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ORCID3rd LAK 2013: Leuven, Belgium
- Dan Suthers, Katrien Verbert:
Third Conference on Learning Analytics and Knowledge, LAK '13, Leuven, Belgium, April 8-12, 2013. ACM 2013, ISBN 978-1-4503-1785-6
Reflections on learning analytics
- Dan Suthers, Katrien Verbert
:
Learning analytics as a "middle space". 1-4 - Nicolas Balacheff, Kristine Lund:
Multidisciplinarity vs. Multivocality, the case of "learning analytics". 5-13
Visualization to support awareness and reflection
- José Luís Santos, Katrien Verbert, Sten Govaerts, Erik Duval:
Addressing learner issues with StepUp!: an evaluation. 14-22 - Verónica Rivera-Pelayo, Johannes Munk, Valentin Zacharias, Simone Braun:
Live interest meter: learning from quantified feedback in mass lectures. 23-27
Social network analysis and visualization
- Eleni Koulocheri, Michalis Nik Xenos:
Considering formal assessment in learning analytics within a PLE: the HOU2LEARN case. 28-32 - Bieke Schreurs, Chris Teplovs, Rebecca Ferguson, Maarten de Laat, Simon Buckingham Shum:
Visualizing social learning ties by type and topic: rationale and concept demonstrator. 33-37
Communication and collaboration
- Vilaythong Southavilay, Kalina Yacef, Peter Reimann, Rafael A. Calvo:
Analysis of collaborative writing processes using revision maps and probabilistic topic models. 38-47 - Alyssa Friend Wise, Yuting Zhao, Simone Nicole Hausknecht:
Learning analytics for online discussions: a pedagogical model for intervention with embedded and extracted analytics. 48-56 - Bjorn Levi Gunnarsson, Richard Alterman:
Understanding promotions in a case study of student blogging. 57-65
Discourse analytics
- Iassen Halatchliyski, Tobias Hecking, Tilman Göhnert, Heinz Ulrich Hoppe:
Analyzing the flow of ideas and profiles of contributors in an open learning community. 66-74 - Simon Knight, Simon Buckingham Shum, Karen Littleton:
Epistemology, pedagogy, assessment and learning analytics. 75-84 - Rebecca Ferguson, Zhongyu Wei, Yulan He, Simon Buckingham Shum:
An evaluation of learning analytics to identify exploratory dialogue in online discussions. 85-93
Behavior analysis
- Marcelo Worsley, Paulo Blikstein:
Towards the development of multimodal action based assessment. 94-101 - Paulo Blikstein:
Multimodal learning analytics. 102-106 - Bertrand Schneider, Sami Abu-El-Haija, Jim Reesman, Roy Pea:
Toward collaboration sensing: applying network analysis techniques to collaborative eye-tracking data. 107-111 - Pedro J. Muñoz Merino, José A. Ruipérez Valiente, Carlos Delgado Kloos:
Inferring higher level learning information from low level data for the Khan Academy platform. 112-116
Affect analytics
- Zachary A. Pardos, Ryan Shaun Joazeiro de Baker, Maria Ofelia Clarissa Z. San Pedro, Sujith M. Gowda, Supreeth M. Gowda:
Affective states and state tests: investigating how affect throughout the school year predicts end of year learning outcomes. 117-124 - Ravi K. Vatrapu, Peter Reimann, Susan Bull, Matthew D. Johnson:
An eye-tracking study of notational, informational, and emotional aspects of learning analytics representations. 125-134
Predictive analytics
- June Ahn:
What can we learn from Facebook activity?: using social learning analytics to observe new media literacy skills. 135-144 - Annika Wolff, Zdenek Zdráhal, Andriy Nikolov, Michal Pantucek:
Improving retention: predicting at-risk students by analysing clicking behaviour in a virtual learning environment. 145-149 - Eitel J. M. Lauría, Erik W. Moody, Sandeep M. Jayaprakash, Nagamani Jonnalagadda, Joshua D. Baron:
Open academic analytics initiative: initial research findings. 150-154
Sequence analytics
- Mathieu d'Aquin, Nicolas Jay:
