[edm-announce] CfP: 1st International Conference Learning Analytics & Knowledge
- From: Dragan Gasevic <dgasevic@xxxxxxx>
- To: edm-announce <edm-announce@xxxxxxxxxxxxx>
- Date: Mon, 13 Sep 2010 10:28:08 -0700
Call for Papers
1st International Conference Learning Analytics & Knowledge
February 27-March 1, 2011, Banff, Alberta, Canada
https://tekri.athabascau.ca/analytics/
Sponsored by Athabasca University (Canada) and University of
Queensland (Australia)
In partnership with EDUCAUSE
Publication of accepted conference papers in Springer's LNCS volume
(pending approval)
A special issue in a leading international journal planned.
Facebook group: http://www.facebook.com/#!/group.php?gid=143068632401312
LinkedIn group:
http://www.linkedin.com/groups?about=&gid=3392364&trk=anet_ug_grppro
LinkedIn event:
http://events.linkedin.com/1st-International-Conference-Learning/pub/420070
TEL Europe group:
http://www.teleurope.eu/pg/groups/46191/1st-international-conference-on-learning-analytics-and-knowledge/
Scope
The growth of data surpasses the ability of organizations to make
sense of it. This concern is particularly pronounced in relation to
knowledge, teaching, and learning. Learning institutions and
corporations make little use of the data learners "throw off" in the
process of accessing learning materials, interacting with educators
and peers, and creating new content. In an age where educational
institutions are under growing pressure to reduce costs and increase
efficiency, analytics promises to be an important lens through which
to view and plan for change at course and institutions levels.
Corporations face pressure for increased competitiveness and
productivity, a challenge that requires important contributions in
organizational capacity building from work place and informal
learning. Learning analytics can play a role in highlighting the
development of employees through their learning activities. In
enterprise settings, information flow and social interactions can
yield novel insights into organizational effectiveness and capacity to
address new challenges or adapt rapidly when unanticipated event
arise. Thirdly, as we witness the expansion of learning and knowledge
work beyond formal institutional boundaries, myriad platforms in the
cloud hosting the activity of individuals will be providing/exchanging
analytics.
Advances in knowledge modeling and representation, the semantic web,
data mining, analytics, and open data form a foundation for new models
of knowledge development and analysis. The technical complexity of
this nascent field is paralleled by a transition within the full
spectrum of learning (education, work place learning, informal
learning) to social, networked learning. These technical, pedagogical,
and social domains must be brought into dialogue with each other to
ensure that interventions and organizational systems serve the needs
of all stakeholders.
Learning Analytics 2011 will focus on integrating the technical and
the social/pedagogical dimensions of learning analytics.
Topics
Learning analytics is the measurement, collection, analysis and
reporting of data about learners and their contexts, for purposes of
understanding and optimising learning and the environments in which it
occurs. Conference organizers are seeking submissions that cover
various topics related to learning analytics including (but not
limited to):
Technical
* Software development and use in analytics
* The role of knowledge representation and ontologies in learning analytics
* The semantic web and linked data: meaning in connections
* Data mining in learning analytics
* Artificial intelligence in learning analytics
* Internet of things (sensors) and learning applications
* "Big Data" applications and opportunities in learning and education
* Latent semantic analysis/natural language processing
* Attention metadata
* Architecture of learning environments and implications to
learning analytics
* Software needed to advance learning analytics as a field
Application
* Visualization: data, learner networks, conceptual knowledge
* Predictive applications of data
* Interventions based on analytics
* Social and technical systems to manage information abundance
* Personalization and adaptivity in the learning process
* Corporate and higher education case studies of learning analytics
* Learning analytics for intelligent tutoring systems
* Open data: data access for learners
* Harmonizing individual learning with organizational learning
* Importing insights for existing analytics
* Use of learning analytics in centralized (learning management
systems) and decentralized (personal learning environments) settings
Conceptual & Pedagogical
* The relationship between learning analytics and existing
theories and approaches (such as pedagogical models and learning
sciences)
* Social network analysis
* Cognitive modelling
* Harnessing the power of context and location aware systems
* Informal learning: integrating learning and knowledge systems
* Privacy & ethics in learning analytics
* The influence of analytics on designing for learning
* The influence of analytics on delivery and support of learning
Paper Categories
The following types of original papers are solicited:
* Research papers: These should report a substantial research
contribution to learning analytics or the application of analytics.
Full paper submissions should not exceed 20 pages.
* Vision or conceptual papers: These may describe interesting,
visionary, or thought-provoking concepts that are not yet fully
developed or evaluated, make an initial contribution to challenging
research issues in learning analytics. These papers should not exceed
10 pages.
* Mini-tutorial papers: Learning analytics is a young field of
research with contributions from technical, social, and pedagogical
domains. As such, there is a need for illustrations, examples, and
cross-discipline discussion to unite these domains. Mini-tutorials are
solicited that provide discussion points for mapping common ideas
between related and complementary research topics of learning
analytics. A mini-tutorial submission should be between 15 and 20
pages.
* Tool demonstration papers: Learning analytics focuses on new
technologies and tools. As a result, we seek papers that present
software tools related to the field of learning analytics. These
papers will accompany a tool demonstration to be given at the
conference. These papers must not exceed 10 pages. The selection
criteria include the originality of the tool, its innovative aspects,
the relevance of the tool to learning analytics, and the maturity of
the tool.
Paper Submission and Publication
All the accepted papers will be published in a post proceedings open
volume in Springer's Lecture Notes in Computer Science series (pending
Springer's approval). Selected and revised papers will be published in
a special issue of a leading international journal.
Please submit papers through Learning Analytics EasyChair conference system:
http://www.easychair.org/conferences/?conf=la_11
All papers must be formatted according to the Springer’s Lecture Notes
in Computer Science style:
http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0
Important Dates
Paper submission: November 1, 2010
Notification: December 1, 2010
Early bird-registration deadline: December 15, 2010
Committees
Steering Committee Members
* Jon Dron, CSIS, Athabasca University, Canada
* Erik Duval, Katholieke Universiteit Leuven, Belgium
* David Wiley, Brigham Young University, US
* John Campbell, Purdue University, US
* Dave Cormier, University of Prince Edward Island, Canada
* Tony Hirst, Open University, UK
* Grainne Conole, Open University, UK
* Martin Weller, Open University, UK
* Shane Dawson, University of British Columbia, Canada
* Dragan Gasevic, CSIS, Athabasca University, Canada
* Michael Kouritzin, University of Alberta, Canada
* Simon Buckingham Shum, Knowledge Media Institute, UK
* Linda Baer, Gates Foundation, US
* Martin Wolpers, Fraunhofer-Institut für Angewandte Informationstechnik FIT
* Caroline Haythornthwaite, University of British Columbia, Canada
* Ryan S.J.d. Baker, Worcester Polytechnic Institute, US
* Cyprien Lomas, CEIT, University of Queensland, Australia
Conference Co-chairs
* George Siemens, TEKRI, Athabasca University, Canada
* Phillip Long, CEIT, University of Queensland, Australia
Conference Program Committee Chairs
* Dragan Gasevic, Athabasca University, Canada
* Grainne Conole, Open University, UK
Publicity Chair
* Milan Stankovic, Université Paris-Sorbonne and Hypios Research, France
Contact
* George Siemens, gsiemens@xxxxxxxxx
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