Pre-Conference Events at SFU Harbour Centre

There are a great variety of half- and full-day workshops and tutorials available at LAK’17 as well as a two-day hackathon. Find out the details of each below, including when they will take place and if they are open sign-up or require an application to participate. Colors indicate mini-track themes of interests and are explained below the table.

Registration for pre-conference events takes place in the conference registration tool which is now open.

 

Event  Time Monday Tuesday
Registration 7:30-8:30 Workshop & conference registration  Workshop & conference registration
Full Day Events 8:30-17:00 Hackathon Day 1 – Getting the right information to the right people so they can take the right action [LEARNING] Room: 1520 Hackathon Day 2 – Getting the right information to the right people so they can take the right action [LEARNING] Room: 1520
Beyond Failure: The 2nd LAK Failathon [LEARNING] Room: 1500 Writing Analytics Literacy – Bridging from Research to Practice [LEARNING] Room: 1315
DesignLAK17: Quality metrics and indicators for analytics of assessment design at scale [METHODS] Room: 2050 Current and Future Multimodal Learning Analytics Data Challenges [SPACES/PLACES] Room: 1510
2nd Cross-LAK: Learning Analytics Across Physical and Digital Spaces [SPACES/PLACES] Room: 2245 Community Based Educational Data Repositories and Analysis Tools [LEARNING]
Room: 1500
Doctoral Consortium [Invitation only] Room: 2050
Half-Day Events: Morning 8:30-12:30 Learning Analytics and Policy (LAP) – international aspirations, achievements and constraints [POLICY] Room: 1315 Developing Institutional Learning Analytics ‘Communities of Transformation’ to Support Student Success [POLICY] Room: 2200
Building the Learning Analytics Curriculum [LEARNING]
Room: 1510
Connecting Data with Student Support Actions in a Course: A Hands-on Tutorial [LEARNING]
Room: 2245
FutureLearn data: what we currently have, what we are learning and how it is demonstrating learning in MOOCs [MOOCs] Room: 2200
Half-Day Events: Afternoon 13:00-17:00 Workshop on Integrated Learning Analytics of MOOC Post-Course Development [MOOCs] Room: 1315 Workshop of the Methodology in Learning Analytics Bloc [METHODS] Room: 2200
LA Policy: Developing an Institutional Policy for Learning Analytics using the RAPID Outcome Mapping Approach [POLICY] Room: 1510 15:30-17:00 – Institutional Members Roundtable Meeting [Invitation only] Room: 1200-1500
Quasi-Experimental Design for Causal Inference Using Python and Apache Spark: A Hands-on Tutorial [METHODS] Room: 2200 17:00-18:30 – Institutional Members Reception [Invitation only] Room: 1200-1500
Breaks 10:00-10:30 Morning Tea Morning Tea
12:30-13:00 Lunch 
Room: 1400-1430
Lunch
Room: 1400-1430
14:30-15:00 Afternoon Tea Afternoon Tea

Themed Mini-Tracks for Pre-Conference Events

This year we have organised the LAK workshops into thematic groupings, or mini-tracks. These were conceived to provide a clear overview of the kinds of event taking place in the pre-conference workshops and tutorials, and to encourage participants and organisers to build on synergies identified for maximum impact. The workshop chairs have encouraged workshop organisers to engage with each other, to provide continuity and share resources and perspectives. These mini-tracks are:

  1. Data from Many Places and Spaces [SPACES/PLACES]: The workshops in this mini-track focus on learning across modalities and spaces, building on previous workshops at LAK and elsewhere to bring into focus learning beyond computer-interaction based log files.
  2. Applying Learning Analytics in MOOCs [MOOCs] The workshops in this mini-track focus on the application of learning analytics to learning in MOOCs.
  3. Using Policy to Drive the Adoption of LA: Community, Institutional and International Perspectives: [POLICY]: The workshops in this mini-track focus on policy considerations in the development and application of learning analytics.
  4. Practical Methods in Learning Analytics and Evaluation [METHODS]: The workshops in this mini-track focus on development of particular methods in learning analytics, and the evaluation of applied learning analytics.
  5. Learning About and From Learning Analytics [LEARNING]:– The workshops in this mini-track focus on developing learning around learning analytics, including how we develop learning resources for a range of stakeholders to better understand the application of learning analytics to practical contexts.

