Proceedings of the Sixth International Conference on Learning Analytics & Knowledge最新文献_第2页

Benchmarking student performance and engagement in an early alert predictive system using interactive radar charts 在使用交互式雷达图的早期预警预测系统中对学生的表现和参与进行基准测试

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883940

Sandeep M. Jayaprakash, E. Lauría, Pritesh Gandhi, Dinesh Mendhe

引用次数: 4

Student affect during learning with a MOOC 学生在MOOC学习过程中的影响

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883960

John Dillon, G. Ambrose, N. Wanigasekara, Malolan Chetlur, Prasenjit Dey, Bikram Sengupta, S. D’Mello

引用次数: 10

Is the doer effect a causal relationship?: how can we tell and why it's important 实施者效应是因果关系吗?我们怎么知道，为什么它很重要

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883957

K. Koedinger, Elizabeth Mclaughlin, J. Z. Jia, Norman L. Bier

{"title":"Is the doer effect a causal relationship?: how can we tell and why it's important","authors":"K. Koedinger, Elizabeth Mclaughlin, J. Z. Jia, Norman L. Bier","doi":"10.1145/2883851.2883957","DOIUrl":"https://doi.org/10.1145/2883851.2883957","url":null,"abstract":"The \"doer effect\" is an association between the number of online interactive practice activities students' do and their learning outcomes that is not only statistically reliable but has much higher positive effects than other learning resources, such as watching videos or reading text. Such an association suggests a causal interpretation--more doing yields better learning--which requires randomized experimentation to most rigorously confirm. But such experiments are expensive, and any single experiment in a particular course context does not provide rigorous evidence that the causal link will generalize to other course content. We suggest that analytics of increasingly available online learning data sets can complement experimental efforts by facilitating more widespread evaluation of the generalizability of claims about what learning methods produce better student learning outcomes. We illustrate with analytics that narrow in on a causal interpretation of the doer effect by showing that doing within a course unit predicts learning of that unit content more than doing in units before or after. We also provide generalizability evidence across four different courses involving over 12,500 students that the learning effect of doing is about six times greater than that of reading.","PeriodicalId":343844,"journal":{"name":"Proceedings of the Sixth International Conference on Learning Analytics & Knowledge","volume":"02 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127241934","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: 54

Semantic visual analytics for today's programming courses 今天的编程课程的语义可视化分析

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883915

I-Han Hsiao, Sesha Kumar Pandhalkudi Govindarajan, Yi-ling Lin

引用次数: 16

Introduction of learning visualisations and metacognitive support in a persuadable open learner model 在可说服的开放式学习者模型中引入学习可视化和元认知支持

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883853

S. Bull, B. Ginon, Clelia Boscolo, Matthew D. Johnson

{"title":"Introduction of learning visualisations and metacognitive support in a persuadable open learner model","authors":"S. Bull, B. Ginon, Clelia Boscolo, Matthew D. Johnson","doi":"10.1145/2883851.2883853","DOIUrl":"https://doi.org/10.1145/2883851.2883853","url":null,"abstract":"This paper describes open learner models as visualisations of learning for learners, with a particular focus on how information about their learning can be used to help them reflect on their skills, identify gaps in their skills, and plan their future learning. We offer an approach that, in addition to providing visualisations of their learning, allows learners to propose changes to their learner model. This aims to help improve the accuracy of the learner model by taking into account student viewpoints on their learning, while also promoting learner reflection on their learning as part of a discussion of the content of their learner model. This aligns well with recent calls for learning analytics for learners. Building on previous research showing that learners will use open learner models, we here investigate their initial reactions to open learner model features to identify the likelihood of uptake in contexts where an open learner model is offered on an optional basis. We focus on university students' perceptions of a range of visualisations and their stated preferences for a facility to view evidence for the learner model data and to propose changes to the values.","PeriodicalId":343844,"journal":{"name":"Proceedings of the Sixth International Conference on Learning Analytics & Knowledge","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123483679","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: 63

Ethical and privacy issues in the design of learning analytics applications 学习分析应用程序设计中的道德和隐私问题

