[edm-announce] Call for Chapters - Developing Effective Educational Experiences through Learning Analytics

From: Stephen Fancsali <sfancsali@xxxxxxxxx>
To: edm-announce@xxxxxxxxxxxxx
Date: Wed, 17 Sep 2014 10:07:44 -0400
[on behalf of Mark Anderson]

Effective Learning/Academic Analytics 2015 : Call for Chapters: Developing
Effective Educational Experiences through Learning Analytics

Link: http://www.igi-global.com/publish/call-for-papers/call-details/1462

Book Editors
Dr Mark Anderson (Edge Hill University, UK)
Collette Gavan (Edge Hill University, UK)

Introduction
Learning analytics have been adopted by educational institutions as a means
of determining the effectiveness and quality of the learning experience for
students. Derived from the analytic processes that underpin much commercial
activity, higher education establishments quickly identified that mining
and understanding the data that is collected through the breadth of
university systems could facilitate the improvement in delivery of courses,
particularly with the pervasive adoption of online systems to support
teaching and learning that facilitated non-intrusive data collection.
Implementing learning analytic initiatives is not without it’s issues, but
the importance of implementing and enhancing such processes cannot be
underestimated.

Associated to the field of Learning Analytics is the related study of
Academic Analytics. A clear distinction can be drawn between the two
fields: learning analytics focuses on the study of data to benefits tutors
and learners, whereas academic analytics maintains a focus on supporting
the administrative bodies related to institutions. Learning analytics is
therefore more fine-grained in approach, treating courses and departments
as central objects to a study, and is therefore more appropriate to
consider in the context of the research to be undertaken.

The proposed publication will explore the fields of Learning Analytics and
Academic Analytics. Both areas are rapidly emerging as topics of great
interest to the Higher Education community, both for programme managers and
course tutors. Both topics concentrate of understanding the learning
journey for students, and the outcomes that module cohorts attain through
study. However, Learning Analytics approaches the analysis process from the
learner perspective, often relying on data input by learners through
virtual learning environments and online questionnaires to determine the
effectiveness of the student experience. Academic Analytics, on the other
hand, collates data from management systems related to Higher Education
Institutions to understand the student journey.

The role that this book will play will be to inform the academic community
of the opportunities that exist when the rich data sets collated through
university online systems are mined and visualised to understand the impact
of student experience on the outcomes of programmes. Equally, neither field
should be considered in isolation. In this respect, the proposed
publication shall explore cases where both Learning and Academic Analytics
techniques have been employed to understand their impact.

A further area that shall be explored is the relevance of Learning and
Academic Analytics to educational practices. There has been little research
to understand how different pedagogical approaches affect the impact of
Learning Analytics and/or Academic Analytics. This is a significant area
that the proposed publication shall explore.



Objective
The field of Learning Analytics, and the associated field of Academic
Analytics, has recently emerged as a key field to assist understanding of
the student learning experience within Higher Education. The mission for
this publication is to collate the latest research in the field from around
the globe and assist researchers to understand, and ultimately resolve, the
challenges that lie in the field currently, the links that can be made
between learning analytics and other related fields, and potential
challenges that may lie ahead as the field reaches maturity.

The objectives of the publication are therefore:
To collate active research and developments in Learning Analytics
To explore case studies relating to the adoption of Learning Analytics, and
explore the outcomes of these studies
To review the means of presenting and understanding the outcomes of the
analytics that have been adopted
To understand the impact of Learning Analytics and it's relevance to the
broad range of subject areas and pedagogies that are adopted within the
Higher Education environment
To explore the international context of Learning Analytics, understanding
the initiatives that are ongoing around the world.
The impact of this publication is therefore to focus the field on key
opportunities and challenges that exist within the field, and explore how
the link between analytics and Higher Education data can be effectively
exploited to benefit the Higher Education community.

Target Audience
The target audience for this book are practitioners in Higher Education who
wish to leverage the existing and captured data from students to determine
the effectiveness of their teaching practices in relation to the learning
experience. The title could be utilised by both technical and pedagogical
researchers to understand the implications of changes in course delivery
and teaching practices. The title may also be used by teaching staff to
gain deeper insight and understanding of the data sets available to them,
and the means of processing the rich data captured to enhance their
students' learning experiences and outcomes.

Recommended Topics
Experiences of Learning Analytics: Past, present and future
Implementation of Learning Analytics
Visualisation techniques for Learning Analytics
The impact of Learning Analytics on Pedagogical Choices
Changing pedagogical approach driven by Learning Analytics
Using Academic Analytics to drive the student experience
The Development of Academic Analytics
Critical review of learning and academic analytics (including technologies,
approaches, case studies and applications)
Implementing Academic Analytics
Analytics in the International Community
Driving change through Academic Analytics
Reflections of implementing and interpreting learning/academic analytics
Learning Lessons: How to interpret analytics effectively
Future trends in learning/academic analytics in Higher Education

Submission Procedure
Researchers and practitioners are invited to submit on or before October
15, 2014, a chapter proposal of 1,000 to 2,000 words clearly explaining the
mission and concerns of his or her proposed chapter. Authors will be
notified by November 15, 2014 about the status of their proposals and sent
chapter guidelines. Full chapters are expected to be submitted by January
31, 2015. All submitted chapters will be reviewed on a double-blind review
basis. Contributors may also be requested to serve as reviewers for this
project.

Note: There are no submission or acceptance fees for manuscripts submitted
to this book publication, Developing Effective Learning Experiences Through
Learning Analytics. All manuscripts are accepted based on a double-blind
peer review editorial process.

Full chapters may be submitted to this book through the web link provided.

All proposals should be submitted through the web link provided.


Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group
Inc.), an international academic publisher of the “Information Science
Reference” (formerly Idea Group Reference), “Medical Information Science
Reference,” “Business Science Reference,” and “Engineering Science
Reference” imprints. IGI Global specializes in publishing reference books,
scholarly journals, and electronic databases featuring academic research on
a variety of innovative topic areas including, but not limited to,
education, social science, medicine and healthcare, business and
management, information science and technology, engineering, public
administration, library and information science, media and communication
studies, and environmental science. For additional information regarding
the publisher, please visit www.igi-global.com. This publication is
anticipated to be released in 2015.

Important Dates
October 15, 2014: Proposal Submission Deadline
January 31, 2015: Full Chapter Submission
March 31, 2015: Review Results Returned
April 30, 2015: Chapter Revisions Due
May 15, 2015: Final Acceptance Notification


Inquiries
Dr Mark Anderson
Department of Computing
Creative Edge
Edge Hill University
St. Helens Road
Ormskirk
Lancashire
L39 4QP
United Kingdom
Tel. +44 (0)1695 657634
Email: mark.anderson@xxxxxxxxxxxxxx
[edm-announce] Call for Chapters - Developing Effective Educational Experiences through Learning Analytics

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