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4th LAK 2014: Indianapolis, IN, USA
- Matthew D. Pistilli, James Willis, Drew Koch, Kimberly E. Arnold, Stephanie D. Teasley, Abelardo Pardo:
Learning Analytics and Knowledge Conference 2014, LAK '14, Indianapolis, IN, USA, March 24-28, 2014. ACM 2014, ISBN 978-1-4503-2664-3
Process mining
- Masaya Okada, Masahiro Tada:
Formative assessment method of real-world learning by integrating heterogeneous elements of behavior, knowledge, and the environment. 1-10 - Alejandro Bogarín
, Cristóbal Romero
Clustering for improving educational process mining. 11-15
Predictive models and recommendations
- SungJin Nam, Steven Lonn
Customized course advising: investigating engineering student success with incoming profiles and patterns of concurrent course enrollment. 16-25 - Christopher A. Brooks, Jim E. Greer:
Explaining predictive models to learning specialists using personas. 26-30 - Zacharoula K. Papamitsiou, Vasileios Terzis, Anastasios A. Economides
Temporal learning analytics for computer based testing. 31-35
Alternative analytics
- Mirko Raca, Roland Tormey
Sleepers' lag - study on motion and attention. 36-43 - Ma. Victoria Almeda
Clustering of design decisions in classroom visual displays. 44-48 - Doug Clow:
Data wranglers: human interpreters to help close the feedback loop. 49-53 - Yueran Yuan, Kai-min Chang, Jessica Nelson Taylor, Jack Mostow:
Toward unobtrusive measurement of reading comprehension using low-cost EEG. 54-58
Learning mathematics
- Wanli Xing, Bob Wadholm, Sean P. Goggins:
Learning analytics in CSCL with a focus on assessment: an exploratory study of activity theory-informed cluster analysis. 59-67 - Behnam Taraghi
On using markov chain to evidence the learning structures and difficulty levels of one digit multiplication. 68-72 - Stephen E. Fancsali, Steven Ritter
Context personalization, preferences, and performance in an intelligent tutoring system for middle school mathematics. 73-77 - Maria Mendiburo, Brian Sulcer, Ted S. Hasselbring:
Interaction design for improved analytics. 78-82
MOOCs
- Carleton Coffrin, Linda Corrin, Paula G. de Barba
Visualizing patterns of student engagement and performance in MOOCs. 83-92 - Daniel T. Hickey, Tara Alana Kelley, Xinyi Shen:
Small to big before massive: scaling up participatory learning analytics. 93-97 - José Luís Santos, Joris Klerkx, Erik Duval, David Gago, Luis Rodríguez:
Success, activity and drop-outs in MOOCs an exploratory study on the UNED COMA courses. 98-102
Learning analytics for "at risk" students
- Everaldo Aguiar, Nitesh V. Chawla
Engagement vs performance: using electronic portfolios to predict first semester engineering student retention. 103-112 - Stephen Aguilar, Steven Lonn
Perceptions and use of an early warning system during a higher education transition program. 113-117 - Tim Rogers, Cassandra Colvin, Belinda A. Chiera:
Modest analytics: using the index method to identify students at risk of failure. 118-122
Text analytics and collaborative environments
- Dragan Gasevic
Analytics of the effects of video use and instruction to support reflective learning. 123-132 - Andrii Vozniuk, Adrian Holzer, Denis Gillet:
Peer assessment based on ratings in a social media course. 133-137 - Eric Coopey, R. Benjamin Shapiro, Ethan Danahy:
Collaborative spatial classification. 138-142 - Samuel P. Leeman-Munk, Eric N. Wiebe, James C. Lester:
Assessing elementary students' science competency with text analytics. 143-147
Institutional perspectives
- Gonzalo Méndez, Xavier Ochoa
Techniques for data-driven curriculum analysis. 148-157 - Hendrik Drachsler, Slavi Stoyanov
The impact of learning analytics on the dutch education system. 158-162 - Kimberly E. Arnold, Steven Lonn
