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International Conference on Learning Analytics and Knowledge最新文献

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Visualizing social learning ties by type and topic: rationale and concept demonstrator 通过类型和主题可视化社会学习关系:基本原理和概念演示
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460305
B. Schreurs, Chris Teplovs, Rebecca Ferguson, M. Laat, S. B. Shum
{"title":"Visualizing social learning ties by type and topic: rationale and concept demonstrator","authors":"B. Schreurs, Chris Teplovs, Rebecca Ferguson, M. Laat, S. B. Shum","doi":"10.1145/2460296.2460305","DOIUrl":"https://doi.org/10.1145/2460296.2460305","url":null,"abstract":"Social Learning Analytics (SLA) are designed to support students learning through social networks, and reflective practitioners engage in informal learning through a community of practice. This short paper reports work in progress to develop SLA motivated specifically by Networked Learning Theory, drawing on the related concepts and tools of Social Network Analytics and Social Capital Theory, which provide complementary perspectives onto the structure and content of such networks. We propose that SLA based on these perspectives needs to devise models and visualizations capable of showing not only the usual SNA metrics, but the types of social tie forged between actors, and topic-specific subnetworks. We describe a technical implementation demonstrating this approach, which extends the Network Awareness Tool by automatically populating it with data from a social learning platform SocialLearn. The result is the ability to visualize relationships between people who interact around the same topics.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"18 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":"134344400","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: 31
From micro to macro: analyzing activity in the ROLE Sandbox 从微观到宏观:分析角色沙盒中的活动
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460347
D. Renzel, R. Klamma
{"title":"From micro to macro: analyzing activity in the ROLE Sandbox","authors":"D. Renzel, R. Klamma","doi":"10.1145/2460296.2460347","DOIUrl":"https://doi.org/10.1145/2460296.2460347","url":null,"abstract":"Current learning services are increasingly based on standard Web technologies and concepts. As by-product of service operation, Web logs capture and contextualize user interactions in a generic manner, in high detail, and on a massive scale. At the same time, we face inventions of data standards for capturing and encoding learner interactions tailored to learning analytics purposes. However, such standards are often focused on institutional and management perspectives or biased by their intended use. In this paper, we argue for Web logs as valuable data sources for learning analytics on all levels of Bronfenbrenner's Ecological System Theory and introduce a simple framework for Web log data enrichment, processing and further analysis. Based on an example data set from a management service for widget-based Personal Learning Environments, we illustrate our approach and discuss the applicability of different analysis techniques along with their particular benefits for learners.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"7 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":"131379398","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: 12
A case study inside virtual worlds: use of analytics for immersive spaces 虚拟世界中的案例研究:沉浸式空间分析的使用
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460341
V. Camilleri, S. Freitas, M. Montebello, Paul McDonagh-Smith
{"title":"A case study inside virtual worlds: use of analytics for immersive spaces","authors":"V. Camilleri, S. Freitas, M. Montebello, Paul McDonagh-Smith","doi":"10.1145/2460296.2460341","DOIUrl":"https://doi.org/10.1145/2460296.2460341","url":null,"abstract":"In this paper we describe some case studies of the use of virtual worlds in corporate training as well as Higher Education. In particular for Higher Education we describe how the Virtual World constructed using the platform Avaya Live Engage, is used as an immersive environment with pre-service teachers, who are undergoing a 1-year teacher training program, and how the data analytics collected in-world is being used to monitor and direct content development. We focus our studies on the initial hypothesis that 3D immersive environments are highly engaging and offer an experience that goes beyond the 'traditional' online education. We want to combine different analysis methods to be able to get empirical evidence showing the students' engagement with the 3D space in ways that can help us in the design of the learning experience accompanying the learners in their journey. In this paper we describe the research methods we use for the study, and give an overview of the information we can collect from the in-world analytics. We also propose how these analytics can be used for a predictive model with the intention of refocusing the virtual world experience to match learner needs.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"8 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":"116176732","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: 31
Analyzing the flow of ideas and profiles of contributors in an open learning community 在一个开放的学习社区中分析思想的流动和贡献者的简介
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460311
Iassen Halatchliyski, Tobias Hecking, Tilman Göhnert, H. Hoppe
{"title":"Analyzing the flow of ideas and profiles of contributors in an open learning community","authors":"Iassen Halatchliyski, Tobias Hecking, Tilman Göhnert, H. Hoppe","doi":"10.1145/2460296.2460311","DOIUrl":"https://doi.org/10.1145/2460296.2460311","url":null,"abstract":"This paper provides an introduction to the scientometric method of main path analysis and its application to detecting idea flows in an online learning community using data from Wikiversity. We see this as a step forward in adapting and adopting network analysis techniques for analyzing the evolution of artifacts in knowledge building communities. The analysis steps are presented in detail including the description of a tool environment (\"workbench\") designed for flexible use by non-computer experts. Through the definition of directed acyclic graphs the meaningful interconnectedness of learning resources is made accessible to analysis in consideration of the temporal sequence of their creation during a collaborative process. The potential of the method is elaborated for analyzing the overall learning process of a community as well as the individual contributions of the participants.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"119 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":"122747493","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: 17
Orchestrating of complex inquiry: three roles for learning analytics in a smart classroom infrastructure 复杂探究的编排:智能课堂基础设施中学习分析的三个角色
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460352
J. Slotta, Michael Tissenbaum, M. Lui
