Monthly Archives: March 2015

#LAK15 Becoming strategic writers


Ge Vue and Tracey Hall Purpose to teach middle school students how to become effective writers through web based learning tools. Needing to integrate writing elements, such as making statements, cognitive strategies and affective strategies. Designed a visualisation dashboard to … Continue reading

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#LAK15 you’ve got style: detecting writing flexibility across time


Erica Snow, Laura Allen, Matthew Jacovina, Cecile Perret and Danielle McNamara Writing is not easy! Aim is to better understand the writing process and build that understanding into interventions and strategies to improve writing. Focus on linguistic features that make … Continue reading

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#lak15 how should we quantify student engagement? 


Perry Samson Qus: how can we know whether students are engaging with our teaching? What makes a smart student smart? Do smart students engage in a different way? Outcomes likely to be impacted by motivation, academic background and their participation, … Continue reading

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#EP4LA #LAK15 applying learning analytics to a primary school classroom: benefits and barriers


Rodriguez-Triana, Martinez-Mones and Villagra-Sobrino Based on previous studies into LA in higher education. Little awareness previously paid to data privacy and ethical issues (“because the data was already there and available”). A recognition that automatic data (VLE) is not enough. … Continue reading

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#EP4LA #LAK15 de-identification in learning analytics 


Khalil and Ebner Key issues are: Transparency and 3rd party issues, identification, ownership, accuracy, security. Research into how to de identify students. In context of education, tensions between learning analytics and personal information. Students don’t want research into their personal … Continue reading

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#EP4LA #LAK15 privacy driven design of learning analytics applications – exploring the design space of solutions for data sharing and interoperability 


Tore Hoel and Chen Privacy control of data and trust essential to learning analytics. What are the implications for LA design of setbacks in learning analytics/privacy issues? Who owns the data? LACE suggests we give parents and students control of … Continue reading

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#EP4LA #LAK15 ethics workshop – student vulnerability, agency and learning analytics: an exploration (Prinsloo and Slade)


We presented a paper around student vulnerability as an interpretative lens for consideration of student control and choices around uses of their data within higher education. Background given on general lack of clarity and policy with HEIs. Range of consent … Continue reading

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