Between April 2022 and September 2024, I was working on the TUT Learning Analytics Project as the lead.

Project Background: The MDASH (Mathematics, Data Science, and AI Smart Higher Education) Programs Certification System was launched in alignment with the Cabinet Office’s AI Strategy policy unveiled in 2019. This policy underscores the expectation that graduates from Japanese universities, junior colleges, and technical colleges should have a foundational grasp of mathematics, data science, and AI. Consequently, from 2021 to 2023, a total of 529 specialized educational programs from Japanese higher education institutions were accredited. Of these, 382 were recognized at the MDASH Literacy Level, 147 at the MDASH Advanced Literacy Level, 25 at the MDASH Literacy+ Level, and 14 at the MDASH Advanced Literacy+ Level. The latter two levels were awarded to programs that showcased particularly innovative and unique features [18]. TUT is committed to fostering an inclusive educational environment that emphasizes the integration of data science into manufacturing technology. Consequently, it was chosen as a collaborative institution for the “Nationwide Expansion of Mathematical and Data Science Education in Japan” initiative [21]. As part of this commitment, TUT has rolled out the Gikadai–MDA (Mathematics, Data science, and AI education) program, which has received MDASH accreditation. This program encompasses five courses at the MDASH Literacy+ Level, namely: Introduction to Information and Communication Technology, Introduction to Engineering, Engineering and Science Laboratory, Probability and Statistics, and Research Project. These courses cater to first- and second-year undergraduates and are delivered departmentally by five primary academic departments. Additionally, two courses at the MDASH Advanced Literacy Level—Data Science Exercise and Advanced Data Science Exercise—are designed for third- and fourth-year undergraduates. These courses are institutionally administered as exclusive online offerings by Dr. Harada Koji [18]. MDSAEPD oversees the entirety of these seven courses. The introduction of this training represents a significant advancement in TUT’s educational offerings, laying the groundwork for a data-driven educational approach at the institution. Given the increasing integration of online learning components to complement traditional face-to-face classrooms, the leadership team became keenly interested in understanding how learning analytics could enhance the student experience and academic outcomes in these courses. Entrusting CITE with the task of exploring learning analytics’ potential culminated in the TUT Learning Analytics (TUTLA) Initiative. Jingjing Lin from ELDD was designated to design and implement suitable learning analytics for the two MDASH Advanced Literacy Level courses instructed by Dr. Harada Koji, hereafter referred to as the TUT-LA courses. The structure of these courses is detailed in Table 1. In summary, Jingjing Lin is the sole staff member dedicated to the TUT-LA initiative, with Prof. Hitoshi Goto and Dr. Harada Koji serving as collaborators.

The details of this project have been documented in two papers:

Lin, Jingjing and Harada, Kouji and Goto, Hitoshi, Applying a Holistic Planner Tool to Design and Implement the Organizational Learning Analytics: A Case Report at a National University in Japan (September 30, 2023). Available at SSRN: **https://ssrn.com/abstract=4588683** or **http://dx.doi.org/10.2139/ssrn.4588683**

Lin, Jingjing and Harada, Kouji and Goto, Hitoshi, Frameworks of Designing and Implementing Learning Analytics in Educational Institutions: A Review (September 4, 2023). Available at SSRN: **https://ssrn.com/abstract=4558855** or **http://dx.doi.org/10.2139/ssrn.4558855**