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International Conference on Learning Analytics and Knowledge最新文献

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DCLA13: 1st International Workshop on Discourse-Centric Learning Analytics 第一届以话语为中心的学习分析国际研讨会
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460357
S. B. Shum, M. Laat, A. Liddo, Rebecca Ferguson, P. Kirschner, Andrew Ravenscroft, Ágnes Sándor, Denise Whitelock
{"title":"DCLA13: 1st International Workshop on Discourse-Centric Learning Analytics","authors":"S. B. Shum, M. Laat, A. Liddo, Rebecca Ferguson, P. Kirschner, Andrew Ravenscroft, Ágnes Sándor, Denise Whitelock","doi":"10.1145/2460296.2460357","DOIUrl":"https://doi.org/10.1145/2460296.2460357","url":null,"abstract":"This workshop anticipates that an important class of learning analytic will emerge at the intersection of research into learning dynamics, online discussion platforms, and computational linguistics. Written discourse is arguably the primary class of data that can give us insights into deeper learning and higher order qualities such as critical thinking, argumentation, mastery of complex ideas, empathy, collaboration and interpersonal skills. Moreover, the ability to write in a scholarly manner is a core competence, often taking the form of discourse with oneself and the literature. Computational linguistics research has developed a rich array of tools for machine interpretation of human discourse, but work to develop these tools in the context of learning is at a relatively early stage. Moreover, there is a significant difference between designing tools to assist researchers in discourse analysis, and their deployment on platforms to provide meaningful analytics for the learners and educators who are conducting that discourse. This workshop aims to catalyse ideas and build community connections among those who want to shape this field.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115122090","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: 6
Assessing students' performance using the learning analytics enriched rubrics 使用学习分析丰富的标准评估学生的表现
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460335
Ioannis F. Dimopoulos, O. Petropoulou, S. Retalis
{"title":"Assessing students' performance using the learning analytics enriched rubrics","authors":"Ioannis F. Dimopoulos, O. Petropoulou, S. Retalis","doi":"10.1145/2460296.2460335","DOIUrl":"https://doi.org/10.1145/2460296.2460335","url":null,"abstract":"The assessment of students' performance in e-learning environments is a challenging and demanding task for the teachers. Focusing on this challenge, a new assessment tool, called Learning Analytics Enriched Rubric (LAe-R) is presented in this paper. LAe-R is based on the concept of assessment rubrics which is a very popular assessment technique in education. LAe-R contains \"enriched\" criteria and grading levels that are associated to data extracted from the analysis of learners' interaction and learning behavior in an e-learning environment. LAe-R has been developed as a plug-in for the Moodle learning management system. Via an example, we will show how LAe-R can be used by teachers and students.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134485520","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: 20
STEMscopes: contextualizing learning analytics in a K-12 science curriculum stemscope: K-12科学课程中的情境化学习分析
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460339
Carlos Monroy, V. Rangel, Reid Whitaker
{"title":"STEMscopes: contextualizing learning analytics in a K-12 science curriculum","authors":"Carlos Monroy, V. Rangel, Reid Whitaker","doi":"10.1145/2460296.2460339","DOIUrl":"https://doi.org/10.1145/2460296.2460339","url":null,"abstract":"In this paper, we discuss a scalable approach for integrating learning analytics into an online K-12 science curriculum. A description of the curriculum and the underlying pedagogical framework is followed by a discussion of the challenges to be tackled as part of this integration. We also include examples of data visualization based on real student and teacher data. With more than one million students and fifty thousand teachers using the curriculum, a massive and rich dataset is continuously updated. This repository depicts teacher and students usage of an inquiry-based science program, and offers exciting opportunities to leverage research to improve both teaching and learning. The growing dataset, with more than a hundred million items of activity in six months, also poses technical challenges such as data storage, complex aggregation and analysis with broader implications for pedagogy, big data, and learning.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129304136","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: 19
Towards the development of multimodal action based assessment 面向发展基于多模式行动的评估
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460315
M. Worsley, Paulo Blikstein
