Scheffel, MarenNiemann, KatjaLeony Arreaga, Derick AntonioPardo Sánchez, AbelardoSchmitz, Hans-ChristianWolpers, MartinDelgado Kloos, Carlos2014-07-212014-07-212012Ravenscroft, A. et al. (eds.) (2012). 21st Century Learning for 21st Century Skills: 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 18-21, 2012. Proceedings. (Lecture Notes in Computer Science, 7563). Springer, 320-333.978-3-642-33262-3 (print)978-3-642-33263-0 (online)1611-3349 (online)0302-9743 (print)https://hdl.handle.net/10016/19138Proceedings of: 7th European Conference on Technology Enhanced Learning (EC-TEL 2012): 21st Century Learning for 21st Century Skills. Saarbrücken, Germany, September 18-21, 2012.Analogous to keywords describing the important and relevant content of a document we extract key actions from learners' usage data assuming that they represent important and relevant parts of their learning behaviour. These key actions enable the teachers to better understand the dynamics in their classes and the problems that occur while learning. Based on these insights, teachers can intervene directly as well as improve the quality of their learning material and learning design. We test our approach on usage data collected in a large introductory C programming course at a university and discuss the results based on the feedback of the teachers.14 p.application/pdfeng© 2012 Springer-Verlag Berlin HeidelbergUsage dataLearning analyticsSelf-regulated learningactivity patternsconference paperTelecomunicaciones10.1007/978-3-642-33263-0_25open access32033321st Century Learning for 21st Century Skills: 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 18-21, 2012. ProceedingsIICC/0000017892