Archive for category Chairing and co-chairing
Together with Liz FitzGerald and Eileen Scanlon, I chaired the 38th annual conference of the Computers and Learning research group (CALRG), which took place at The Open University 16-18 June 2017. We enjoyed keynote presentations from Siân Bayne, Jenny Preece and Ben Shneiderman.
Full details of the conference, together with links to all the abstracts and to many of the presentations, are available on Cloudworks.
The third day of the conference was FutureLearn Academic Network day. This annual conference event prioritises the work of doctoral students within the FLAN Network. This year, it brought together presenters from Bath, Lancaster, Purdue (USA), Sheffield, Southampton, The Open University, and Warwick.
Our discussant was Professor Rupert Wegerif, University of Cambridge.
Members of FLAN can access the video of the event.
Scattered between my research presentations at LAK17 was my work as a member of the executive for the Society for Learning Analytics Research (SoLAR). The executive met daily during the conference – it is the only chance we have each year for face-to-face meetings. The LAK conferences also provide a venue for the AGM of the society and, despite the size of the room, where the AGM was held, it was standing room only for most of the meeting.
The executive also have a role to play in decisions about the conference itself, as well as acting as reviewers on the programme committee and chairs for the different sessions. Next year, at LAK18 in Vancouver, I shall be taking on a bigger role, as one of the programme chairs for the conference.
The picture shows me with half the SoLAR Executive at the post-LAK17 review meeting.
A very busy week in Vancouver at the LAK17 (learning analytics and knowledge) conference kicked off with the all-day doctoral consortium on 14 March (funded by SoLAR and the NSF). I joined Bodong Chen and Ani Aghababyan as an organiser this year and we enjoyed working with the ten talented doctoral students from across the world who gained a place in the consortium.
- Alexander Whitelock-Wainwright: Students’ intentions to use technology in their learning: The effects of internal and external conditions
- Alisa Acosta: The design of learning analytics to support a knowledge community and inquiry approach to secondary science
- Daniele Di Mitri: Digital learning shadow: digital projection, state estimation and cognitive inference for the learning self
- Danielle Hagood: Learning analytics in non-cognitive domains
- Justian Knobbout: Designing a learning analytics capabilities model
- Leif Nelson: The purpose of higher education in the discourse of learning analytics
- Quan Nguyen: Unravelling the dynamics of learning design within and between disciplines in higher education using learning analytics
- Stijn Van Laer: Design guidelines for blended learning environments to support self-regulation: event sequence analysis for investigating learners’ self-regulatory behavior
- Tracie Farrell Frey: Seeking relevance: affordances of learning analytics for self-regulated learning
- Ye Xiong: Write-and-learn: promoting meaningful learning through concept map-based formative feedback on writing assignments
The intention of the doctoral consortium was to support and inspire doctoral students in their ongoing research efforts. The objectives were to:
- Provide a setting for mutual feedback on participants’ current research and guidance on future research directions from a mentor panel
- Create a forum for engaging in dialogue aimed at building capacity in the field with respect to current issues in learning analytics ranging from methods of gathering analytics, interpreting analytics with respect to learning issues, considering ethical issues, relaying the meaning of analytics to impact teaching and learning, etc.
- Develop a supportive, multidisciplinary community of learning analytics scholars
- Foster a spirit of collaborative research across countries, institutions and disciplinary background
- Enhance participating students’ conference experience by connecting participants to other LAK attendees
My final presentation at the LAK16 conference was another session organised by the Learning Analytics Community Exchange (LACE) project that built on our Visions of the Future work. This panel session brought participants together to discuss the next steps for learning analytics and where we are heading as a community.
It is important that the LAK community looks to the future, in order that it can help develop the policies, infrastructure and frameworks that will shape its future direction and activity. Taking as its basis the Visions of the Future study carried out by the Learning Analytics Community Exchange (LACE) project, the panelists will present future scenarios and their implications. The session will include time for the audience to discuss both the findings of the study and actions that could be taken by the LAK community in response to these findings.
Ferguson, Rebecca; Brasher, Andrew; Clow, Doug; Griffiths, Dai and Drachsler, Hendrik (2016). Learning Analytics: Visions of the Future. In: 6th International Learning Analytics and Knowledge (LAK) Conference, 25-29 April 2016, Edinburgh, Scotland.
Our second LACE workshop of LAK16 was the highly successful Failathon. The idea for this workshop emerged from an overview of learning analytics evidence provided by the LACE Evidence Hub. This suggested that the published evidence is skewed towards positive results, so we set out to find out whether this is the case.
A packed workshop discussed past failures. All accounts were governed by the Chatham House Rule – they could be reported outside the workshop as long as the source of the information was neither explicitly or implicitly identified.
As in many fields, most papers in the learning analytics literature report success or, at least, read as if they are reporting success. This is almost certainly not because learning analytics research and activity are always successful. Generally, we report our successes widely, but keep our failures to ourselves. As Bismarck is alleged to have said: it is wise to learn from the mistakes of others. This workshop offers an opportunity for researchers and practitioners to share their failures in a lower-stakes environment, to help them learn from each other’s mistakes.
Clow, Doug; Ferguson, Rebecca; Macfadyen, Leah and Prinsloo, Paul (2016). LAK Failathon. In: 6th International Learning Analytics and Knowledge (LAK) Conference, 25-29 April 2016, Edinburgh, Scotland.
A busy week at the Learning Analytics and Knowledge 2016 (LAK16) conference began with a workshop on Ethics and Privacy Issues in the Design of Learning Analytics. The workshop formed part of the international EP4LA series run by the LACE project.
The workshop included a series of presentations, and I talked briefly about findings related to ethics and privacy that had emerged from the LACE Visions of the Future study.
Issues related to Ethics and Privacy have become a major stumbling block in application of Learning Analytics technologies on a large scale. Recently, the learning analytics community at large has more actively addressed the EP4LA issues, and we are now starting to see learning analytics solutions that are designed not only as an afterthought, but also with these issues in mind. The 2nd EP4LA@LAK16 workshop will bring the discussion on ethics and privacy for learning analytics to a the next level, helping to build an agenda for organizational and technical design of LA solutions, addressing the different processes of a learning analytics workflow.
Drachsler, Hendrik; Hoel, Tore; Cooper, Adam; Kismihók, Gábor; Berg, Alan; Scheffel, Maren; Chen, Weiqin and Ferguson, Rebecca (2016). Ethical and Privacy Issues in the Design of Learning Analytics Applications. In: 6th International Learning Analytics and Knowledge (LAK) Conference, 25-29 April 2016, Edinburgh, Scotland.
Together with Mike Sharkey (Blackboard) and Negin Mirriahi (University of New South Wales), I chaired the Practitioner Track of the LAK16 conference in Edinburgh and edited the Practitioner Track proceedings.
Practitioners spearhead a significant portion of learning analytics, relying on implementation and experimentation rather than on traditional academic research. The primary goal of the LAK practitioner track is to share thoughts and findings that stem from learning analytics project implementations. The proceedings of the practitioner track from LAK’16 contains 12 short papers that share reports on the piloting and deployment of new and emerging learning analytics tools and initiatives.
Papers accepted in 2016 fell into two categories.
- Practitioner Presentations Presentation sessions are designed to focus on deployment of a single learning analytics tool or initiative.
- Technology Showcase The Technology Showcase event enables practitioners to demonstrate new and emerging learning analytics technologies that they are piloting or deploying.
Both types of paper are included in the proceedings.