An exercise in institutional reflection: the learning analytics readiness instrument (LARI). 163-167 - Jeff Grann, Deborah Bushway:
Competency map: visualizing student learning to promote student success. 168-172
Analysis of resource use in LMS
- Tobias Hecking, Sabrina Ziebarth, Heinz Ulrich Hoppe:
Analysis of dynamic resource access patterns in a blended learning course. 173-182 - Il-Hyun Jo, Dongho Kim, Meehyun Yoon:
Analyzing the log patterns of adult learners in LMS using learning analytics. 183-187 - Richard Joseph Waddington
Practice exams make perfect: incorporating course resource use into an early warning system. 188-192
Learning analytics and learning design
- Philip J. Piety, Daniel T. Hickey, M. J. Bishop:
Educational data sciences: framing emergent practices for analytics of learning, organizations, and systems. 193-202 - Alyssa Friend Wise:
Designing pedagogical interventions to support student use of learning analytics. 203-211 - Andrew Gibson
A cognitive processing framework for learning analytics. 212-216
Discourse and argumentation
- Ming Ming Chiu
Statistical discourse analysis of online discussions: informal cognition, social metacognition and knowledge creation. 217-225 - Bodong Chen
Uncovering what matters: analyzing transitional relations among contribution types in knowledge-building discourse. 226-230
Who we are and who we want to be
- Shane Dawson
Current state and future trends: a citation network analysis of the learning analytics field. 231-240 - Timothy D. Harfield:
Teaching the unteachable: on the compatibility of learning analytics and humane education. 241-245 - Jenni Swenson:
Establishing an ethical literacy for learning analytics. 246-250
Panels
- Rebecca Ferguson
Setting learning analytics in context: overcoming the barriers to large-scale adoption. 251-253 - Anatoliy A. Gruzd
Learning analytics for the social media age. 254-256 - Kimberly E. Arnold, Grace Lynch
Building institutional capacities and competencies for systemic learning analytics initiatives. 257-260
Posters
- Chin-Hwa Kuo, Jian-Wen Peng, Wen-Chen Chang:
Hanzi handwriting acquisition with automatic feedback. 261-262 - Perry J. Samson:
Analyzing student notes and questions to create personalized study guides. 263-264 - Duygu Simsek
Visual analytics of academic writing. 265-266 - Sandeep M. Jayaprakash, Eitel J. M. Lauría
Open academic early alert system: technical demonstration. 267-268 - Taeho Yu
Educational technology approach toward learning analytics: relationship between student online behavior and learning performance in higher education. 269-270 - Bodong Chen
Visualizing semantic space of online discourse: the knowledge forum case. 271-272 - Rebeca Cerezo, Natalia Suarez, José Carlos Núñez, Miguel Sánchez-Santillán
eGraph tool: graphing the learning process in LMSs. 273-274 - Anne K. Greenberg, M. Melissa Gross
Effects of image-based and text-based activities on student learning outcomes. 275-276 - Jared Tritz, Nicole Michelotti, Ginger Shultz, Tim McKay, Barsaa Mohapatra:
Peer evaluation of student generated content. 277-278 - John Whitmer
Patterns of persistence: what engages students in a remedial english writing MOOC? 279-280 - Jennifer DeBoer
National differences in an international classroom. 281-282
Workshops
- Rebecca Ferguson
DCLA14: second international workshop on discourse-centric learning analytics. 283-284 - Heinz Ulrich Hoppe, Daniel D. Suthers:
Computational approaches to connecting levels of analysis in networked learning communities. 285-286 - Dragan Gasevic
Learning analytics and machine learning. 287-288 - Hendrik Drachsler, Stefan Dietze, Eelco Herder, Mathieu d'Aquin
The learning analytics & knowledge (LAK) data challenge 2014. 289-290
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