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Proceedings of the 1st International Conference on Learning Analytics and Knowledge最新文献

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Social and semantic network analysis of chat logs 社交和语义网络聊天日志分析
Proceedings of the 1st International Conference on Learning Analytics and Knowledge Pub Date : 2011-02-27 DOI: 10.1145/2090116.2090137
Devan Rosen, V. Miagkikh, D. Suthers
{"title":"Social and semantic network analysis of chat logs","authors":"Devan Rosen, V. Miagkikh, D. Suthers","doi":"10.1145/2090116.2090137","DOIUrl":"https://doi.org/10.1145/2090116.2090137","url":null,"abstract":"Multi-user virtual environments (MUVEs) allow many users to explore the environment and interact with other users as they learn new content and share their knowledge with others. The semi-synchronous communicative interaction within these learning environments is typically text-based Internet relay chat (IRC). IRC data is stored in the form of chatlogs and can generate a large volume of data, posing a difficulty for researchers looking to evaluate learning in the interaction by analyzing and interpreting the patterns of communication structure and related content. This paper describes procedures for the measurement and visualization of chat-based communicative interaction in MUVEs. Methods are offered for structural analysis via social networks, and content analysis via semantic networks. Measuring and visualizing social and semantic networks allows for a window into the structure of learning communities, and also provides for a large cache of analytics to explore individual learning outcomes and group interaction in any virtual interaction. A case study on a learning based MUVE, SRI's Tapped-In community, is used to elaborate analytic methods.","PeriodicalId":150927,"journal":{"name":"Proceedings of the 1st International Conference on Learning Analytics and Knowledge","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129700735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 18
The who, what, when, and why of lecture capture 讲座捕捉的人物、内容、时间和原因
Proceedings of the 1st International Conference on Learning Analytics and Knowledge Pub Date : 2011-02-27 DOI: 10.1145/2090116.2090128
Christopher A. Brooks, Carrie Demmans Epp, Greg Logan, J. Greer
{"title":"The who, what, when, and why of lecture capture","authors":"Christopher A. Brooks, Carrie Demmans Epp, Greg Logan, J. Greer","doi":"10.1145/2090116.2090128","DOIUrl":"https://doi.org/10.1145/2090116.2090128","url":null,"abstract":"Video lecture capture is rapidly being deploying in higher-education institutions as a means of increasing student learning, outreach, and experience. Understanding how learners use these systems and relating this use back to pedagogical and institutional goals is a hard issue that has largely been unexplored. This work describes a novel web-based lecture presentation system which contains fine-grained user tracking features. These features, along with student surveys, have been used to help analyse the behaviour of hundreds of students over an academic term, quantifying both the learning approaches of students and their perceptions on learning with lecture capture.","PeriodicalId":150927,"journal":{"name":"Proceedings of the 1st International Conference on Learning Analytics and Knowledge","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122978230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 53
Dataset-driven research for improving recommender systems for learning 改进学习推荐系统的数据集驱动研究
Proceedings of the 1st International Conference on Learning Analytics and Knowledge Pub Date : 2011-02-27 DOI: 10.1145/2090116.2090122
K. Verbert, H. Drachsler, N. Manouselis, M. Wolpers, Riina Vuorikari, E. Duval
{"title":"Dataset-driven research for improving recommender systems for learning","authors":"K. Verbert, H. Drachsler, N. Manouselis, M. Wolpers, Riina Vuorikari, E. Duval","doi":"10.1145/2090116.2090122","DOIUrl":"https://doi.org/10.1145/2090116.2090122","url":null,"abstract":"In the world of recommender systems, it is a common practice to use public available datasets from different application environments (e.g. MovieLens, Book-Crossing, or Each-Movie) in order to evaluate recommendation algorithms. These datasets are used as benchmarks to develop new recommendation algorithms and to compare them to other algorithms in given settings. In this paper, we explore datasets that capture learner interactions with tools and resources. We use the datasets to evaluate and compare the performance of different recommendation algorithms for learning. We present an experimental comparison of the accuracy of several collaborative filtering algorithms applied to these TEL datasets and elaborate on implicit relevance data, such as downloads and tags, that can be used to improve the performance of recommendation algorithms.","PeriodicalId":150927,"journal":{"name":"Proceedings of the 1st International Conference on Learning Analytics and Knowledge","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133000351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 190
SNAPP: a bird's-eye view of temporal participant interaction SNAPP:时间参与者互动的鸟瞰图
Proceedings of the 1st International Conference on Learning Analytics and Knowledge Pub Date : 2011-02-27 DOI: 10.1145/2090116.2090144
Aneesha Bakharia, S. Dawson