LAK17 Hackathon (Full Days Mon & Tues) – Getting the Right Information to the Right People So They Can Take the Right Action

Website: https://lakhackathon.wordpress.com/
Organisers: Adam Cooper, Alan Berg, Niall Sclater, Tanya Dorey-Elias, Kirsty Kitto
How to join: Open signup
Mini-track: Learning about and from learning analytics [LEARNING]
Abstract: The hackathon is intended to be a practical hands-on workshop involving  participants  from academia  and  commercial organizations  with  both  technical  and  practitioner  expertise.  It will consider the outstanding challenge of visualizations which are  effective  for  the  intended  audience:  informing  action,  not likely  to  be  misinterpreted,  and  embodying  contextual appropriacy,  etc.  It  will  surface  particular  issues  as  workshop challenges  and  explore  responses  to  these  challenges  as visualizations  resting  upon  interoperability  standards and  API-oriented open architectures.

Monday Full Day Workshops/Tutorials

Beyond Failure: The 2nd LAK Failathon

Website: https://lakfailathon.wordpress.com
Organisers: Doug Clow, Rebecca Ferguson, Kirsty Kitto, Yong-Sang Cho
How to join: Open signup
Mini-track: Learning about and from learning analytics [LEARNING]
Abstract: The 2nd  LAK Failathon will build on the successful event in 2016 and  extend  the  workshop  beyond  discussing  individual experiences  of  failure  to  exploring  how  the  field  can  improve, particularly regarding the creation and use of evidence.

Failure in research is an increasingly hot topic, with high-profile crises  of  confidence  in  the  published  research  literature  in medicine  and  psychology.  Among  the  major  factors  in  this research crisis are the many incentives to report and publish only positive  findings.  These  incentives  prevent  the  field  in  general from  learning  from  negative  findings,  and  almost  entirely preclude the publication of mistakes and errors. Thus providing an alternative  forum  for  practitioners  and  researchers  to  learn  from each  other’s  failures  can  be  very  productive.  The  first  LAK Failathon,  held  in  2016,  provided  just  such  an  opportunity  for researchers  and  practitioners  to  share  their  failures  and  negative findings in a lower-stakes environment, to help participants learn from each other’s mistakes. It was very successful, and there was strong support for running it as an annual event. This workshop will  build  on  that  success,  with  twin  objectives  to  provide  an environment  for  individuals  to  learn  from  each  other’s  failures, and also to co-develop plans for how we as a field can better build and deploy our evidence base.

DesignLAK17:  Quality metrics and indicators for analytics of assessment design at scale

Website:  https://sites.google.com/site/designlak17
Organisers: Ulla Ringtved, Sandra Milligan, Linda Corrin, Allison Littlejohn, Nancy Law
How to join:  See workshop website for call for participation
Mini-track: Practical methods in learning analytics and evaluation [METHODS]
Abstract: Notions of what constitutes quality in design in traditional on-campus or online teaching and learning may not always translate into  scaled  digital  environments.  The  DesignLAK17  workshop builds  on  the  DesignLAK16  workshop  to  explore  one  aspect  of this  theme,  namely  the  opportunities  arising  from  the  use  of analytics in scaled assessment design. New paradigms for learning design are exploiting the distinctive characteristics and potentials of analytics, trace data and newer kinds of sensory data useable on digital platforms to transform assessment. But, characteristics of quality  assessment  design  need  to  be  reconsidered,  and  new metrics  for  capturing  quality  are  required.  This  symposium  and workshop  focuses  on  what  might  be  appropriate  quality  metrics and indicators for assessment design in scaled learning. It aims to build  a  community  of  interest  round  the  topic,  to  share perspectives, and to generate design and research ideas.