{"title":"Orchestrating of complex inquiry: three roles for learning analytics in a smart classroom infrastructure","authors":"J. Slotta, Michael Tissenbaum, M. Lui","doi":"10.1145/2460296.2460352","DOIUrl":"https://doi.org/10.1145/2460296.2460352","url":null,"abstract":"This paper presents our research of a pedagogical model known as Knowledge Community and Inquiry (KCI), focusing on our design of a technological infrastructure for the orchestration of the complex CSCL scripts that characterize KCI curricula. We first introduce the KCI model including some basic design principles, and describe its dependency on real time learning analytics. Next, we describe our technology, known as SAIL Smart Space (S3), which provides scaffolding and analytic support of sequenced interactions amongst people, materials, tools and environments. We outline the critical role of the teacher in our designs and describe how S3 supports their active role in orchestration. Finally we outline two implementations of KCI/S3 and the role of learning analytics, in supporting dynamic collective visualizations, real time orchestrational logic, and ambient displays.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"45 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":"124083813","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: 75
The pairing of lecture recording data with assessment scores: a method of discovering pedagogical impact 讲座记录数据与评估分数的配对:发现教学影响的方法
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460331
Negin Mirriahi, S. Dawson
{"title":"The pairing of lecture recording data with assessment scores: a method of discovering pedagogical impact","authors":"Negin Mirriahi, S. Dawson","doi":"10.1145/2460296.2460331","DOIUrl":"https://doi.org/10.1145/2460296.2460331","url":null,"abstract":"Web technologies, such as lecture recordings, have the capacity to capture and store massive amounts of data from individuals' online behavior. Such data can provide insight into student learning processes and the relationship between online trace data and academic performance alerting educators to when intervention may be required or if their learning activities may need to be adjusted. This paper discusses how data captured from students' use of lecture recordings accessed through a Collaborative Lecture Annotation System (CLAS) when aggregated and correlated with assessment data can help educators evaluate the impact of the recordings on their students' learning. Such information can help inform and alert educators to when adjustments may be required to their pedagogical approach.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"182 5 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":"123288382","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: 24
Understanding promotions in a case study of student blogging 以学生博客为例了解推广
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460309
Bjorn Levi Gunnarsson, R. Alterman
{"title":"Understanding promotions in a case study of student blogging","authors":"Bjorn Levi Gunnarsson, R. Alterman","doi":"10.1145/2460296.2460309","DOIUrl":"https://doi.org/10.1145/2460296.2460309","url":null,"abstract":"Promoting blog content is a social activity; it is a means of communicating one student's appreciation of another student's work. This paper explores the feasibility of using student promotions of content, in a blogosphere, to identify quality content, and implications for instructors. We show that students actively and voluntarily promote content, use promotion data to select which posts to read, and with considerable accuracy identify quality material. We explore the benefits of knowing which students are good and poor predictors of quality content, and what instructors can do with this information in terms of feedback and guidance.","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":"123464720","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: 7
Multimodal learning analytics 多模式学习分析
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460316
Paulo Blikstein
{"title":"Multimodal learning analytics","authors":"Paulo Blikstein","doi":"10.1145/2460296.2460316","DOIUrl":"https://doi.org/10.1145/2460296.2460316","url":null,"abstract":"New high-frequency data collection technologies and machine learning analysis techniques could offer new insights into learning, especially in tasks in which students have ample space to generate unique, personalized artifacts, such as a computer program, a robot, or a solution to an engineering challenge. To date most of the work on learning analytics and educational data mining has focused on online courses or cognitive tutors, in which the tasks are more structured and the entirety of interaction happens in front of a computer. In this paper, I argue that multimodal learning analytics could offer new insights into students' learning trajectories, and present several examples of this work and its educational application.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"8 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":"124333367","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: 264
Analytics on video-based learning 基于视频学习的分析
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460358
M. Giannakos, K. Chorianopoulos, M. Ronchetti, P. Szegedi, Stephanie D. Teasley
{"title":"Analytics on video-based learning","authors":"M. Giannakos, K. Chorianopoulos, M. Ronchetti, P. Szegedi, Stephanie D. Teasley","doi":"10.1145/2460296.2460358","DOIUrl":"https://doi.org/10.1145/2460296.2460358","url":null,"abstract":"The International Workshop on Analytics on Video-based Learning (WAVe2013) aims to connect research efforts on Video-based Learning with Learning Analytics to create visionary ideas and foster synergies between the two fields. The main objective of WAVe is to build a research community around the topical area of Analytics on video-based learning. In particular, WAVe aims to develop a critical discussion about the next generation of analytics employed on video learning tools, the form of these analytics and the way they can be analyzed in order to help us to better understand and improve the value of video-based learning. WAVe is based on the rationale that combining and analyzing learners' interactions with other available data obtained from learners, new avenues for research on video-based learning have emerged.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"86 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":"126448435","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: 24
System for assessing classroom attention 课堂注意力评估系统
International Conference on Learning Analytics and Knowledge Pub Date : 2013-04-08 DOI: 10.1145/2460296.2460351
Mirko Raca, P. Dillenbourg
{"title":"System for assessing classroom attention","authors":"Mirko Raca, P. Dillenbourg","doi":"10.1145/2460296.2460351","DOIUrl":"https://doi.org/10.1145/2460296.2460351","url":null,"abstract":"In this paper we give a preview of our system for automatically evaluating attention in the classroom. We demonstrate our current behaviour metrics and preliminary observations on how they reflect the reactions of people to the given lecture. We also introduce foundations of our hypothesis on peripheral awareness of students during lectures.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":"25 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":"115878664","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: 79
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