{"title":"SNAPP: a bird's-eye view of temporal participant interaction","authors":"Aneesha Bakharia, S. Dawson","doi":"10.1145/2090116.2090144","DOIUrl":"https://doi.org/10.1145/2090116.2090144","url":null,"abstract":"The Social Networks Adapting Pedagogical Practice (SNAPP) tool was developed to provide instructors with the capacity to visualise the evolution of participant relationships within discussions forums. Providing forum facilitators with access to these forms of data visualisations and social network metrics in 'real-time', allows emergent interaction patterns to be analysed and interventions to be undertaken as required. SNAPP essentially serves as an interaction diagnostic tool that assists in bringing the affordances of 'real-time' social network analysis to fruition. This paper details the functional features included in SNAPP 2.0 and how they relate to learning activity intent and participant monitoring. SNAPP 2.0 includes the ability to view the evolution of participant interaction over time and annotate key events that occur along this timeline. This feature is useful in terms of monitoring network evolution and evaluating the impact of intervention strategies on student engagement and connectivity. SNAPP currently supports discussion forums found in popular commercial and open source Learning Management Systems (LMS) such as Blackboard, Desire2Learn and Moodle and works in both Internet Explorer and Firefox.","PeriodicalId":150927,"journal":{"name":"Proceedings of the 1st International Conference on Learning Analytics and Knowledge","volume":"494 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113987722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 160
Evolving a learning analytics platform 发展学习分析平台
Proceedings of the 1st International Conference on Learning Analytics and Knowledge Pub Date : 2011-02-27 DOI: 10.1145/2090116.2090146
Ari Bader-Natal, T. Lotze
{"title":"Evolving a learning analytics platform","authors":"Ari Bader-Natal, T. Lotze","doi":"10.1145/2090116.2090146","DOIUrl":"https://doi.org/10.1145/2090116.2090146","url":null,"abstract":"Web-based learning systems offer researchers the ability to collect and analyze fine-grained educational data on the performance and activity of students, as a basis for better understanding and supporting learning among those students. The availability of this data enables stakeholders to pose a variety of interesting questions, often specifically focused on some subset of students. As a system matures, the number of stakeholders, the number of interesting questions, and the number of relevant sub-populations of students also grow, adding complexity to the data analysis task. In this work, we describe an internal analytics system designed and developed to address this challenge, adding flexibility and scalability. Here we present several examples of typical examples of analysis, discuss a few uncommon but powerful use-cases, and share lessons learned from the first two years of iteratively developing the platform.","PeriodicalId":150927,"journal":{"name":"Proceedings of the 1st International Conference on Learning Analytics and Knowledge","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126617861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 15
The value of learning analytics to networked learning on a personal learning environment 学习分析对个人学习环境下网络化学习的价值
Proceedings of the 1st International Conference on Learning Analytics and Knowledge Pub Date : 2011-02-27 DOI: 10.1145/2090116.2090131
H. Fournier, R. Kop, Hanan Sitlia
{"title":"The value of learning analytics to networked learning on a personal learning environment","authors":"H. Fournier, R. Kop, Hanan Sitlia","doi":"10.1145/2090116.2090131","DOIUrl":"https://doi.org/10.1145/2090116.2090131","url":null,"abstract":"Some might argue that the analytics tools at our disposal are currently mainly used for boring purposes, such as improving processes and making money. In this paper we will try to define learning analytics and their purpose for learning and education. We will ponder on the best possible fit of particular types of research methods and their analysis. Methodological concerns related to the analysis of Big Data collected on online networks as well as ethical and privacy concerns will also be highlighted and a case study of the use of learning analytics in a Massive Open Online Course explored.","PeriodicalId":150927,"journal":{"name":"Proceedings of the 1st International Conference on Learning Analytics and Knowledge","volume":"306 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115919670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 148
Learning analytics as interpretive practice: applying Westerman to educational intervention 作为解释性实践的学习分析:将韦斯特曼应用于教育干预
Proceedings of the 1st International Conference on Learning Analytics and Knowledge Pub Date : 2011-02-27 DOI: 10.1145/2090116.2090133
Michael Atkisson, David A. Wiley
