Proceedings of the 8th International Conference on Learning Analytics and Knowledge最新文献_第6页

Supporting teachers' intervention in students' virtual collaboration using a network based model 使用基于网络的模型支持教师对学生虚拟协作的干预

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170394

Tiffany Herder, Z. Swiecki, Simon Skov Fougt, A. Tamborg, B. Allsopp, D. Shaffer, Morten Misfeldt

引用次数: 19

A qualitative evaluation of a learning dashboard to support advisor-student dialogues 对支持导师与学生对话的学习仪表板进行定性评估

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170417

Martijn Millecamp, Francisco Gutiérrez, Sven Charleer, K. Verbert, T. Laet

{"title":"A qualitative evaluation of a learning dashboard to support advisor-student dialogues","authors":"Martijn Millecamp, Francisco Gutiérrez, Sven Charleer, K. Verbert, T. Laet","doi":"10.1145/3170358.3170417","DOIUrl":"https://doi.org/10.1145/3170358.3170417","url":null,"abstract":"This paper presents an evaluation of a learning dashboard that supports the dialogue between a student and a study advisor. The dashboard was designed, developed, and evaluated in collaboration with study advisers. To ensure scalability to other contexts, the dashboard uses data that is commonly available at any higher education institute. It visualizes the grades of the student, an overview of the progress through the year, his/her position in comparison with peers, sliders to plan the next years and a prediction of the length of the bachelor program for this student in years based on historic data. The dashboard was deployed at KU Leuven, Belgium and used in September 2017 to support 224 sessions between students and study advisers. We observed twenty of these conversations. We also collected feedback from 101 students with questionnaires. Results of our observations indicate that the dashboard primarily triggers insights at the beginning of a conversation. The number of insights and the level of these insights (factual, interpretative and reflective) depends on the context of the conversation. Most insights were triggered in conversations with students doubting to continue the program, indicating that our dashboard is useful to support difficult decision-making processes.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"9 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":"128638866","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: 26

Finding traces of self-regulated learning in activity streams 在活动流中寻找自我调节学习的痕迹

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170381

Analía Cicchinelli, Eduardo Veas, A. Pardo, Viktoria Pammer-Schindler, Angela Fessl, Carla Barreiros, Stefanie N. Lindstädt

引用次数: 72

Investigating learning strategies in a dispositional learning analytics context: the case of worked examples 在性格学习分析的背景下调查学习策略:工作实例的情况

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170385

Dirk T. Tempelaar, B. Rienties, Quan Nguyen

引用次数: 16

A framework for developing metrics of youth engagement in informal learning environments 制定青年参与非正式学习环境指标的框架

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170393

Denise C. Nacu, J. Baltes, T. Hamid, Jonathan F. Gemmell, Nichole Pinkard

引用次数: 3

The pragmatic maxim as learning analytics research method 语用格言作为学习分析的研究方法

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170384

Andrew Gibson, Charles Lang

引用次数: 9

Studying MOOC completion at scale using the MOOC replication framework 使用MOOC复制框架研究大规模的MOOC完成

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170369

J. M. Andres, R. Baker, D. Gašević, George Siemens, S. Crossley, Srécko Joksimovíc

{"title":"Studying MOOC completion at scale using the MOOC replication framework","authors":"J. M. Andres, R. Baker, D. Gašević, George Siemens, S. Crossley, Srécko Joksimovíc","doi":"10.1145/3170358.3170369","DOIUrl":"https://doi.org/10.1145/3170358.3170369","url":null,"abstract":"Research on learner behaviors and course completion within Massive Open Online Courses (MOOCs) has been mostly confined to single courses, making the findings difficult to generalize across different data sets and to assess which contexts and types of courses these findings apply to. This paper reports on the development of the MOOC Replication Framework (MORF), a framework that facilitates the replication of previously published findings across multiple data sets and the seamless integration of new findings as new research is conducted or new hypotheses are generated. In the proof of concept presented here, we use MORF to attempt to replicate 15 previously published findings across 29 iterations of 17 MOOCs. The findings indicate that 12 of the 15 findings replicated significantly across the data sets, and that two findings replicated significantly in the opposite direction. MORF enables larger-scale analysis of MOOC research questions than previously feasible, and enables researchers around the world to conduct analyses on huge multi-MOOC data sets without having to negotiate access to data.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"5 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":"129144808","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: 39

The complexities of developing a personal code of ethics for learning analytics practitioners: implications for institutions and the field 为学习分析从业者制定个人道德准则的复杂性:对机构和领域的影响

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170396

Charles Lang, Leah P. Macfadyen, Sharon Slade, P. Prinsloo, Niall Sclater

{"title":"The complexities of developing a personal code of ethics for learning analytics practitioners: implications for institutions and the field","authors":"Charles Lang, Leah P. Macfadyen, Sharon Slade, P. Prinsloo, Niall Sclater","doi":"10.1145/3170358.3170396","DOIUrl":"https://doi.org/10.1145/3170358.3170396","url":null,"abstract":"In this paper we explore the potential role, value and utility of a personal code of ethics (COE) for learning analytics practitioners, and in particular we consider whether such a COE might usefully mediate individual actions and choices in relation to a more abstract institutional COE. While several institutional COEs now exist, little attention has been paid to detailing the ethical responsibilities of individual practitioners. To investigate the problems associated with developing and implementing a personal COE, we drafted an LA Practitioner COE based on other professional codes, and invited feedback from a range of learning analytics stakeholders and practitioners: ethicists, students, researchers and technology executives. Three main themes emerged from their reflections: 1. A need to balance real world demands with abstract principles, 2. The limits to individual accountability within the learning analytics space, and 3. The continuing value of debate around an aspirational code of ethics within the field of learning analytics.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"21 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":"132402788","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

Prospectively predicting 4-year college graduation from student applications 从学生申请中预测四年制大学毕业情况

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170395

Stephen Hutt, Margo Gardener, Donald Kamentz, A. Duckworth, S. D’Mello

引用次数: 23

Recurrence quantification analysis as a method for studying text comprehension dynamics 递归量化分析作为研究文本理解动态的方法

Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-01 DOI: 10.1145/3170358.3170407

A. Likens, Kathryn S. McCarthy, L. Allen, D. McNamara

{"title":"Recurrence quantification analysis as a method for studying text comprehension dynamics","authors":"A. Likens, Kathryn S. McCarthy, L. Allen, D. McNamara","doi":"10.1145/3170358.3170407","DOIUrl":"https://doi.org/10.1145/3170358.3170407","url":null,"abstract":"Self-explanations are commonly used to assess on-line reading comprehension processes. However, traditional methods of analysis ignore important temporal variations in these explanations. This study investigated how dynamical systems theory could be used to reveal linguistic patterns that are predictive of self-explanation quality. High school students (n = 232) generated self-explanations while they read a science text. Recurrence Plots were generated to show qualitative differences in students' linguistic sequences that were later quantified by indices derived by Recurrence Quantification Analysis (RQA). To predict self-explanation quality, RQA indices, along with summative measures (i.e., number of words, mean word length, and type-token ration) and general reading ability, served as predictors in a series of regression models. Regression analyses indicated that recurrence in students' self-explanations significantly predicted human rated self-explanation quality, even after controlling for summative measures of self-explanations, individual differences, and the text that was read (R2 = 0.68). These results demonstrate the utility of RQA in exposing and quantifying temporal structure in student's self-explanations. Further, they imply that dynamical systems methodology can be used to uncover important processes that occur during comprehension.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133836165","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