Proceedings of the 8th International Conference on Learning Analytics and Knowledge最新文献_第2页

The teacher in the loop: customizing multimodal learning analytics for blended learning 循环中的教师:为混合式学习定制多模式学习分析

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170364

M. Rodríguez-Triana, L. Prieto, A. Martínez-Monés, Juan I. Asensio-Pérez, Y. Dimitriadis

{"title":"The teacher in the loop: customizing multimodal learning analytics for blended learning","authors":"M. Rodríguez-Triana, L. Prieto, A. Martínez-Monés, Juan I. Asensio-Pérez, Y. Dimitriadis","doi":"10.1145/3170358.3170364","DOIUrl":"https://doi.org/10.1145/3170358.3170364","url":null,"abstract":"In blended learning scenarios, evidence needs to be gathered from digital and physical spaces to obtain a more complete view of the teaching and learning processes. However, these scenarios are highly heterogeneous, and the varying data sources available in each particular context can condition the accuracy, relevance, interpretability and actionability of the Learning Analytics (LA) solutions, affecting also the user's sense of agency and trust in such solutions. To aid stakeholders in making use of learning analytics, we propose a process to involve teachers in customizing multimodal LA (MMLA) solutions, adapting them to their particular blended learning situation (e.g., identifying relevant data sources and metrics). Since measuring the added value of adopting an LA solution is not straightforward, we also propose a concrete method for doing so. The results obtained from two case studies in authentic, blended computer-supported collaborative learning settings show an improvement in the sensitivity and F1 scores of the customized MMLA solution. Aside from these quantitative improvements, participant teachers reported both an increment in the effort involved, but also increased relevance, understanding and actionability of the results.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131207394","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: 40

Discovery and temporal analysis of latent study patterns in MOOC interaction sequences MOOC交互序列中潜在学习模式的发现与时间分析

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170388

Mina Shirvani Boroujeni, P. Dillenbourg

{"title":"Discovery and temporal analysis of latent study patterns in MOOC interaction sequences","authors":"Mina Shirvani Boroujeni, P. Dillenbourg","doi":"10.1145/3170358.3170388","DOIUrl":"https://doi.org/10.1145/3170358.3170388","url":null,"abstract":"Capturing students' behavioral patterns through analysis of sequential interaction logs is an important task in educational data mining and could enable more effective and personalized support during the learning processes. This study aims at discovery and temporal analysis of learners' study patterns in MOOC assessment periods. We propose two different methods to achieve this goal. First, following a hypothesis-driven approach, we identify learners' study patterns based on their interaction with lectures and assignments. Through clustering of study pattern sequences, we capture different longitudinal activity profiles among learners and describe their properties. Second, we propose a temporal clustering pipeline for unsupervised discovery of latent patterns in learners' interaction data. We model and cluster activity sequences at each time step and perform cluster matching to enable tracking learning behaviours over time. Our proposed pipeline is general and applicable in different learning environments such as MOOC and ITS. Moreover, it allows for modeling and temporal analysis of interaction data at different levels of actions granularity and time resolution. We demonstrate the application of this method for detecting latent study patterns in a MOOC course.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130140383","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: 44

Physical learning analytics: a multimodal perspective 物理学习分析:多模态视角

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170379

Roberto Martínez Maldonado, Vanessa Echeverría, O. Santos, Augusto Dias Pereira dos Santos, K. Yacef

引用次数: 50

Analytics-enabled teaching as design: reconceptualisation and call for research 作为设计的分析教学:重新概念化和对研究的呼吁

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170390

Sakinah S. J. Alhadad, K. Thompson, Simon Knight, Melinda J. Lewis, J. Lodge

{"title":"Analytics-enabled teaching as design: reconceptualisation and call for research","authors":"Sakinah S. J. Alhadad, K. Thompson, Simon Knight, Melinda J. Lewis, J. Lodge","doi":"10.1145/3170358.3170390","DOIUrl":"https://doi.org/10.1145/3170358.3170390","url":null,"abstract":"As a human-centred educational practice and field of research, learning analytics must account for key stakeholders in teaching and learning. The focus of this paper is on the role of institutions to support teachers to incorporate learning analytics into their practice by understanding the confluence of internal and external factors that influence what they do. In this paper, we reconceptualise `teaching as design' for `analytics-enabled teaching as design' to shape this discussion to allow for the consideration of external factors, such as professional learning or ethical considerations of student data, as well as personal considerations, such as data literacy and teacher beliefs and identities. In order to address the real-world challenges of progressing teachers' efficacy and capacity toward analytics-enabled teaching as design, we have placed the teacher - as a cognitive, social, and emotional being - at the center. In so doing, we discuss potential directions towards research for practice in elucidating underpinning factors of teacher inquiry in the process of authentic design.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134245085","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

Understand students' self-reflections through learning analytics 通过学习分析了解学生的自我反思

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170374

Vitomir Kovanovíc, Srécko Joksimovíc, Negin Mirriahi, Ellen Blaine, D. Gašević, George Siemens, S. Dawson

引用次数: 59

Running out of STEM: a comparative study across STEM majors of college students at-risk of dropping out early 耗尽STEM:一项针对有提前辍学风险的STEM专业大学生的比较研究

