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Mon, 15 Oct 2012 21:46:51 +0200
Erik Duval <[log in to unmask]>
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Erik Duval <[log in to unmask]>
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Second call for contributions:

LAK13: Third International Conference on Learning Analytics & Knowledge

8-12 April, Leuven, Belgium 

Papers and Workshop/Tutorial Proposals due *** November 8, 2012 ***

Doctoral Consortium, Poster and Workshop Participation Submissions due January 31, 2013

The International Learning Analytics & Knowledge Conference, now in its third year, is a venue for reporting and advancing research at the nexus of two emerging societal phenomena. First we are witnessing the rapid expansion of the use of technologies in supporting learning, not only in established institutional contexts and platforms, but also in the emerging landscape of free, open, social learning online. Second, the unprecedented availability of data that learners generate in the process of accessing learning materials, interacting with educators and peers, and creating new content in these technological settings, coupled with advances in analytics and data mining, knowledge modeling and representation and open data offer great potential for research into how learning takes place in socio-technical settings and the development of new forms of analytics that can inform learners and educators. Learning Analytics research brings these technical, pedagogical, and social domains into dialogue with each other to ensure that interventions and organizational systems serve the needs of all stakeholders. 

THEME: Dialectics in Learning Analytics 
The first two conferences have established the range of issues and approaches of concern in leveraging the availability of data about learning with powerful computational, representational and visualization techniques. This third conference will be designed to consolidate the field by bringing these many voices into dialogue in a "middle space" under the overarching theme of "Dialectics in Learning Analytics", which has these facets: 

The Middle Space: The conference will explore the middle space within which Learning and Analytics intersect, and seeks proposals for papers and events that explicitly connect analytic tools to theoretical and practical aspects of understanding and managing learning. 

Productive Multivocality: Learning analytics is multidisciplinary, drawing on theories and methods from diverse research traditions. Our community includes educators, learning scientists, computer scientists, administrators, and policy makers, among others. The middle space serves as a topical "boundary object", enabling productive discourse between these many voices. 

The Old and the New: We are facing a centuries old problem: to improve learning, but we are trying to solve it using a new set of tools, not available before. We address these problems in the city of Leuven: centuries old, lively new.

The following keywords will be used to classify submissions, and convey the breadth of topics covered. Authors are strongly encouraged to read the advice at concerning how papers should focus on some aspect of the intersection of learning and analytics. 

* Analytic Approaches, Methods, and Tools for sensemaking in learning
  analytics, including: algorithms, architectures, behavior modeling,
  case studies, clustering, computational linguistics, concept
  mapping, crowdsourcing, data integration, data mining, data sharing,
  design-based research, research about design, discourse analysis,
  educational research methods, ethnography, ethnomethodology,
  evaluation methods, frameworks, grounded theory, information
  visualization, interfaces for learning analytics, knowledge
  representation, machine learning, natural language processing,
  predictive analytics, recommendation engines, semantic web,
  sequential analysis, social network analysis, social network
  visualisation, statistical analysis, surveys, text mining, visual
  learning analytics

* Theories and Theoretical Concepts for understanding learning,
  including: activity theory, actor-network theory, affordances,
  communities of practice, conceptual models of learning enabled by
  analytics, connectivism, constructivism, distributed cognition,
  networked individualism, reflective learning, situated learning,
  social capital, social learning, sociocultural theory, structuration
  theory, symbolic interactionism

* Measures of Learning, Change and Success, including: accreditation,
  affect, emotions, and flow, analytic patterns, attendance and
  retention (as predictors of learning), attention, attitudes,
  collaboration and cooperation, community structure,
  comprehension/understanding, conceptual change, degree of
  competence, educational performance, expectations, learner behavior
  modeling, learning dispositions, metacognition, misconceptions,
  motivation, off-task behavior, organizational dynamics,
  participation, satisfaction, social dynamics

* Learning Activities, Applications, and Interventions: adaptation,
  analytic tools for learners, argumentation, assessment, awareness,
  big data applications and opportunities, classroom orchestration,
  collaborative learning, course management systems, decision-support
  systems for learning, informing policy, instructor support,
  intelligent tutoring systems, interventions based on analytics,
  knowledge work, language learning, learning communities, learning
  environments enhanced with analytics, learning how to learn,
  lifelong learning, management of learning interventions or settings,
  mentoring, open data and data access for learners, pedagogical
  adjustment/intervention, personalization, predicting failure,
  professional development, quantified self, reflection, scaffolding
  and scripting, self-management of learning, student monitoring,
  teacher analytics, teaching learning analytics

* Issues addressed may include: adoption strategies and barriers,
  cultural issues, ethical considerations (e.g., privacy and
  ownership), human factors, identity, legal aspects, privacy, social

* Media studied may include: blogging, chats, haptic media & tangible
  computing, microblogging (twitter), mobile platforms, online
  discussion forums, shared workspaces, social networking media,
  video, whiteboards, wikis, and face-to-face interaction supported by

* Settings of Learning include: blended online/face-to-face, distance
  education, distributed work, face-to-face settings,
  corporate/workplace, government, graduate education, harmonizing
  individual and organizational learning, higher education, informal
  learning, military, mobile and ubiquitous, online communities, open
  university, primary school, secondary school, socio-technical
  networks, university/postsecondary, virtual organizations


Primary Participation 

Full and Short Papers, Design Briefings, and the abstracts for Panels, Workshops and Tutorials will be published in the main proceedings. Submissions in these categories are due November 8, 2012. (This has been extended from November 1 to avoid conflict with another conference submission date, but there will be no further extensions.) 

