Second call for contributions:
LAK13: Third International Conference on Learning Analytics & Knowledge
8-12 April, Leuven, Belgium
Papers and Workshop/Tutorial Proposals due *** November 8, 2012 ***
Doctoral Consortium, Poster and Workshop Participation Submissions due January 31, 2013
The International Learning Analytics & Knowledge Conference, now in its third year, is a venue for reporting and advancing research at the nexus of two emerging societal phenomena. First we are witnessing the rapid expansion of the use of technologies in supporting learning, not only in established institutional contexts and platforms, but also in the emerging landscape of free, open, social learning online. Second, the unprecedented availability of data that learners generate in the process of accessing learning materials, interacting with educators and peers, and creating new content in these technological settings, coupled with advances in analytics and data mining, knowledge modeling and representation and open data offer great potential for research into how learning takes place in socio-technical settings and the development of new forms of analytics that can inform learners and educators. Learning Analytics research brings these technical, pedagogical, and social domains into dialogue with each other to ensure that interventions and organizational systems serve the needs of all stakeholders.
THEME: Dialectics in Learning Analytics
The first two conferences have established the range of issues and approaches of concern in leveraging the availability of data about learning with powerful computational, representational and visualization techniques. This third conference will be designed to consolidate the field by bringing these many voices into dialogue in a "middle space" under the overarching theme of "Dialectics in Learning Analytics", which has these facets:
The Middle Space: The conference will explore the middle space within which Learning and Analytics intersect, and seeks proposals for papers and events that explicitly connect analytic tools to theoretical and practical aspects of understanding and managing learning.
Productive Multivocality: Learning analytics is multidisciplinary, drawing on theories and methods from diverse research traditions. Our community includes educators, learning scientists, computer scientists, administrators, and policy makers, among others. The middle space serves as a topical "boundary object", enabling productive discourse between these many voices.
The Old and the New: We are facing a centuries old problem: to improve learning, but we are trying to solve it using a new set of tools, not available before. We address these problems in the city of Leuven:
centuries old, lively new.
The following keywords will be used to classify submissions, and convey the breadth of topics covered. Authors are strongly encouraged to read the advice at http://lakconference2013.wordpress.com/for-authors/
concerning how papers should focus on some aspect of the intersection of learning and analytics.
* Analytic Approaches, Methods, and Tools for sensemaking in learning
analytics, including: algorithms, architectures, behavior modeling,
case studies, clustering, computational linguistics, concept
mapping, crowdsourcing, data integration, data mining, data sharing,
design-based research, research about design, discourse analysis,
educational research methods, ethnography, ethnomethodology,
evaluation methods, frameworks, grounded theory, information
visualization, interfaces for learning analytics, knowledge
representation, machine learning, natural language processing,
predictive analytics, recommendation engines, semantic web,
sequential analysis, social network analysis, social network
visualisation, statistical analysis, surveys, text mining, visual
* Theories and Theoretical Concepts for understanding learning,
including: activity theory, actor-network theory, affordances,
communities of practice, conceptual models of learning enabled by
analytics, connectivism, constructivism, distributed cognition,
networked individualism, reflective learning, situated learning,
social capital, social learning, sociocultural theory, structuration
theory, symbolic interactionism
* Measures of Learning, Change and Success, including: accreditation,
affect, emotions, and flow, analytic patterns, attendance and
retention (as predictors of learning), attention, attitudes,
collaboration and cooperation, community structure,
comprehension/understanding, conceptual change, degree of
competence, educational performance, expectations, learner behavior
modeling, learning dispositions, metacognition, misconceptions,
motivation, off-task behavior, organizational dynamics,
participation, satisfaction, social dynamics
* Learning Activities, Applications, and Interventions: adaptation,
analytic tools for learners, argumentation, assessment, awareness,
big data applications and opportunities, classroom orchestration,
collaborative learning, course management systems, decision-support
systems for learning, informing policy, instructor support,
intelligent tutoring systems, interventions based on analytics,
knowledge work, language learning, learning communities, learning
environments enhanced with analytics, learning how to learn,
lifelong learning, management of learning interventions or settings,
mentoring, open data and data access for learners, pedagogical
adjustment/intervention, personalization, predicting failure,
professional development, quantified self, reflection, scaffolding
and scripting, self-management of learning, student monitoring,
teacher analytics, teaching learning analytics
* Issues addressed may include: adoption strategies and barriers,
cultural issues, ethical considerations (e.g., privacy and
ownership), human factors, identity, legal aspects, privacy, social
* Media studied may include: blogging, chats, haptic media & tangible
computing, microblogging (twitter), mobile platforms, online
discussion forums, shared workspaces, social networking media,
video, whiteboards, wikis, and face-to-face interaction supported by
* Settings of Learning include: blended online/face-to-face, distance
education, distributed work, face-to-face settings,
corporate/workplace, government, graduate education, harmonizing
individual and organizational learning, higher education, informal
learning, military, mobile and ubiquitous, online communities, open
university, primary school, secondary school, socio-technical
networks, university/postsecondary, virtual organizations
Full and Short Papers, Design Briefings, and the abstracts for Panels, Workshops and Tutorials will be published in the main proceedings.