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883933

H. Drachsler, T. Hoel, A. Cooper, G. Kismihók, Alan Berg, Maren Scheffel, Weiqin Chen, Rebecca Ferguson

引用次数: 7

Educational data mining with Python and Apache spark: a hands-on tutorial 使用Python和Apache spark进行教育数据挖掘:实践教程

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883857

L. Agnihotri, Shirin Mojarad, N. Lewkow, Alfred Essa

{"title":"Educational data mining with Python and Apache spark: a hands-on tutorial","authors":"L. Agnihotri, Shirin Mojarad, N. Lewkow, Alfred Essa","doi":"10.1145/2883851.2883857","DOIUrl":"https://doi.org/10.1145/2883851.2883857","url":null,"abstract":"Enormous amount of educational data has been accumulated through Massive Open Online Courses (MOOCs), as well as commercial and non-commercial learning platforms. This is in addition to the educational data released by US government since 2012 to facilitate disruption in education by making data freely available. The high volume, variety and velocity of collected data necessitate use of big data tools and storage systems such as distributed databases for storage and Apache Spark for analysis. This tutorial will introduce researchers and faculty to real-world applications involving data mining and predictive analytics in learning sciences. In addition, the tutorial will introduce statistics required to validate and accurately report results. Topics will cover how big data is being used to transform education. Specifically, we will demonstrate how exploratory data analysis, data mining, predictive analytics, machine learning, and visualization techniques are being applied to educational big data to improve learning and scale insights driven from millions of student's records. The tutorial will be held over a half day and will be hands on with pre-posted material. Due to the interdisciplinary nature of work, the tutorial appeals to researchers from a wide range of backgrounds including big data, predictive analytics, learning sciences, educational data mining, and in general, those interested in how big data analytics can transform learning. As a prerequisite, attendees are required to have familiarity with at least one programming language.","PeriodicalId":343844,"journal":{"name":"Proceedings of the Sixth International Conference on Learning Analytics & Knowledge","volume":"38 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115637831","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: 5

Real-time indicators and targeted supports: using online platform data to accelerate student learning 实时指标和针对性支持:利用在线平台数据加速学生学习

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883942

Ouajdi Manai, H. Yamada, Christopher A. Thorn

引用次数: 3

Multimodal analytics to study collaborative problem solving in pair programming 研究结对编程中协同问题解决的多模态分析

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883877

Shuchi Grover, M. Bienkowski, Amir Tamrakar, Behjat Siddiquie, David A. Salter, Ajay Divakaran

引用次数: 47

Interactive surfaces and learning analytics: data, orchestration aspects, pedagogical uses and challenges 交互界面和学习分析:数据、编排方面、教学用途和挑战

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883873

Roberto Martínez Maldonado, Bertrand Schneider, Sven Charleer, S. B. Shum, J. Klerkx, E. Duval

{"title":"Interactive surfaces and learning analytics: data, orchestration aspects, pedagogical uses and challenges","authors":"Roberto Martínez Maldonado, Bertrand Schneider, Sven Charleer, S. B. Shum, J. Klerkx, E. Duval","doi":"10.1145/2883851.2883873","DOIUrl":"https://doi.org/10.1145/2883851.2883873","url":null,"abstract":"The proliferation of varied types of multi-user interactive surfaces (such as digital whiteboards, tabletops and tangible interfaces) is opening a new range of applications in face-to-face (f2f) contexts. They offer unique opportunities for Learning Analytics (LA) by facilitating multi-user sensemaking of automatically captured digital footprints of students' f2f interactions. This paper presents an analysis of current research exploring learning analytics associated with the use of surface devices. We use a framework to analyse our first-hand experiences, and the small number of related deployments according to four dimensions: the orchestration aspects involved; the phases of the pedagogical practice that are supported; the target actors; and the levels of iteration of the LA process. The contribution of the paper is twofold: 1) a synthesis of conclusions that identify the degree of maturity, challenges and pedagogical opportunities of the existing applications of learning analytics and interactive surfaces; and 2) an analysis framework that can be used to characterise the design space of similar areas and LA applications.","PeriodicalId":343844,"journal":{"name":"Proceedings of the Sixth International Conference on Learning Analytics & Knowledge","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115006884","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: 35