{"title":"Learning analytics as interpretive practice: applying Westerman to educational intervention","authors":"Michael Atkisson, David A. Wiley","doi":"10.1145/2090116.2090133","DOIUrl":"https://doi.org/10.1145/2090116.2090133","url":null,"abstract":"In Westerman's [12] disruptive article, \"Quantitative research as an interpretive enterprise: The mostly unacknowledged role of interpretation in research efforts and suggestions for explicitly interpretive quantitative investigations,\" he invited qualitative researchers in psychology to adopt quantitative methods into interpretive inquiry, given that they were as capable as qualitative measures in producing meaning-laden results. The objective of this article is to identify Westerman's [12] key arguments and apply them to the practice of Learning Analytics in educational interventions. The primary implication for Learning Analytics practitioners is the need to interpret quantitative analysis procedures at every phase from philosophy to conclusions. Furthermore, Learning Analytics practitioners and consumers must critically examine any assumption that suggests quantitative methodologies in Learning Analytics are inherently objective or that Learning Analytics algorithms may replace judgment rather than aid it. Lastly we propose a method for making observational data in virtual environments concrete through nested models.","PeriodicalId":150927,"journal":{"name":"Proceedings of the 1st International Conference on Learning Analytics and Knowledge","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128435722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 15
Using learning analytics to assess students' behavior in open-ended programming tasks 使用学习分析来评估学生在开放式编程任务中的行为
Proceedings of the 1st International Conference on Learning Analytics and Knowledge Pub Date : 2011-02-27 DOI: 10.1145/2090116.2090132
Paulo Blikstein
{"title":"Using learning analytics to assess students' behavior in open-ended programming tasks","authors":"Paulo Blikstein","doi":"10.1145/2090116.2090132","DOIUrl":"https://doi.org/10.1145/2090116.2090132","url":null,"abstract":"There is great interest in assessing student learning in unscripted, open-ended environments, but students' work can evolve in ways that are too subtle or too complex to be detected by the human eye. In this paper, I describe an automated technique to assess, analyze and visualize students learning computer programming. I logged hundreds of snapshots of students' code during a programming assignment, and I employ different quantitative techniques to extract students' behaviors and categorize them in terms of programming experience. First I review the literature on educational data mining, learning analytics, computer vision applied to assessment, and emotion detection, discuss the relevance of the work, and describe one case study with a group undergraduate engineering students","PeriodicalId":150927,"journal":{"name":"Proceedings of the 1st International Conference on Learning Analytics and Knowledge","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133169272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 290
Learning designs and learning analytics 学习设计和学习分析
Proceedings of the 1st International Conference on Learning Analytics and Knowledge Pub Date : 2011-02-27 DOI: 10.1145/2090116.2090140
Lori Lockyer, S. Dawson
{"title":"Learning designs and learning analytics","authors":"Lori Lockyer, S. Dawson","doi":"10.1145/2090116.2090140","DOIUrl":"https://doi.org/10.1145/2090116.2090140","url":null,"abstract":"Government and institutionally-driven reforms focused on quality teaching and learning in universities emphasize the importance of developing replicable, scalable teaching approaches that can be evaluated. In this context, learning design and learning analytics are two fields of research that may help university teachers design quality learning experiences for their students, evaluate how students are learning within that intended learning context and support personalized learning experiences for students. Learning Designs are ways of describing an educational experience such that it can be applied across a range of disciplinary contexts. Learning analytics offers new approaches to investigating the data associated with a learner's experience. This paper explores the relationship between learning designs and learning analytics.","PeriodicalId":150927,"journal":{"name":"Proceedings of the 1st International Conference on Learning Analytics and Knowledge","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127062554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 83
Academic analytics landscape at the University of Phoenix 凤凰城大学的学术分析景观
Proceedings of the 1st International Conference on Learning Analytics and Knowledge Pub Date : 2011-02-27 DOI: 10.1145/2090116.2090135
Mike Sharkey
{"title":"Academic analytics landscape at the University of Phoenix","authors":"Mike Sharkey","doi":"10.1145/2090116.2090135","DOIUrl":"https://doi.org/10.1145/2090116.2090135","url":null,"abstract":"The University of Phoenix understands that in order to serve its large population of non-traditional students, it needs to rely on data. We have created a strong foundation with an integrated data repository that connects data from all parts of the organization. With this repository in place, we can now undertake a variety of analytics projects. One such project is an attempt to predict a student's persistence in their program using available data indicators such as schedule, grades, content usage, and demographics.","PeriodicalId":150927,"journal":{"name":"Proceedings of the 1st International Conference on Learning Analytics and Knowledge","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130716690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 22
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