Submissions in these categories are due November 8, 2012. (This has been extended from November 1 to avoid conflict with another conference submission date, but there will be no further extensions.)
-- Full Papers
Use a full paper to share substantial conceptual, technical and empirical contributions, following the advice to authors given above.
Submit up to 10 pages in the conference paper format.
-- Short Papers, Design Briefings, and Formal Demonstrations Use a short paper to share preliminary conceptual, technical and empirical contributions, or substantial contributions that can be reported briefly. Short papers can also share a design concept or tool that addresses a challenge of interest to interface designers, system architects and programmers. A formal demonstration of interactive software or tools may also be proposed: such submissions should include at least one link to a current demo movie. Submit up to 5 pages in the conference paper format.
Panels provide the chance for delegates to hear a range of speakers address a topical issue, e.g. diverse approaches to a problem, or a debate a hot topic. Submit up to 4 pages in the conference paper format suitable for publication in the proceedings, including an introduction to the nature and importance of the issue to be addressed and panelists'
position statements. Submit 2 additional pages (not to be published in the proceedings) with the names and qualifications of confirmed panelists and discussants and a summary of how your panel format will ensure that there is interaction between panelists rather than consisting of a collection of disconnected talks.
Workshops (8-9 April, 2013) provide the opportunity to explore learning theory, analytics, methods and tools in depth. Workshops should be designed to take advantage of the interactivity afforded by this format, and should not consist merely of a day of talks. They may include for example, experience sharing and brainstorming, interactive demonstrations, data analysis by multiple analysts, problem solving sessions, and a few short and/or enlightening presentations. The length of the workshop sessions can range from a half to a full day (consisting of two to four 1.5 hour blocks between breaks). See http://lakconference2013.wordpress.com/for-authors/workshop-and-tutorials/
for further information.
Tutorials (also 8-9 April, 2013) are being solicited for specific topics of interest. The time could range from a 1.5 hour session to a full day (consisting of two to four 1.5 hour blocks between breaks). See http://lakconference2013.wordpress.com/for-authors/workshop-and-tutorials/
for further information on topics solicited and submission.
Submissions for the following forms of participation are due January 31, 2013.
-- Doctoral Consortium
A one-day consortium will be organized for doctoral students who are about to defend or have recently defended their proposals. Participating students will have the opportunity to present their proposed research to reputable faculty in learning analytics and obtain valuable advice.
Other professional development and social networking activities will be included. Details for submission requirements will be forthcoming in a future call.
-- Informal Demonstrations
A space (table top surface) and designated times for informal demonstrations of relevant software will be provided at the conference.
Submit one page that includes a 1-line title, name of presenter, and an abstract limited to 100 words suitable for printing in the conference guide. Demonstrators should be prepared to interact with several conference participants at a time in an interactive and not excessively scripted manner.
Posters are suitable for describing late-breaking results or for engaging conference participants in discussion of preliminary ideas or findings. Submit a 1-line title, the name(s) of the presenter(s), and an abstract limited to 100 words suitable for printing in the conference guide. This should be followed with up to two pages describing the concept or results to be presented, the expected interactions with conference participants, and the poster format that will support these interactions. (If available, a high-resolution image of the poster provided as the second page can fulfill this requirement, and is preferred. Easily visible graphics and large brief texts are encouraged rather than small text.)
-- Workshop Participation
LAK workshops will provide conference participants with opportunities to interact intensively on a topic of shared interest. Workshop calls for participation will be distributed shortly after the December 14th workshop acceptance notification date. January 31st will be the uniform date for priority submissions for participation in workshops, although we encourage workshops to accept later submissions on a space-available basis. Workshop organizers will specify submission requirements.
