A workshop on Learning Analytics will be held at the 45th Hawaii
International Conference of the System Sciences, January 4-7, 2012, Grand
Wailea, Maui <http://www.hicss.hawaii.edu/hicss_45/apahome45.htm>.
Learning analytics is an emerging area of research that addressses the
measurement, collection, analysis and reporting of data about learners and
their contexts, for purposes of understanding and optimizing learning and
the environments in which it occurs. The workshop CFP is below.
Workshop submissions are due **November 30, 2011** (see appended call),
but to maximize your return on investment for this trip you may want to
submit to one of the HICSS mini-tracks that are on related topics. Mini-track
papers are due **June 15, 2011**. Of particular relevance is the Learning
Analytics and Networked Learning minitrack.
LEARNING ANALYTICS & NETWORKED LEARNING
* technology or system design to analyze, support, and/or create learning
and learning environments ... particular interest are papers that capture,
analyze and show novel use of data produced from online learning
environments, develop and/or test methodologies for analyzing online
learning, address automated data collection and analysis in support of
learning, professional development and knowledge creation, and discuss
[related] issues and opportunities ...
* Chairs: Haythornthwaite, de Laat, Dawson
Other related minitracks …
ADVANCES IN TEACHING AND LEARNING TECHNOLOGIES:
* technology and its support of improving teaching and learning ... Special
interest continues to focus on innovative ways of using social media to
facilitate learning. ... all aspects of teaching and learning technologies from
the original inceptions of theories and tools through the measurement of
* Chairs: Spencer & Santanen
COMMUNICATION AND SOCIAL NETWORKS
* Communication network analysis identifies the communication structure
shaped by the flows of information or other material/nonmaterial resources.
... the current minitrack focuses on the structures and patterns of association
that emerges from the flow of information, broadly defined, and is
particularly well suited for dynamic network data. Units of analysis and form
of flow are scaleable, and this track welcomes a wide range of
communication network conceptualizations.
* Chairs: Rosen & Barnett
SOCIAL MEDIA IN SOCIAL INFORMATICS
* Explore the impacts of social media, such as BBS, Wiki, blog, SNS, twitter
and so on, with respect to human behavior and choices in everyday life.
Develop the concepts and technologies, such as knowledge creation, data-
mining, and so on, for effective sharing of information and knowledge
among people by the social media.
* Chairs: Ohta, Okada, Yamamoto, Suwa
SOCIAL NETWORKING AND COMMUNITIES
* social media and their interrelations with communities (online and offline)
in the context of work, personal life, and education ... address issues of
social networking and online communities of practice, inquiry and interest;
political, social, and gaming communities ...
* Chairs: Nahon & Haythornthwaite
SOCIAL NETWORKS AND COLLABORATION
* explore social networks, the social graph and social influence ... explore
unusual ways of modelling social networks ... open to analysis of collective
intelligence web sites, new knowledge creation, collaboration, persuasive
technology, analysis of social graphs, crowd-sourcing as well as ad hoc social
networks formed in response to pressing social needs ...
* Chairs: Steiny, Oinas-Kukkonen, Nickerson
----- LEARNING ANALYTICS WORKSHOP -----
The Learning Analytics workshop description follows, and is also available in
PDF at <http://www.hicss.hawaii.edu/hicss_45/45swt/WS/Learning-
Learning analytics is the measurement, collection, analysis and reporting of
data about learners and their contexts, for purposes of understanding and
optimizing learning and the environments in which it occurs.
Advances in knowledge modeling and representation, the semantic web, data
mining, analytics, and open data form a foundation for new models of
knowledge development and analysis. The technical complexity of this
nascent field is paralleled by a transition within the full spectrum of learning
(education, work place learning, informal learning) to social, networked
learning. These technical, pedagogical, and social domains must be brought
into dialogue with each other to ensure that interventions and organizational
systems serve the needs of all stakeholders.
This workshop will focus on online or technology mediated settings in which
learner interaction data can be collected automatically. The growth of this
kind of data currently surpasses the ability of organizations to make sense of
it. This concern is particularly pronounced in relation to knowledge, teaching,
and learning in educational, work place, and informal settings. Learning
institutions and corporations make little use of the data learners generate in
the process of accessing learning materials, interacting with educators and
peers, and creating new content. Tools that build on theoretical and
methodological principles of learning analytics, and that harness the rapidly
emerging developments in analytics in general, promise important
applications in educational planning, whether for change at course and
institutional levels, or for generating insights for the learning sciences. Such
applications also extend beyond educational institutions as corporations face
pressure for increased competitiveness and productivity, a challenge that
requires important contributions in organizational capacity building from
workplace, formal, informal, and non-formal learning. Also, as we witness
the expansion of learning and knowledge work beyond formal institutional
boundaries onto the Internet, we will also find that myriad platforms in the
cloud that host learning activity by individuals as a core or side consideration
will be able to make use of learning analytics applications and ideas.
This will be a "working-shop", not a mini-conference of paper presentations.
We will begin with introductions and two or three presentations that frame
the emerging area of Learning Analytics. The rest of the day will include brief
presentations on key issues and substantial opportunities for panel, full
group and small group discussion. The final format and schedule will be
determined based on participant proposals. Our objective is twofold: 1) to
recruit members of the HICSS community to this new international
community initiative, and 2) to further identify and organize research strands
around which future collaborations might form. The workshop will also
prepare participants for the Learning Analytics & Networked Learning
minitrack and related minitracks, in terms of both content and familiarity
with each other.
All interested participants are welcome. We ask participants to prepare a 1-
page paper summarizing their backgrounds and interests in attending this
workshop. Optionally, a second separate page may be added to propose
activities participants would like to engage in at the workshop, and their role
in these activities. Submissions should be sent to the lead workshop
organizers, George Siemens (firstname.lastname@example.org) and Dan Suthers
(email@example.com) by November 30, 2011. The background/interest pages
will be circulated to all participants at the workshop, and used to frame
presentations and discussions.
Professor, Department of Information and Computer Sciences
Chair, Communication and Information Sciences PhD Program
University of Hawai'i at Manoa
(808) 956-3890 voice
(808) 956-3548 fax
Researcher, Technology Enhanced Knowledge Research Institute
Director and Professor
School of Library, Archival & Information Studies
University of British Columbia
Maarten de Laat
Director, Networked Learning Program,
Management Ruud de Moor Centre,
Open University of the Netherlands
Professor, Computer Science
Katholieke Universiteit Leuven
Director, Arts Instructional Support and Information Technology
University of British Columbia