{"title":"Towards the development of multimodal action based assessment","authors":"M. Worsley, Paulo Blikstein","doi":"10.1145/2460296.2460315","DOIUrl":"https://doi.org/10.1145/2460296.2460315","url":null,"abstract":"In this paper, we describe multimodal learning analytics techniques for understanding and identifying expertise as students engage in a hands-on building activity. Our techniques leverage process-oriented data, and demonstrate how this temporal data can be used to study student learning. The proposed techniques introduce useful insights in how to segment and analyze gesture- and action-based generally, and may also be useful for other sources of process rich data. Using this approach we uncover new ideas about how experts engage in building activities. Finally, a primary objective of this work is to motivate additional research and development in the area of authentic, automated, process-oriented assessments.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122427676","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: 67
Learning analytics for online discussions: a pedagogical model for intervention with embedded and extracted analytics 在线讨论的学习分析:嵌入和提取分析干预的教学模型
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460308
A. Wise, Yuting Zhao, S. Hausknecht
{"title":"Learning analytics for online discussions: a pedagogical model for intervention with embedded and extracted analytics","authors":"A. Wise, Yuting Zhao, S. Hausknecht","doi":"10.1145/2460296.2460308","DOIUrl":"https://doi.org/10.1145/2460296.2460308","url":null,"abstract":"This paper describes an application of learning analytics that builds on an existing research program investigating how students contribute and attend to the messages of others in online discussions. A pedagogical model that translates the concepts and findings of the research program into guidelines for practice and analytics with which students and instructors can assess their discussion participation are presented. The analytics are both embedded in the learning environment and extracted from it, allowing for integrated and reflective metacognitive activity. The pedagogical intervention is based on the principles of (1) Integration (2) Diversity (of Metrics) (3) Agency (4) Reflection (5) Parity and (6) Dialogue. Details of an initial implementation of this approach and preliminary findings are described. Initial results strongly support the value of student-teacher dialogue around the analytics. In contrast, instructor parity in analytics use did not seem as important to students as was expected. Analytics were reported as useful in validating invisible discussion activity, but at times triggered emotionally-charged responses.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122439635","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: 88
Second International Workshop on Teaching Analytics 第二届教学分析国际研讨会
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460360
Ravikiran Vatrapu, P. Reimann, Wolfgang Halb, S. Bull
{"title":"Second International Workshop on Teaching Analytics","authors":"Ravikiran Vatrapu, P. Reimann, Wolfgang Halb, S. Bull","doi":"10.1145/2460296.2460360","DOIUrl":"https://doi.org/10.1145/2460296.2460360","url":null,"abstract":"Teaching Analytics is conceived as a subfield of learning analytics that focuses on the design, development, evaluation, and education of visual analytics methods and tools for teachers in primary, secondary, and tertiary educational settings. The Second International Workshop on Teaching Analytics (IWTA) 2013 seeks to bring together researchers and practitioners in the fields of education, learning sciences, learning analytics, and visual analytics to investigate the design, development, use, evaluation, and impact of visual analytical methods and tools for teachers' dynamic diagnostic decision-making in real-world settings.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131007727","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: 3
Inferring higher level learning information from low level data for the Khan Academy platform 从可汗学院平台的低层次数据推断更高层次的学习信息
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460318
P. Merino, José A. Ruipérez Valiente, C. D. Kloos
{"title":"Inferring higher level learning information from low level data for the Khan Academy platform","authors":"P. Merino, José A. Ruipérez Valiente, C. D. Kloos","doi":"10.1145/2460296.2460318","DOIUrl":"https://doi.org/10.1145/2460296.2460318","url":null,"abstract":"To process low level educational data in the form of user events and interactions and convert them into information about the learning process that is both meaningful and interesting presents a challenge. In this paper, we propose a set of high level learning parameters relating to total use, efficient use, activity time distribution, gamification habits, or exercise-making habits, and provide the measures to calculate them as a result of processing low level data. We apply these parameters and measures in a real physics course with more than 100 students using the Khan Academy platform at Universidad Carlos III de Madrid. We show how these parameters can be meaningful and useful for the learning process based on the results from this experience.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115484470","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: 59
GradeCraft: what can we learn from a game-inspired learning management system? 我们可以从游戏启发的学习管理系统中学到什么?