Interpreting data mining results with linked data for learning analytics: motivation, case study and directions. 155-164 - Taylor Martin, Ani Aghababyan, Jay Pfaffman, Jenna Olsen, Stephanie Baker Peacock, Philip Janisiewicz, Rachel S. Phillips, Carmen Petrick Smith:
Nanogenetic learning analytics: illuminating student learning pathways in an online fraction game. 165-169
MOOCs
- René F. Kizilcec, Chris Piech, Emily Schneider:
Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. 170-179 - Negin Mirriahi, Shane Dawson:
The pairing of lecture recording data with assessment scores: a method of discovering pedagogical impact. 180-184 - Doug Clow:
MOOCs and the funnel of participation. 185-189
Assessment
- Michael A. Sao Pedro, Ryan Shaun Joazeiro de Baker, Janice D. Gobert:
What different kinds of stratification can reveal about the generalizability of data-mined skill assessment models. 190-194 - Ioannis Dimopoulos, Ourania Petropoulou, Symeon Retalis:
Assessing students' performance using the learning analytics enriched rubrics. 195-199 - James Segedy, Kirk M. Loretz, Gautam Biswas:
Model-driven assessment of learners in open-ended learning environments. 200-204 - Dirk T. Tempelaar, André Heck, Hans Cuypers, Henk van der Kooij, Evert van de Vrie:
Formative assessment and learning analytics. 205-209
Supporting teachers
- Carlos Monroy, Virginia Snodgrass Rangel, Reid Whitaker:
STEMscopes: contextualizing learning analytics in a K-12 science curriculum. 210-219 - Anna Lea Dyckhoff, Vlatko Lukarov, Arham Muslim, Mohamed Amine Chatti, Ulrik Schroeder:
Supporting action research with learning analytics. 220-229 - Vanessa Camilleri, Sara de Freitas, Matthew Montebello, Paul McDonagh-Smith:
A case study inside virtual worlds: use of analytics for immersive spaces. 230-234
Challenges
- Steven Lonn, Stephen Aguilar, Stephanie D. Teasley:
Issues, challenges, and lessons learned when scaling up a learning analytics intervention. 235-239 - Paul Prinsloo, Sharon Slade:
An evaluation of policy frameworks for addressing ethical considerations in learning analytics. 240-244 - Katja Niemann, Martin Wolpers, Giannis Stoitsis, Georgios Chinis, Nikos Manouselis:
Aggregating social and usage datasets for learning analytics: data-oriented challenges. 245-249
Analytic architectures
- Dominik Renzel, Ralf Klamma:
From micro to macro: analyzing activity in the ROLE Sandbox. 250-254 - Andreas Harrer:
Analytics of collaborative planning in Metafora: architecture, data, and analytic methods. 255-259
Design briefings
- Caitlin Holman, Stephen Aguilar, Barry J. Fishman:
GradeCraft: what can we learn from a game-inspired learning management system? 260-264 - Mirko Raca, Pierre Dillenbourg:
System for assessing classroom attention. 265-269 - James D. Slotta, Mike Tissenbaum, Michelle Lui:
Orchestrating of complex inquiry: three roles for learning analytics in a smart classroom infrastructure. 270-274
Panels
- Linda Baer, Ann Hill Duin, Donald M. Norris, Robert Brodnick:
Crafting transformative strategies for personalized learning/analytics. 275-277 - Simon Buckingham Shum, Martin Hawksey, Ryan Shaun Joazeiro de Baker, Naomi Jeffery, John T. Behrens, Roy Pea:
Educational data scientists: a scarce breed. 278-281
Workshops
- Simon Buckingham Shum, Maarten de Laat, Anna De Liddo, Rebecca Ferguson, Paul A. Kirschner, Andrew Ravenscroft, Ágnes Sándor, Denise Whitelock:
DCLA13: 1st International Workshop on Discourse-Centric Learning Analytics. 282 - Michail N. Giannakos, Konstantinos Chorianopoulos, Marco Ronchetti, Peter Szegedi, Stephanie D. Teasley:
Analytics on video-based learning. 283-284 - Miguel-Ángel Sicilia, Xavier Ochoa, Giannis Stoitsis, Joris Klerkx:
Learning object analytics for collections, repositories & federations. 285-286 - Ravi K. Vatrapu, Peter Reimann, Wolfgang Halb, Susan Bull:
Second International Workshop on Teaching Analytics. 287-289
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