-- Full Papers
Use a full paper to share substantial conceptual, technical and empirical contributions, following the advice to authors given above. Submit up to 10 pages in the conference paper format. 

-- Short Papers, Design Briefings, and Formal Demonstrations
Use a short paper to share preliminary conceptual, technical and empirical contributions, or substantial contributions that can be reported briefly. Short papers can also share a design concept or tool that addresses a challenge of interest to interface designers, system architects and programmers. A formal demonstration of interactive software or tools may also be proposed: such submissions should include at least one link to a current demo movie. Submit up to 5 pages in the conference paper format. 

-- Panels
Panels provide the chance for delegates to hear a range of speakers address a topical issue, e.g. diverse approaches to a problem, or a debate a hot topic. Submit up to 4 pages in the conference paper format suitable for publication in the proceedings, including an introduction to the nature and importance of the issue to be addressed and panelists' position statements. Submit 2 additional pages (not to be published in the proceedings) with the names and qualifications of confirmed panelists and discussants and a summary of how your panel format will ensure that there is interaction between panelists rather than consisting of a collection of disconnected talks. 

-- Workshops
Workshops (8-9 April, 2013) provide the opportunity to explore learning theory, analytics, methods and tools in depth. Workshops should be designed to take advantage of the interactivity afforded by this format, and should not consist merely of a day of talks. They may include for example, experience sharing and brainstorming, interactive demonstrations, data analysis by multiple analysts, problem solving sessions, and a few short and/or enlightening presentations. The length of the workshop sessions can range from a half to a full day (consisting of two to four 1.5 hour blocks between breaks). See for further information. 

-- Tutorials
Tutorials (also 8-9 April, 2013) are being solicited for specific topics of interest. The time could range from a 1.5 hour session to a full day (consisting of two to four 1.5 hour blocks between breaks). See for further information on topics solicited and submission. 

Secondary Participation

Submissions for the following forms of participation are due January 31, 2013. 

-- Doctoral Consortium
A one-day consortium will be organized for doctoral students who are about to defend or have recently defended their proposals. Participating students will have the opportunity to present their proposed research to reputable faculty in learning analytics and obtain valuable advice. Other professional development and social networking activities will be included. Details for submission requirements will be forthcoming in a future call. 

-- Informal Demonstrations
A space (table top surface) and designated times for informal demonstrations of relevant software will be provided at the conference. Submit one page that includes a 1-line title, name of presenter, and an abstract limited to 100 words suitable for printing in the conference guide. Demonstrators should be prepared to interact with several conference participants at a time in an interactive and not excessively scripted manner. 

-- Posters
Posters are suitable for describing late-breaking results or for engaging conference participants in discussion of preliminary ideas or findings. Submit a 1-line title, the name(s) of the presenter(s), and an abstract limited to 100 words suitable for printing in the conference guide.  This should be followed with up to two pages describing the concept or results to be presented, the expected interactions with conference participants, and the poster format that will support these interactions. (If available, a high-resolution image of the poster provided as the second page can fulfill this requirement, and is preferred. Easily visible graphics and large brief texts are encouraged rather than small text.)  

-- Workshop Participation
LAK workshops will provide conference participants with opportunities to interact intensively on a topic of shared interest. Workshop calls for participation will be distributed shortly after the December 14th workshop acceptance notification date. January 31st will be the uniform date for priority submissions for participation in workshops, although we encourage workshops to accept later submissions on a space-available basis. Workshop organizers will specify submission requirements. 

LAK 2013 is organized in cooperation with SIGCHI and SIGWEB, and will be published in the ACM Digital Library International Conference Proceedings Series. Author guidelines are available at (option 1). 

