[edm-announce] Deadline Extension: Formative Feedback in Interactive Learning Environments

From: Ilya Goldin <ilyagoldin@xxxxxxxxx>
To: edm-announce@xxxxxxxxxxxxx
Date: Thu, 11 Apr 2013 01:53:11 -0400
Second Call for Works and Deadline extension (with apologies for cross-posting)

Workshop on Formative Feedback in Interactive Learning Environments

http://sites.google.com/site/ffileworkshop/

** Deadline for workshop submissions extended to April 29, 2013.    **
** New suggestions for describing interactive activities are below. **

We invite submissions to Formative Feedback in Interactive Learning
Environments (FFILE), a workshop to be held in conjunction with the
16th International Conference on Artificial Intelligence in Education
(AIED 2013). The workshop will take place in Memphis, TN, USA, on
either July 9th or July 13th, 2013. Accepted submissions will be
published in the Workshop Proceedings.

[1] Introducing the Workshop
[2] Important Dates
[3] Submission Instructions
[4] Workshop Chairs
[5] Program Committee

1. Introducing the Workshop

Educators and researchers have long recognized the importance of
formative feedback for learning. Formative feedback helps learners
understand where they are in a learning process, what the goal is, and
how to reach that goal. While experimental and observational research
has illuminated many aspects of feedback, modern interactive learning
environments provide new tools to understand feedback and its relation
to various learning outcomes.

Specifically, as learners use tutoring systems, educational games,
simulations, and other interactive learning environments, these
systems store extensive data that record the learner’s usage traces.
The data can be modeled, mined and analyzed to address questions
including when is feedback effective, what kinds of feedback are
effective, and whether there are individual differences in seeking and
using feedback. Such an empirical approach can be valuable on its own,
and it may be especially powerful when combined with theory,
experimentation or design-based research. The findings create an
opportunity to improve feedback in educational technologies and to
advance the learning sciences.

We invite the participation of learning scientists, technologists,
psychologists, anthropologists, statisticians, and designers to
further scientific understanding of feedback. We welcome submissions
of early and mature research and technology demonstrations. We also
welcome your proposals for interactive activities, such as
collaborative data analysis (e.g., if you have interesting data to
share), and collaborative design of feedback (e.g., for a new learning
environment).

Workshop themes:
* Feedback content: what to say to the student, and what not to say
* Feedback timing, e.g., delayed vs. immediate feedback, feedback on
work in progress vs. on complete work, requested vs. proactive
feedback
* Feedback sequencing, e.g., from general to specific
* Form of feedback: discourse properties of feedback, visual
presentation, multimodal presentation
* Feedback providers: tutoring systems, virtual agents, peer learners,
instructors, experts, self-assessment
* Outcomes: effects of feedback on current problem performance, next
problem performance, transfer, retention, future learning, motivation,
affect, achievement orientation
* Research methods: analytics / data mining, theory, experimentation, design
* Computational models of feedback
* Interaction of feedback with learner characteristics, incl.
cognitive, metacognitive, affective characteristics, underserved
learners, special education learners
* Help-seeking behaviors
* Interaction of feedback with domain characteristics, incl. feedback
in well-defined vs. open-ended problem-solving, design tasks, writing
tasks, workplace learning, informal learning
* Feedback in learning environments, incl. distance learning, blended
learning, MOOCs
* Feedback generation: automated, semi-automated, collaborative,
social, crowdsourced, adaptation, personalization
* Implementation: user interfaces, logging, instrumentation, modularization

Further announcements will be posted at
<http://sites.google.com/site/ffileworkshop/>. Please address
inquiries to Ilya Goldin <goldin@xxxxxxx>.

2. Important Dates

All deadlines are 11:59pm Eastern Standard Time.

Workshop submissions due: April 29, 2013
Notification of decisions: May 20, 2013
Revised submissions due: June 9, 2013
Workshop date: July 9 or 13, 2013

3. Submission Instructions

What is formative feedback in interactive learning environments? You tell us!

We invite the participation of learning scientists, technologists,
psychologists, anthropologists, statisticians, and designers to extend
scientific understanding of feedback. We welcome submissions of early
and mature research and technology demonstrations. We also welcome
your proposals for interactive activities, such as collaborative data
analysis (e.g., if you have interesting data to share), and
collaborative design of feedback (e.g., for a new learning
environment). All submissions (including papers, technology
demonstrations, and interactive activities) may be up to 8 pages long.

For interactive activities, please describe the procedure, the minimum
and the maximum number of participants for the activity to make sense,
the amount of time the activity requires (what would you do in 30
minutes? in 60?). Please explain why you expect that this activity
format is preferred for the outputs that you want. Also please note
any equipment that would be necessary.

Please format your submission using a template (templates courtesy of
the Educational Data Mining 2013 conference).

Word: <https://sites.google.com/site/ffileworkshop/edm_word.doc?attredirects=0>
LaTeX: 
<https://sites.google.com/site/ffileworkshop/edm_latex.zip?attredirects=0>

Please upload your submission via EasyChair:
<http://www.easychair.org/account/signin.cgi?conf=ffile2013>

4. Workshop Chairs

Ilya Goldin, Carnegie Mellon University, USA
Taylor Martin, Utah State University, USA
Ryan Baker, Teachers College Columbia University, USA
Vincent Aleven, Carnegie Mellon University, USA
Tiffany Barnes, North Carolina State University, USA

5. Program Committee

William Cope, University of Illinois, USA
Albert Corbett, Carnegie Mellon University, USA
Davide Fossati, Carnegie Mellon University in Qatar, Qatar
Neil Heffernan, Worcester Polytechnic Institute, USA
Pamela Jordan, University of Pittsburgh, USA
Sandra Katz, University of Pittsburgh, USA
Michael D. Kickmeier-Rust, Graz University of Technology, Austria
Young-Jin Lee, University of Kansas, USA
Chas Murray, Carnegie Learning, USA
Susanne Narciss, Technische Universitaet Dresden, Germany
Niels Pinkwart, Clausthal University of Technology, Germany
Steve Ritter, Carnegie Learning, USA
Valerie Shute, Florida State University, USA
John Stamper, Carnegie Mellon University, USA
Denise Whitelock, The Open University, UK
Caroline Wylie, Educational Testing Service, USA

-- Ilya Goldin <www.pitt.edu/~goldin>
[edm-announce] Deadline Extension: Formative Feedback in Interactive Learning Environments

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