Track 7. Big Data in Education and Learning Analytics (BDELA@ICALT2015)
|Jelena Jovanovic, University of Belgrade, Serbia|
|Vive Kumar, Athabasca University, Canada [Coordinator - firstname.lastname@example.org]|
|Riccardo Mazza, University of Lugano, Switzerland|
|Abelardo Pardo, University of Sydney, Australia|
Track Program Committee
- Jelena Jovanovic, University of Belgrade, Serbia
- Vive Kumar, Athabasca University, Canada
- Riccardo Mazza, University of Lugano, Switzerland
- Abelardo Pardo, University of Sydney, Australia
- Mark Brown, Massey University, New Zealand
- Simon Buckingham Shum, Open University, UK
- Shane Dawson, University of South Australia
- Michael Derntl, RWTH Aachen University, Germany
- Stefan Dietze, L3S Research Center, Germany
- Hendrik Drachsler, Open University of the Netherlands
- Alfred Essa, McGraw-Hill Education, USA
- Alejandra Martínez, University of Valladolid, Spain
- José A. Pino, University of Chile
- Mimi Recker, Utah State University, USA
- Katrien Verbert, Technische Universiteit Einhoven, Holand
- Lanqin Zheng, Beijing Normal University, China
- Amal Zouaq, Royal Military College of Canada, Canada
- Sabine Graf, Athabasca University, Canada
- Christos Doulkeridis, University of Piraeus, Greece
- Anastasios Economides, University of Macedonia, Greece
- Dragan Gasevic, Athabasca University, Canada
- James Willis, Indiana University, USA
- Ben Daniel, University of Otago, New Zealand
Track Description and Topics of Interest
The analysis and discovery of relations characterising human learning, and contextual factors that influence these relations have been one of the contemporary and critical global challenges faced by researchers in a number of areas, particularly in Education, Psychology, Sociology, Information Systems, and Computing. These relations typically concern learners’ achievements and the overall learning experience, and the effectiveness of the learning context. Be it the assessment marks distribution in a classroom context or the mined pattern of best practices in an apprenticeship context, analysis and discovery have always addressed the elusive causal question about the need to best serve learners’ learning efficiency, learning effectiveness, as well as the overall learning experience, and the need to make informed choices on a learning context’s instructional effectiveness.
Significant advances have been made in a number of areas from educational psychology to artificial intelligence in education, which explored factors contributing to learners’ proactive role in the learning process and instructional effectiveness. With the advent of new technologies such as eye-tracking, activities monitoring, video analysis, content analysis, sentiment analysis, social network analysis and interaction analysis, one could study these factors in a data-intensive fashion. This very notion is what is currently being explored at the intersection of big data and learning analytics, which includes related areas such as learning process analytics, institutional effectiveness, academic analytics, web analytics and information visualisation.
BDELA@ICALT2015 will explore continuous monitoring of learner progress and traces of skills development of individual learners as well as learning groups, both within and across programs and institutions. It will discuss issues concerning continuous evaluation of achievements resulting from institutional educational practices to gauge alignment with strategic plans and alignment of governmental strategies. It will examine assessment frameworks of academic productivity to continuously measure impact of teaching. It will discuss concerns such as quality of instruction, attrition, and measurement of curricular outcomes using big data and associated methods and techniques as the premise.
Important dates about ICALT 2015 submissions can be found here.
The ICALT 2015 Author Guidelines can be found here.
The Track 7 CfP can be downloaded from here: