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5th LAK 2015: Poughkeepsie, NY, USA
- Josh Baron, Grace Lynch, Nicole Maziarz, Paulo Blikstein, Agathe Merceron, George Siemens:
Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, LAK '15, Poughkeepsie, NY, USA, March 16-20, 2015. ACM 2015, ISBN 978-1-4503-3417-4
Indicators and tools for awareness
- Roberto Martínez Maldonado, Abelardo Pardo
, Negin Mirriahi
The LATUX workflow: designing and deploying awareness tools in technology-enabled learning settings. 1-10 - Kirsty Kitto
Learning analytics beyond the LMS: the connected learning analytics toolkit. 11-15 - Maren Scheffel
Developing an evaluation framework of quality indicators for learning analytics. 16-20
Student engagement and behaviour
- Michael Eagle, Andrew Hicks, Barry W. Peddycord III, Tiffany Barnes:
Exploring networks of problem-solving interactions. 21-30 - Yutao Wang, Neil T. Heffernan
Towards better affect detectors: effect of missing skills, class features and common wrong answers. 31-35 - Maria Ofelia Clarissa Z. San Pedro, Ryan Shaun Baker, Neil T. Heffernan
Exploring college major choice and middle school student behavior, affect and learning: what happens to students who game the system? 36-40
MOOCs -- assessments, connections and demographics
- Tim Vogelsang, Lara Ruppertz:
On the validity of peer grading and a cloud teaching assistant system. 41-50 - Rebecca Ferguson
Examining engagement: analysing learner subpopulations in massive open online courses (MOOCs). 51-58 - John D. Hansen, Justin Reich:
Socioeconomic status and MOOC enrollment: enriching demographic information with external datasets. 59-63 - Srecko Joksimovic
How do you connect?: analysis of social capital accumulation in connectivist MOOCs. 64-68
Practice across boundaries
- Rebecca Ferguson
Learning analytics: European perspectives. 69-72 - Sahar Vahdati, Christoph Lange
OpenCourseWare observatory: does the quality of OpenCourseWare live up to its promise? 73-82
Institutional perspectives
- Paul Prinsloo, Sharon Slade
Student privacy self-management: implications for learning analytics. 83-92
Students at risk
- Everaldo Aguiar, Himabindu Lakkaraju, Nasir Bhanpuri, David Miller, Ben Yuhas, Kecia L. Addison:
Who, when, and why: a machine learning approach to prioritizing students at risk of not graduating high school on time. 93-102
Student performance
- Asmaa Elbadrawy, R. Scott Studham, George Karypis
Collaborative multi-regression models for predicting students' performance in course activities. 103-107 - Raheela Asif, Agathe Merceron, Mahmood Khan Pathan:
Investigating performance of students: a longitudinal study. 108-112 - Randall S. Davies, Rob Nyland
Using transaction-level data to diagnose knowledge gaps and misconceptions. 113-117
Predicting achievement
- Yoav Bergner, Kimberly F. Colvin, David E. Pritchard:
Estimation of ability from homework items when there are missing and/or multiple attempts. 118-125 - Christopher A. Brooks, Craig Thompson, Stephanie D. Teasley:
A time series interaction analysis method for building predictive models of learners using log data. 126-135 - Gregor E. Kennedy, Carleton Coffrin, Paula G. de Barba
Predicting success: how learners' prior knowledge, skills and activities predict MOOC performance. 136-140 - Scott Harrison, Renato A. Villano
Likelihood analysis of student enrollment outcomes using learning environment variables: a case study approach. 141-145
MOOCs -- discussion forums
- Aysu Ezen-Can, Kristy Elizabeth Boyer, Shaun Kellogg
Unsupervised modeling for understanding MOOC discussion forums: a learning analytics approach. 146-150 - Sandra Milligan:
Crowd-sourced learning in MOOCs: learning analytics meets measurement theory. 151-155 - Srecko Joksimovic
What do cMOOC participants talk about in social media?: a topic analysis of discourse in a cMOOC. 156-165
Off-task behaviour / Bayesian knowledge tracing
- Gey-Hong Gweon, Hee-Sun Lee, Chad Dorsey, Robert Tinker, William Finzer, Daniel Damelin:
Tracking student progress in a game-like learning environment with a Monte Carlo Bayesian knowledge tracing model. 166-170 - Hee-Sun Lee, Gey-Hong Gweon, Chad Dorsey, Robert Tinker, William Finzer, Daniel Damelin, Nathan Kimball, Amy Pallant, Trudi Lord
