everyday teaching. Our sources of data are students’ activity online, the results of formative automatic assessment, and the questionnaires given to the learners; the types of questions range from Likert scale evaluations to multiple choice, yes/no and a few open questions. In this way, the insights gained from both usage tracking and questionnaires can be used to make interventions to improve the teaching and the learning experience. In this paper we discuss the different ways we employ LA in our projects and try to evaluate their effectiveness in terms of outcomes, structure, availability, statistics and interventions.
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