SUBMISSION FORMAT AND PUBLICATION
LAK 2011 and LAK 2012 were published in the ACM Digital Library International Conference Proceedings Series. LAK 2013 is organized in cooperation with SIGCHI and SIGWEB, and an application for similar publication arrangements is pending with ACM. Author guidelines are available at http://www.acm.org/sigs/publications/proceedings-templates
November 8: Paper, Workshop, and Tutorial Proposals Due December 14: Notification for Papers, Workshops, and Tutorials January 31: Workshop Participation, Poster, and Informal Demonstration Submissions Due February 15: Workshop, Poster, and Demonstration Notification February 15: Final Papers Due March 1: Early Registration Deadline April 8-12: Conference
Katholieke Universiteit Leuven (KULeuven) - http://www.kuleuven.be Society for Learning Analytics Research (SoLAR) - http://www.solaresearch.org
-- Erik Duval, University of Leuven, Belgium
-- Xavier Ochoa, Escuela Superior Polit√©cnica del Litoral, Ecuador
-- Dan Suthers, University of Hawai'i, USA
-- Katrien Verbert, University of Leuven, Belgium
Workshops and Tutorials Chairs
-- Ulrich Hoppe, University of Duisburg-Essen, Germany
-- Nikos Manouselis, Agro-Know, Greece
-- Alyssa Wise, Simon Fraser University, Canada
Doctoral Consortium Chairs
-- Ralf Klamma, RWTH Aachen University, Germany
-- Katherine Maillet, Institut National des Telecommunications, France
-- Ravi Vatrapu, Copenhagen Business School, Denmark
Awareness, Interaction and Memory Chairs
-- Tony Hirst, Institut National des T√©l√©communications, France
-- Doug Clow, Copenhagen Business School, Denmark
-- Joris Klerkx, University of Leuven, Belgium
Tel Amiel, Universidade Estadual do Campinas, Brasil Ebrahim Bagheri, Ryerson University, Canada Ryan Baker, Worcester Polytechnic Institute, USA Paulo Blikstein, Stanford University, USA Peter Brusilovsky, University of Pittsburgh, USA Simon Buckingham, Open University, UK Cristian Cechinel, Universidade Federal do Pampa, Brasil Ming Ming Chiu, SUNY-Buffalo, USA Kon Shing Kenneth Chung, University of Sydney, Australia Grainne Conole, Open University, UK Shane Dawson, The University of British Columbia, Canada Maarten de Laat, Open Universiteit Nederland, Netherlands Anna De Liddo, Open University, UK Michael Derntl, RWTH Aachen, Germany Stefan Dietze, Knowledge Media Institute, Open University, UK Pierre Dillenbourg, Ecole Polytechnique Federale de Lausanne, Switzerland Yannis Dimitriadis, University of Valladolid, Spain Vania Dimitrova, School of Computing, University of Leeds, UK Hendrik Drachsler, Open Universiteit Nederland, Netherlands Gregory Dyke, University of Lyon, France Rebecca Ferguson, The Open University, UK Dragan Gasevic, Athabasca University, Canada Janice Gobert, Worcester Polytechnic Institute, USA Sabine Graf, Athabasca University, Canada Marek Hatala, Simon Fraser University, Canada Caroline Haythornthwaite, University of British Columbia, Canada Eelco Herder, L3S Research Center, Germany Zoran Jeremic, University of Belgrade, Serbia Jelena Jovanovic, University of Belgrade, Serbia Judy Kay, University of Sydney, Australia Kinshuk, Athabasca University, Canada Paul Kirschner, Open Universiteit Nederland, Netherlands Nancy Law, Hong Kong University, China Stefanie Lindstaedt, Know-Center, Austria Allison Littlejohn, Glasgow Caledonian University, Scotland Lori Lockyer, University of Wollongong, Australia Phillip Long, University of Queensland, Australia Kristine Lund, University of Lyon, France Leah Macfadyen, University of British Columbia, Canada Taylor Martin, University of Texas at Austin, USA Alejandra Martinez-Mones, University of Valladolid, Spain Riccardo Mazza, University of Lugano, Switzerland Patrick McAndrew, The Open University, UK Gordon McCalla, University of Saskatchewan, Canada Bruce McLaren, Carnegie Mellon University, USA Agathe Merceron, Beuth University of Applied Sciences, Germany Tanja Mitrovic, University of Canterbury, New Zealand Louis-Philippe Morency, University of South Carolina, USA Jad Najjar, Wirtschaftsuniversitat Wien, Austria Jun Oshima, Shizuoka University, Japan Abelardo Pardo, Universidad Carlos III de Madrid, Spain Kai Pata, Tallinn University, Estonia Peter Reimann, University of Sydney, Australia Cristobal Romero, Universidad de Cordoba, Spain Carolyn Rose, Carnegie Mellon University, USA Demetrios Sampson, University of Piraeus, Greece Stefan Scherer, University of South Carolina, USA Andreas Schmidt, Hochschule Karlsruhe, Germany Hans-Christian Schmitz, Fraunhofer FIT, Germany Bruce Sherin, Northwestern University, USA Miguel-Angel Sicilia, University of Alcala, Spain George Siemens, Athabasca University, Canada Marcus Specht, Open Universiteit Nederland, Netherlands John Stamper, Carnegie Mellon University, USA Stefan Trausan-Matu, University Politehnica Bucharest, Romania Martin Wolpers, Fraunhofer FIT, Germany Marcelo Worsley, Stanford University, USA Kalina Yacef, University of Sydney, Australia Michael Yudelson, Carnegie Mellon University, USA Amal Zouaq, Royal Military College of Canada