Proceedings of the 2nd International Conference on Learning Analytics and Knowledge最新文献

The pulse of learning analytics understandings and expectations from the stakeholders 学习的脉搏分析来自利益相关者的理解和期望

Proceedings of the 2nd International Conference on Learning Analytics and Knowledge Pub Date : 2012-04-29 DOI: 10.1145/2330601.2330634

H. Drachsler, W. Greller

{"title":"The pulse of learning analytics understandings and expectations from the stakeholders","authors":"H. Drachsler, W. Greller","doi":"10.1145/2330601.2330634","DOIUrl":"https://doi.org/10.1145/2330601.2330634","url":null,"abstract":"While there is currently much buzz about the new field of learning analytics [19] and the potential it holds for benefiting teaching and learning, the impression one currently gets is that there is also much uncertainty and hesitation, even extending to scepticism. A clear common understanding and vision for the domain has not yet formed among the educator and research community. To investigate this situation, we distributed a stakeholder survey in September 2011 to an international audience from different sectors of education. The findings provide some further insights into the current level of understanding and expectations toward learning analytics among stakeholders. The survey was scaffolded by a conceptual framework on learning analytics that was developed based on a recent literature review. It divides the domain of learning analytics into six critical dimensions. The preliminary survey among 156 educational practitioners and researchers mostly from the higher education sector reveals substantial uncertainties in learning analytics. In this article, we first briefly introduce the learning analytics framework and its six domains that formed the backbone structure to our survey. Afterwards, we describe the method and key results of the learning analytics questionnaire and draw further conclusions for the field in research and practice. The article finishes with plans for future research on the questionnaire and the publication of both data and the questions for others to utilize.","PeriodicalId":311750,"journal":{"name":"Proceedings of the 2nd International Conference on Learning Analytics and Knowledge","volume":"277 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115427240","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: 114

Learning analytics and educational data mining: towards communication and collaboration 学习分析和教育数据挖掘:走向沟通和协作

Proceedings of the 2nd International Conference on Learning Analytics and Knowledge Pub Date : 2012-04-29 DOI: 10.1145/2330601.2330661

George Siemens, R. Baker

引用次数: 874

Multi-mediated community structure in a socio-technical network 社会技术网络中的多媒介社区结构

Proceedings of the 2nd International Conference on Learning Analytics and Knowledge Pub Date : 2012-04-29 DOI: 10.1145/2330601.2330618

D. Suthers, Kar-Hai Chu

{"title":"Multi-mediated community structure in a socio-technical network","authors":"D. Suthers, Kar-Hai Chu","doi":"10.1145/2330601.2330618","DOIUrl":"https://doi.org/10.1145/2330601.2330618","url":null,"abstract":"Digital environments for networked learning and professional networks may not comprise one \"community:\" identification of clusters of affiliated groups of participants that potentially constitute embedded communities is an empirical matter, and one of interest to managers of large learning and professional networks. Also, these socio-technical networks are typically multi-mediated, in that they offer multiple means of participation, each with their own interactional affordances. Different communities may be using the multiple media in different ways. We have developed an analytic framework for extracting events from log files and representing interaction and affiliations at different granularities as needed for analysis. In this paper we show how bimodal networks of actors and media artifacts can be constructed in which directed arcs relate actors to the artifacts they read, write or edit, and how the resulting graphs can be used to detect community structures that extend across different media. We illustrate these ideas with a study that characterizes community structure within the Tapped In network of educational professionals, and how the associations between members of this network are distributed across media (chat rooms, discussion forums and file sharing).","PeriodicalId":311750,"journal":{"name":"Proceedings of the 2nd International Conference on Learning Analytics and Knowledge","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122154859","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: 16

Exploring reflection in online communities 探索在线社区的反思

Proceedings of the 2nd International Conference on Learning Analytics and Knowledge Pub Date : 2012-04-29 DOI: 10.1145/2330601.2330630

J. McAuley, A. O'Connor, D. Lewis

{"title":"Exploring reflection in online communities","authors":"J. McAuley, A. O'Connor, D. Lewis","doi":"10.1145/2330601.2330630","DOIUrl":"https://doi.org/10.1145/2330601.2330630","url":null,"abstract":"Commons-based Peer Production is the process by which internet communities create media and software artefacts. Learning is integral to the success of these communities as it encourages contribution on an individual level, helps to build and sustain commitment on a group level and provides a means for adaption at an organisational level. While some communities have established ways to support organisational learning -- through a forum or thread reserved for community discussion -- few have investigated how more in-depth visual and analytic interfaces could help formalise this process. In this paper, we explore how social network visualisation can be used to encourage reflection and thus support organisational learning in online communities. We make the following contributions: First, we describe Commons-Based Peer Production, in terms of a socio-technical learning system that includes individual, group and organisational learning. Second, we present a novel visualisation environment that embeds social network visualisation in an asynchronous collaborative architecture. Third, we present results from an evaluation and discuss the potential for visualisation to support the process of organisational reflection in online communities.","PeriodicalId":311750,"journal":{"name":"Proceedings of the 2nd International Conference on Learning Analytics and Knowledge","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126908254","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

Network awareness tool - learning analytics in the workplace: detecting and analyzing informal workplace learning 网络意识工具——工作场所学习分析:检测和分析非正式的工作场所学习

Proceedings of the 2nd International Conference on Learning Analytics and Knowledge Pub Date : 2012-04-29 DOI: 10.1145/2330601.2330620