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460350
Caitlin Holman, Stephen J. Aguilar, Barry J. Fishman
{"title":"GradeCraft: what can we learn from a game-inspired learning management system?","authors":"Caitlin Holman, Stephen J. Aguilar, Barry J. Fishman","doi":"10.1145/2460296.2460350","DOIUrl":"https://doi.org/10.1145/2460296.2460350","url":null,"abstract":"The \"gamification\" of courses (i.e., designing courses that leverage motivational mechanisms found in videogames) is a movement that is gaining traction in educational research communities and universities. Two game-inspired courses were developed at a high-enrollment public university in an effort to increase student engagement, and to provide students with more personalized learning experiences. We designed a learning management system, GradeCraft, to foreground the affordances of these grading systems, and to enhance the \"game-like\" experience for students. Along with serving as a translation layer for the grading systems of these courses, GradeCraft is also designed with an eye towards learning analytics, and captures information that can be described as student \"process\" data. Currently this data includes what types of assignments students choose to complete; how students assign percentage weights to their chosen assignments; how often and how accurately students check or model their course grades; and how successfully assignments are completed by students individually and the class as a whole across a structured grading rubric. We hope GradeCraft will give instructors new insight into student engagement, and provide data-driven ideas about how to tailor courses to student needs.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115725491","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
Analytics of collaborative planning in Metafora: architecture, data, and analytic methods 元论坛中协同规划的分析:架构、数据和分析方法
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460348
A. Harrer
{"title":"Analytics of collaborative planning in Metafora: architecture, data, and analytic methods","authors":"A. Harrer","doi":"10.1145/2460296.2460348","DOIUrl":"https://doi.org/10.1145/2460296.2460348","url":null,"abstract":"This paper describes our approach for learning analytics in the Metafora system, a collaborative learning framework that supports self-regulated and constructionist activities in groups. Our specific interest in analysis is the nature of collaborative planning behaviour and aspects of learning to learn together (L2L2). For that end we will describe the architecture supporting diverse analytic components across all the tools used in Metafora, the data formats, storage and access methods, and the analytic principles we designed and implemented. We will also describe our first insights using these methods on real Metafora data collected during practical experimentation in schools.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122852155","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: 8
Supporting action research with learning analytics 用学习分析支持行动研究
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460340
A. L. Dyckhoff, Vlatko Lukarov, Arham Muslim, Mohamed Amine Chatti, U. Schroeder
{"title":"Supporting action research with learning analytics","authors":"A. L. Dyckhoff, Vlatko Lukarov, Arham Muslim, Mohamed Amine Chatti, U. Schroeder","doi":"10.1145/2460296.2460340","DOIUrl":"https://doi.org/10.1145/2460296.2460340","url":null,"abstract":"Learning analytics tools should be useful, i.e., they should be usable and provide the functionality for reaching the goals attributed to learning analytics. This paper seeks to unite learning analytics and action research. Based on this, we investigate how the multitude of questions that arise during technology-enhanced teaching and learning systematically can be mapped to sets of indicators. We examine, which questions are not yet supported and propose concepts of indicators that have a high potential of positively influencing teachers' didactical considerations. Our investigation shows that many questions of teachers cannot be answered with currently available research tools. Furthermore, few learning analytics studies report about measuring impact. We describe which effects learning analytics should have on teaching and discuss how this could be evaluated.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117092533","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: 100
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