<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[educ.educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942017000100106</article-id>
<article-id pub-id-type="doi">10.5294/edu.2017.20.1.6</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Learning Analytics: una revisión de la literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning Analytics: A Literature Review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Learning Analytics: uma revisão da literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas-Castro]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>106</fpage>
<lpage>128</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942017000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942017000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942017000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este artículo es examinar la literatura reciente acerca del emergente campo de Learning Analytics; describir su evolución o crecimiento; analizar los elementos que lo diferencian de otros en cuanto campo, líneas, madurez, y establecer cómo se relaciona con el aprendizaje. Se revisaron 23 papers resultantes de la aplicación de una metodología que incorporó una serie de criterios de inclusión y exclusión, propuestos para cumplir el propósito. Los resultados señalaron que el principal elemento diferenciador de Learning Analytics en cuanto campo es que se centra en el mejoramiento u optimización del aprendizaje, y para alcanzar esta meta, utiliza distintas técnicas y métodos de variados campos, por lo que surge, además, un importante grupo de trabajos que se preocupa por delimitar el campo a través de modelos o frameworks de Learning Analytics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to examine recent publications on the emerging field of learning analytics, to describe its evolution or growth, to analyze the elements that differentiate it from other disciplines in terms of field, lines of work and maturity, and to determine how it relates to learning. Twenty-three papers were reviewed, based on the application of a method that incorporated a series of inclusion and exclusion criteria proposed for that purpose. The results indicate the main element differentiating learning analytics in terms of its field is the focus on improving or optimizing learning. It uses different techniques and methods from different fields to accomplish that goal. As a result, an important body of work also has emerged that is concerned with delimiting the field through models or frameworks for learning analytics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O propósito deste artigo é examinar a literatura recente sobre o emergente campo de Learning Analytics; descrever sua evolução ou crescimento; analisar os elementos que o diferenciam de outros no que se refere a campo, linhas, maturidade, e estabelecer como se relaciona com a aprendizagem. Revisaram-se 23 papers resultantes da aplicação de uma metodologia que incorporou uma série de critérios de inclusão e exclusão, propostos para cumprir com o propósito. Os resultados indicaram que o principal elemento diferenciador de Learning Analytics quanto a campo se centra no aperfeiçoamento ou na otimização da aprendizagem, e, para atingir essa meta, utiliza diferentes técnicas e métodos de variados campos, razão pela qual surge, além disso, um importante grupo de trabalhos que se preocupa por delimitar o campo por meio de modelos ou frameworks de Learning Analytics.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Entornos virtuales de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Learning Analytics]]></kwd>
<kwd lng="es"><![CDATA[big data educacional]]></kwd>
<kwd lng="es"><![CDATA[investigación educacional]]></kwd>
<kwd lng="es"><![CDATA[informática educativa]]></kwd>
<kwd lng="en"><![CDATA[Virtual learning environments]]></kwd>
<kwd lng="en"><![CDATA[learning analytics]]></kwd>
<kwd lng="en"><![CDATA[&#8220;big data&#8221; in education]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
<kwd lng="en"><![CDATA[computer uses in education]]></kwd>
<kwd lng="pt"><![CDATA[Ambientes virtuais de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[big data educacional]]></kwd>
<kwd lng="pt"><![CDATA[informática educativa]]></kwd>
<kwd lng="pt"><![CDATA[Learning Analytics]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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