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170410

Yujing Chen, A. Johri, H. Rangwala

{"title":"Running out of STEM: a comparative study across STEM majors of college students at-risk of dropping out early","authors":"Yujing Chen, A. Johri, H. Rangwala","doi":"10.1145/3170358.3170410","DOIUrl":"https://doi.org/10.1145/3170358.3170410","url":null,"abstract":"Higher education institutions in the United States and across the Western world face a critical problem of attrition of college students and this problem is particularly acute within the Science, Technology, Engineering, and Mathematics (STEM) fields. Students are especially vulnerable in the initial years of their academic programs; more than 60% of the dropouts occur in the first two years. Therefore, early identification of at-risk students is crucial for a focused intervention if institutions are to support students towards completion. In this paper we developed and evaluated a survival analysis framework for the early identification of students at the risk of dropping out. We compared the performance of survival analysis approaches to other machine learning approaches including logistic regression, decision trees and boosting. The proposed methods show good performance for early prediction of at-risk students and are also able to predict when a student will dropout with high accuracy. We performed a comparative analysis of nine different majors with varying levels of academic rigor, challenge and student body. This study enables advisors and university administrators to intervene in advance to improve student retention.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125398518","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: 61

The half-life of MOOC knowledge: a randomized trial evaluating knowledge retention and retrieval practice in MOOCs MOOC知识的半衰期:一项评估MOOC知识保留和检索实践的随机试验

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170383

Dan Davis, René F. Kizilcec, C. Hauff, G. Houben

{"title":"The half-life of MOOC knowledge: a randomized trial evaluating knowledge retention and retrieval practice in MOOCs","authors":"Dan Davis, René F. Kizilcec, C. Hauff, G. Houben","doi":"10.1145/3170358.3170383","DOIUrl":"https://doi.org/10.1145/3170358.3170383","url":null,"abstract":"Retrieval practice has been established in the learning sciences as one of the most effective strategies to facilitate robust learning in traditional classroom contexts. The cognitive theory underpinning the \"testing effect\" states that actively recalling information is more effective than passively revisiting materials for storing information in long-term memory. We document the design, deployment, and evaluation of an Adaptive Retrieval Practice System (ARPS) in a MOOC. This push-based system leverages the testing effect to promote learner engagement and achievement by intelligently delivering quiz questions from prior course units to learners throughout the course. We conducted an experiment in which learners were randomized to receive ARPS in a MOOC to track their performance and behavior compared to a control group. In contrast to prior literature, we find no significant effect of retrieval practice in this MOOC environment. In the treatment condition, passing learners engaged more with ARPS but exhibited similar levels of knowledge retention as non-passing learners.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114614172","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

Rethinking learning analytics adoption through complexity leadership theory 从复杂性领导理论再思考学习分析的采用

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170375

S. Dawson, Oleksandra Poquet, C. Colvin, Tim Rogers, A. Pardo, D. Gašević

{"title":"Rethinking learning analytics adoption through complexity leadership theory","authors":"S. Dawson, Oleksandra Poquet, C. Colvin, Tim Rogers, A. Pardo, D. Gašević","doi":"10.1145/3170358.3170375","DOIUrl":"https://doi.org/10.1145/3170358.3170375","url":null,"abstract":"Despite strong interest in learning analytics (LA), adoption at a large-scale organizational level continues to be problematic. This may in part be due to the lack of acknowledgement of existing conceptual LA models to operationalize how key adoption dimensions interact to inform the realities of the implementation process. This paper proposes the framing of LA adoption in complexity leadership theory (CLT) to study the overarching system dynamics. The framing is empirically validated in a study analysing interviews with senior staff in Australian universities (n=32). The results were coded for several adoption dimensions including leadership, governance, staff development, and culture. The coded data were then analysed with latent class analysis. The results identified two classes of universities that either i) followed an instrumental approach to adoption - typically top-down leadership, large scale project with high technology focus yet demonstrating limited staff uptake; or ii) were characterized as emergent innovators - bottom up, strong consultation process, but with subsequent challenges in communicating and scaling up innovations. The results suggest there is a need to broaden the focus of research in LA adoption models to move on from small-scale course/program levels to a more holistic and complex organizational level.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129307931","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

A diagnostic tool for competency-based program engineering 基于能力的程序工程诊断工具

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170402

G. Durand, Cyril Goutte, N. Belacel, Y. Bouslimani, Serge Léger

引用次数: 4

Reciprocal peer recommendation for learning purposes 以学习为目的的相互同伴推荐

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170400

Boyd A. Potts, Hassan Khosravi, C. Reidsema, Aneesha Bakharia, Mark Belonogoff, M. Fleming

{"title":"Reciprocal peer recommendation for learning purposes","authors":"Boyd A. Potts, Hassan Khosravi, C. Reidsema, Aneesha Bakharia, Mark Belonogoff, M. Fleming","doi":"10.1145/3170358.3170400","DOIUrl":"https://doi.org/10.1145/3170358.3170400","url":null,"abstract":"Larger student intakes by universities and the rise of education through Massive Open Online Courses has led to less direct contact time with teaching staff for each student. One potential way of addressing this contact deficit is to invite learners to engage in peer learning and peer support; however, without technological support they may be unable to discover suitable peer connections that can enhance their learning experience. Two different research subfields with ties to recommender systems provide partial solutions to this problem. Reciprocal recommender systems provide sophisticated filtering techniques that enable users to connect with one another. To date, however, the main focus of reciprocal recommender systems has been on providing recommendation in online dating sites. Recommender systems for technology enhanced learning have employed and tailored exemplary recommenders towards use in education, with a focus on recommending learning content rather than other users. In this paper, we first discuss the importance of supporting peer learning and the role recommending reciprocal peers can play in educational settings. We then introduce our open-source course-level recommendation platform called RiPPLE that has the capacity to provide reciprocal peer recommendation. The proposed reciprocal peer recommender algorithm is evaluated against key criteria such as scalability, reciprocality, coverage, and quality and shows improvement over a baseline recommender. Primary results indicate that the system can help learners connect with peers based on their knowledge gaps and reciprocal preferences, with designed flexibility to address key limitations of existing algorithms identified in the literature.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126725625","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: 25