Despite the ubiquity of learning in workplace and professional settings, the learning analytics (LA) community has paid significant attention to such settings only recently. This may be due to the focus on researching formal learning, as workplace learning is often informal, hard to grasp, and not unequivocally defined. This article summarizes the state of the art of workplace learning analytics (WPLA), extracted from a two-iteration systematic literature review. Our in-depth analysis of 52 existing proposals not only provides a descriptive view of the field, but also reflects on researcher conceptions of learning and their influence on the design, analytics, and technology choices made in this area. We also discuss the characteristics of workplace learning that make WPLA proposals different from LA in formal education contexts and the challenges resulting from this. We found that WPLA is gaining momentum, especially in some fields, like healthcare and education. The focus on theory is generally a positive feature in WPLA, but we encourage a stronger focus on assessing the impact of WPLA in realistic settings.

中文翻译：

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专业和工作场所学习的学习分析：文献综述


尽管学习在工作场所和专业环境中无处不在，但学习分析 (LA) 社区直到最近才对此类环境给予了极大关注。这可能是由于重点研究正式学习，因为工作场所学习通常是非正式的、难以掌握且没有明确定义。本文总结了工作场所学习分析 (WPLA) 的最新技术，摘自两次迭代的系统文献综述。我们对 52 项现有提案的深入分析不仅提供了该领域的描述性观点，而且反映了研究人员的学习概念及其对该领域的设计、分析和技术选择的影响。我们还讨论了工作场所学习的特征，这些特征使 WPLA 提案与正规教育背景下的 LA 有所不同，以及由此带来的挑战。我们发现 WPLA 的势头正在增强，尤其是在医疗保健和教育等领域。对理论的关注通常是 WPLA 的一个积极特征，但我们鼓励更加关注评估 WPLA 在现实环境中的影响。