November 8: Paper, Workshop, and Tutorial Proposals Due 
December 14: Notification for Papers, Workshops, and Tutorials
January 31: Workshop Participation, Poster, and Informal Demonstration Submissions Due
February 15: Workshop, Poster, and Demonstration Notification 
February 15: Final Papers Due 
March 1: Early Registration Deadline 
April 8-12: Conference


Katholieke Universiteit Leuven (KULeuven) -
Society for Learning Analytics Research (SoLAR) -

General Chairs

-- Erik Duval, University of Leuven, Belgium
-- Xavier Ochoa, Escuela Superior PolitÚcnica del Litoral, Ecuador

Program Chairs

-- Dan Suthers, University of Hawai'i, USA
-- Katrien Verbert, University of Leuven, Belgium

Workshops and Tutorials Chairs

-- Ulrich Hoppe, University of Duisburg-Essen, Germany
-- Nikos Manouselis, Agro-Know, Greece
-- Alyssa Wise, Simon Fraser University, Canada

Doctoral Consortium Chairs

-- Ralf Klamma, RWTH Aachen University, Germany
-- Katherine Maillet, Institut National des Telecommunications, France
-- Ravi Vatrapu, Copenhagen Business School, Denmark

Awareness, Interaction and Memory Chairs

-- Tony Hirst, Institut National des TÚlÚcommunications, France
-- Doug Clow, Copenhagen Business School, Denmark

Local Chair

-- Joris Klerkx, University of Leuven, Belgium


Tel Amiel, Universidade Estadual do Campinas, Brasil
Ebrahim Bagheri, Ryerson University, Canada
Ryan Baker, Worcester Polytechnic Institute, USA
Paulo Blikstein, Stanford University, USA
Peter Brusilovsky, University of Pittsburgh, USA
Simon Buckingham, Open University, UK
Cristian Cechinel, Universidade Federal do Pampa, Brasil
Ming Ming Chiu, SUNY-Buffalo, USA
Kon Shing Kenneth Chung, University of Sydney, Australia
Grainne Conole, Open University, UK
Shane Dawson, The University of British Columbia, Canada
Maarten de Laat, Open Universiteit Nederland, Netherlands
Anna De Liddo, Open University, UK
Michael Derntl, RWTH Aachen, Germany
Stefan Dietze, Knowledge Media Institute, Open University, UK
Pierre Dillenbourg, Ecole Polytechnique Federale de Lausanne, Switzerland
Yannis Dimitriadis, University of Valladolid, Spain
Vania Dimitrova, School of Computing, University of Leeds, UK
Hendrik Drachsler, Open Universiteit Nederland, Netherlands
Gregory Dyke, University of Lyon, France
Rebecca Ferguson, The Open University, UK
Dragan Gasevic, Athabasca University, Canada
Janice Gobert, Worcester Polytechnic Institute, USA
Sabine Graf, Athabasca University, Canada
Marek Hatala, Simon Fraser University, Canada
Caroline Haythornthwaite, University of British Columbia, Canada
Eelco Herder, L3S Research Center, Germany
Zoran Jeremic, University of Belgrade, Serbia
Jelena Jovanovic, University of Belgrade, Serbia
Judy Kay, University of Sydney, Australia
Kinshuk, Athabasca University, Canada
Paul Kirschner, Open Universiteit Nederland, Netherlands
Nancy Law, Hong Kong University, China
Stefanie Lindstaedt, Know-Center, Austria
Allison Littlejohn, Glasgow Caledonian University, Scotland
Lori Lockyer, University of Wollongong, Australia
Phillip Long, University of Queensland, Australia
Kristine Lund, University of Lyon, France
Leah Macfadyen, University of British Columbia, Canada
Taylor Martin, University of Texas at Austin, USA
Alejandra Martinez-Mones, University of Valladolid, Spain
Riccardo Mazza, University of Lugano, Switzerland
Patrick McAndrew, The Open University, UK
Gordon McCalla, University of Saskatchewan, Canada
Bruce McLaren, Carnegie Mellon University, USA
Agathe Merceron, Beuth University of Applied Sciences, Germany
Tanja Mitrovic, University of Canterbury, New Zealand
Louis-Philippe Morency, University of South Carolina, USA
Jad Najjar, Wirtschaftsuniversitat Wien, Austria
Jun Oshima, Shizuoka University, Japan
Abelardo Pardo, Universidad Carlos III de Madrid, Spain
Kai Pata, Tallinn University, Estonia
Peter Reimann, University of Sydney, Australia
Cristobal Romero, Universidad de Cordoba, Spain
Carolyn Rose, Carnegie Mellon University, USA
Demetrios Sampson, University of Piraeus, Greece
Stefan Scherer, University of South Carolina, USA
Andreas Schmidt, Hochschule Karlsruhe, Germany
Hans-Christian Schmitz, Fraunhofer FIT, Germany
Bruce Sherin, Northwestern University, USA
Miguel-Angel Sicilia, University of Alcala, Spain
George Siemens, Athabasca University, Canada
Marcus Specht, Open Universiteit Nederland, Netherlands
John Stamper, Carnegie Mellon University, USA
Stefan Trausan-Matu, University Politehnica Bucharest, Romania
Martin Wolpers, Fraunhofer FIT, Germany
Marcelo Worsley, Stanford University, USA
Kalina Yacef, University of Sydney, Australia
Michael Yudelson, Carnegie Mellon University, USA
Amal Zouaq, Royal Military College of Canada

--Erik Duval and @ErikDuval

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