Schreurs Bieke, De Laat Maarten

{"title":"Network awareness tool - learning analytics in the workplace: detecting and analyzing informal workplace learning","authors":"Schreurs Bieke, De Laat Maarten","doi":"10.1145/2330601.2330620","DOIUrl":"https://doi.org/10.1145/2330601.2330620","url":null,"abstract":"This paper aims to contribute to the understanding of informal workplace learning in contemporary face-to-face and virtual environments. Informal learning is an important driver for professional development and workplace learning. However powerful informal learning may be, there is a problem when it comes to making it a real asset within organizations: Informal learning activities are mostly invisible to others, sometimes the learners themselves might not even be aware of the learning that occurs. As a consequence informal learning in organizations goes undetected, remains off the radar of HR departments and is therefore hard to asses, manage and value [1]. This problem poses an interesting challenge for the field of Learning Analytics, namely finding ways to capture and analyse traces of (social) informal learning in every day life and work networks. Therefore empirical research and tools are needed that can raise awareness about informal learning activities to make it surface the radar, amplify the benefits of it and strengthen the social relations through which it occurs. In this paper we introduce a tool that aims to facilitate exactly this and we hope to stimulate to widen the discussion on Learning Analytics by expanding the field from a predominantly educational focus to informal and workplace learning. In this paper we will discuss methodologies that Learning Analytics can draw upon to make informal learning more explicit and accessible to analyse and to share amongst professionals.","PeriodicalId":311750,"journal":{"name":"Proceedings of the 2nd International Conference on Learning Analytics and Knowledge","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123500283","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

Social learning analytics: five approaches 社会学习分析:五种方法

Proceedings of the 2nd International Conference on Learning Analytics and Knowledge Pub Date : 2012-04-29 DOI: 10.1145/2330601.2330616

Rebecca Ferguson, S. B. Shum

引用次数: 287

It's just about learning the multiplication table 这只是关于学习乘法表

Proceedings of the 2nd International Conference on Learning Analytics and Knowledge Pub Date : 2012-04-29 DOI: 10.1145/2330601.2330624

Martin Schön, Martin Ebner, Georg Kothmeier

{"title":"It's just about learning the multiplication table","authors":"Martin Schön, Martin Ebner, Georg Kothmeier","doi":"10.1145/2330601.2330624","DOIUrl":"https://doi.org/10.1145/2330601.2330624","url":null,"abstract":"One of the first and basic mathematical knowledge of school children is the multiplication table. At the age of 8 to 10 each child has to learn by training step by step, or more scientifically, by using a behavioristic learning concept. Due to this fact it can be mentioned that we know very well about the pedagogical approach, but on the other side there is rather less knowledge about the increase of step-by-step knowledge of the school children. In this publication we present some data documenting the fluctuation in the process of acquiring the multiplication tables. We report the development of an algorithm which is able to adapt the given tasks out of a given pool to unknown pupils. For this purpose a web-based application for learning the multiplication table was developed and then tested by children. Afterwards so-called learning curves of each child were drawn and analyzed by the research team as well as teachers carrying out interesting outcomes. Learning itself is maybe not as predictable as we know from pedagogical experiences, it is a very individualized process of the learners themselves. It can be summarized that the algorithm itself as well as the learning curves are very useful for studying the learning success. Therefore it can be concluded that learning analytics will become an important step for teachers and learners of tomorrow.","PeriodicalId":311750,"journal":{"name":"Proceedings of the 2nd International Conference on Learning Analytics and Knowledge","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126213007","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: 33

Learning analytics and higher education: ethical perspectives 学习分析与高等教育:伦理观点

Proceedings of the 2nd International Conference on Learning Analytics and Knowledge Pub Date : 2012-04-29 DOI: 10.1145/2330601.2330610

Sharon Slade, F. Galpin

引用次数: 13

The learning registry: building a foundation for learning resource analytics 学习注册表:为学习资源分析构建基础

Proceedings of the 2nd International Conference on Learning Analytics and Knowledge Pub Date : 2012-04-29 DOI: 10.1145/2330601.2330651

M. Bienkowski, J. Brecht, James Klo

引用次数: 22

Learning analytics for collaborative writing: a prototype and case study 协作写作的学习分析:一个原型和案例研究

Proceedings of the 2nd International Conference on Learning Analytics and Knowledge Pub Date : 2012-04-29 DOI: 10.1145/2330601.2330654

Brian J. McNely, P. Gestwicki, J. Hill, Philip Parli-Horne, Erika Johnson

{"title":"Learning analytics for collaborative writing: a prototype and case study","authors":"Brian J. McNely, P. Gestwicki, J. Hill, Philip Parli-Horne, Erika Johnson","doi":"10.1145/2330601.2330654","DOIUrl":"https://doi.org/10.1145/2330601.2330654","url":null,"abstract":"This paper explores the ways in which participants in writing intensive environments might use learning analytics to make productive interventions during, rather than after, the collaborative construction of written artifacts. Specifically, our work considered how university students learning in a knowledge work model---one that is collaborative, project-based, and that relies on consistent peer-to-peer interaction and feedback---might leverage learning analytics as formative assessment to foster metacognition and improve final deliverables. We describe Uatu, a system designed to visualize the real time contribution and edit history of collaboratively written documents. After briefly describing the technical details of this system, we offer initial findings from a fifteen week qualitative case study of 8 computer science students who used Uatu in conjunction with Google Docs while collaborating on a variety of writing and programming tasks. These findings indicate both the challenges and promise of delivering useful metrics for collaborative writing scenarios in academe and industry.","PeriodicalId":311750,"journal":{"name":"Proceedings of the 2nd International Conference on Learning Analytics and Knowledge","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131770733","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: 32