How does Bayesian knowledge tracing model emergence of knowledge about a mechanical system? 171-175 - Wanli Xing, Sean P. Goggins:
Learning analytics in outer space: a Hidden Naïve Bayes model for automatic student off-task behavior detection. 176-183 - Vitomir Kovanovic
Penetrating the black box of time-on-task estimation. 184-193
Writing and discourse analysis
- Erica L. Snow, Laura K. Allen, Matthew E. Jacovina, Cecile A. Perret, Danielle S. McNamara:
You've got style: detecting writing flexibility across time. 194-202 - Scott A. Crossley, Laura K. Allen, Erica L. Snow, Danielle S. McNamara:
Pssst... textual features... there is more to automatic essay scoring than just you! 203-207 - Denise Whitelock
OpenEssayist: a supply and demand learning analytics tool for drafting academic essays. 208-212
Learning analytics tools and frameworks
- Nadine Mandran, Michael Ortega, Vanda Luengo, Denis Bouhineau:
DOP8: merging both data and analysis operators life cycles for technology enhanced learning. 213-217 - Eric Gross, Safwan Wshah, Isaiah Simmons, Gary Skinner:
A handwriting recognition system for the classroom. 218-222
Theoretical foundations for learning analytics
- Tim Rogers:
Critical realism and learning analytics research: epistemological implications of an ontological foundation. 223-230
Text and discourse analysis
- I-Han Hsiao, Piyush Awasthi:
Topic facet modeling: semantic visual analytics for online discussion forums. 231-235 - Inge Molenaar
Effects of sequences of socially regulated learning on group performance. 236-240 - Simon Knight
Developing a multiple-document-processing performance assessment for epistemic literacy. 241-245 - Laura K. Allen, Erica L. Snow, Danielle S. McNamara:
Are you reading my mind?: modeling students' reading comprehension skills with natural language processing techniques. 246-254
Learning strategies and tools
- Abelardo Pardo
Identifying learning strategies associated with active use of video annotation software. 255-259 - Caitlin Holman, Stephen J. Aguilar, Adam Levick, Jeff Stern, Benjamin Plummer, Barry J. Fishman:
Planning for success: how students use a grade prediction tool to win their classes. 260-264 - Sanam Shirazi Beheshitha, Dragan Gasevic
A process mining approach to linking the study of aptitude and event facets of self-regulated learning. 265-269
Alternative methods of improving learning
- Behrooz Mostafavi, Michael Eagle
Towards data-driven mastery learning. 270-274 - Andrew Gibson
Analysing reflective text for learning analytics: an approach using anomaly recontextualisation. 275-279 - Aysu Ezen-Can, Joseph F. Grafsgaard, James C. Lester, Kristy Elizabeth Boyer:
Classifying student dialogue acts with multimodal learning analytics. 280-289
Interventions and remediations
- William L. Miller, Ryan Shaun Baker, Matthew J. Labrum
Automated detection of proactive remediation by teachers in reasoning mind classrooms. 290-294 - Christopher A. Brooks, Omar Chavez, Jared Tritz, Stephanie D. Teasley:
Reducing selection bias in quasi-experimental educational studies. 295-299 - Manuel Ángel Jiménez-Gómez, José María Luna
Discovering clues to avoid middle school failure at early stages. 300-304
Analyses with LMS data
- Abelardo Pardo
Combining observational and experiential data to inform the redesign of learning activities. 305-309 - Daniel T. Hickey, Joshua D. Quick, Xinyi Shen:
Formative and summative analyses of disciplinary engagement and learning in a big open online course. 310-314 - Bart Rienties
"Scaling up" learning design: impact of learning design activities on LMS behavior and performance. 315-319
Tutoring systems
- Eric Van Inwegen, Seth Adjei, Yan Wang, Neil T. Heffernan
An analysis of the impact of action order on future performance: the fine-grain action model. 320-324 - Xiaolu Xiong, Yan Wang, Joseph Barbosa Beck:
Improving students' long-term retention performance: a study on personalized retention schedules. 325-329
Curricula, network and discourse analysis
- Takayuki Sekiya, Yoshitatsu Matsuda, Kazunori Yamaguchi
Curriculum analysis of CS departments based on CS2013 by simplified, supervised LDA. 330-339 - Bodong Chen
"Twitter Archeology" of learning analytics and knowledge conferences. 340-349 - Mihai Dascalu
Discourse cohesion: a signature of collaboration. 350-354 - Duygu Simsek
Correlations between automated rhetorical analysis and tutors' grades on student essays. 355-359
Multilevel, multimodal and network analysis
- Marcelo Worsley, Paulo Blikstein
Leveraging multimodal learning analytics to differentiate student learning strategies. 360-367 - Dan Suthers:
From contingencies to network-level phenomena: multilevel analysis of activity and actors in heterogeneous networked learning environments. 368-377 - Kousuke Mouri, Hiroaki Ogata, Noriko Uosaki:
Ubiquitous learning analytics in the context of real-world language learning. 378-382 - Mengxiao Zhu
An exploratory study using social network analysis to model eye movements in mathematics problem solving. 383-387
Workshop
- Simon Knight
It's about time: 4th international workshop on temporal analyses of learning data. 388-389 - Hendrik Drachsler
Ethical and privacy issues in the application of learning analytics. 390-391 - Daniel T. Hickey, Jelena Jovanovic, Steven Lonn, James E. Willis:
2nd int'l workshop on open badges in education (OBIE 2015): from learning evidence to learning analytics. 392-393 - Erik Duval, Katrien Verbert
VISLA: visual aspects of learning analytics. 394-395 - Hendrik Drachsler
The 3rd LAK data competition. 396-397
Posters
- Carlos Monroy, Virginia Snodgrass Rangel, Elizabeth R. Bell, Reid Whitaker:
A learning analytics approach to characterize and analyze inquiry-based pedagogical processes. 398-399 - Dalit Mor, Hagar Laks, Arnon Hershkovitz
Predicting post-training readiness to work with computers: the predominance of log-based variables. 400-401 - Zhenhua Xu, Alexandra Makos:
Investigating the impact of a notification system on student behaviors in a discourse-intensive hybrid course: a case study. 402-403 - Shiwei Ye, Yuan Sun, Haobo Wang, Yi Sun:
Minimum information entropy based q-matrix learning in DINA model. 404-405 - Andreas Harrer
Integrated representations and small data: towards contextualized and embedded analytics tools for learners. 406-407 - Raymond Kang, Josh Radinsky
Frequent sequential interactions as opportunities to engage in temporal reasoning with an online GIS. 408-409 - Aaron Hawn:
The bridge report: bringing learning analytics to low-income, urban schools. 410-411 - Bernie Dodge, John Whitmer
Improving undergraduate student achievement in large blended courses through data-driven interventions. 412-413 - Katja Niemann:
Increasing the accessibility of learning objects by automatic tagging. 414-415 - Shady Shehata, Kimberly E. Arnold:
Measuring student success using predictive engine. 416-417 - Kazushi Maruya, Junji Watanabe, Hiroyuki Takahashi, Shoji Hashiba:
A learning system utilizing learners' active tracing behaviors. 418-419 - Roghayeh Barmaki, Charles E. Hughes
A case study to track teacher gestures and performance in a virtual learning environment. 420-421 - Frederick Nwanganga, Everaldo Aguiar, G. Alex Ambrose, Victoria Goodrich, Nitesh V. Chawla
Qualitatively exploring electronic portfolios: a text mining approach to measuring student emotion as an early warning indicator. 422-423 - Rafa Absar, Anatoliy A. Gruzd
Media multiplexity in connectivist MOOCs. 424-425 - Marcelo Worsley, Paulo Blikstein
Using learning analytics to study cognitive disequilibrium in a complex learning environment. 426-427 - Mitsumasa Zushi, Yoshinori Miyazaki, Ken Norizuki:
Analysis of learners' study logs: mouse trajectories to identify the occurrence of hesitation in solving word-reordering problems. 428-429 - Linda Corrin, Paula G. de Barba
How do students interpret feedback delivered via dashboards? 430-431 - Tim Rogers, Cassandra Colvin, Deborah West
Learning analytics in Oz: what's happening now, what's planned, and where could it (and should it) go? 432-433 - Antonette Shibani
Text mining approach to automate teamwork assessment in group chats. 434-435
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