2nd Cross-LAK: Learning Analytics Across Physical and Digital Spaces

Website: http://crosslak.utscic.edu.au
Organisers: Roberto Martinez-Maldonado, Davinia Hernandez-Leo, Abelardo Pardo, Hiroaki Ogata
How to join: See workshop website for call for participation
Mini-track: Data from many places and spaces [SPACES/PLACES]
Abstract: Student’s  learning  happens  where  the  learner  is,  rather  than being constrained to a single physical or digital environment. It is of high relevance for the LAK community to provide analytics support  in  blended  learning  scenarios  where  students  can interact  at  diverse  learning  spaces  and  with  a  variety  of educational  tools.  This  workshop  aims  to  gather  the  sub-community  of  LAK  researchers,  learning  scientists  and researchers in other areas, interested in the intersection between ubiquitous,  mobile  and/or  classroom  learning  analytics.  The underlying concern is how to integrate and coordinate learning analytics seeking to understand the particular pedagogical needs and  context  constraints  to  provide  learning  analytics  support across  digital  and  physical  spaces.  The  goals  of  the  workshop are to consolidate the Cross-LAK sub-community and provide a forum  for  idea  generation  that  can  build  up  further collaborations.  The  workshop  will  also  serve  to  disseminate current  work  in  the  area  by  both  producing  proceedings  of research papers and working towards a journal special issue.

Half Day: Monday Morning

Learning  Analytics  and  Policy  (LAP)  –  international aspirations, achievements and constraints

Website: http://www.laceproject.eu/blog/lapolicy
Organisers: Megan Bowe, Weiqin Chen, Dai Griffiths, Tore Hoel, Jaeho Lee, Hiroaki Ogata, Griff Richards, Li Yuan, Jingjing Zhang
How to join: See workshop website for call for participation
Mini-track: Using policy to drive the adoption of LA: community, institutional and international perspectives [POLICY]
Abstract: The Learning Analytics and Policy (LAP) workshop explores and documents  the  ways  in  which  policies  at  national  and  regional level  are  shaping  the  development  of  learning  analytics.  It promises to bring together representatives from around the world who will report in a standard format on the circumstances in their own country. The workshop will be preceded by an information gathering  phase,  and  followed  by  the  authoring  of  a  report.  The aspirations, achievements and constraints in the different countries will be contrasted and documented, providing a valuable resource for the future development of learning analytics.

Building the Learning Analytics Curriculum

Website: http://blogs.cuit.columbia.edu/cl3584
Organisers: Charles Lang, Stephanie Teasley, John Stamper
How to join:  See workshop website for call for participation
Mini-track: Learning about and from learning analytics [LEARNING]
Abstract: Learning Analytics courses and degree programs both on-and offline have begun to proliferate over the last three years. As a result of this growth in interest from students, university administrators, researchers and instructors we believe it is a good time to review how these educational efforts are impacting the field, how synergy between instructors might be developed to greater serve the field and what kinds of best practices could be developed.

FutureLearn data: what we currently have, what we are learning and how it is demonstrating learning in MOOCs

Website:  https://sites.google.com/site/lak17flworkshop
Organisers: Lorenzo Vigentini, Manuel León Urrutia, Ben Fields
How to join: See workshop website for call for participation
Mini-track: Applying Learning Analytics in MOOCs [MOOCs]
Abstract: Compared to other MOOC platforms, FutureLearn is a relatively new player and received limited coverage in the Learning Analytics and Educational Data Mining research. Founded by a partnership between the Open University in the UK, the BBC, The British Library and (originally) 12 universities in the UK, it recently surpassed 5 million learners worldwide.

FutureLearn has two distinctive features: 1) it was designed with a specific educational philosophy in mind, which focuses on the social dimension of learning; and 2) every learning activity provides opportunities for formal discussion and commenting. Furthermore, simple, stable datasets are made available for those involved in the course in near real-time opening up exceptional opportunities to use LA in practice while the courses are running and after they close informing course re-development.

This workshop invites contributions from researchers and practitioners aiming to showcase their most recent work and connect both individual and groups to share their research and evaluation activities on an international stage. All papers submitted will be included in a CEUR Proceedings volume.

As the first of its kind, this workshop will bring together a number of scholars, practitioners, educational developers, data scientists and analyst involved in the development, delivery, reporting and researching in and with the platform.

Half Day: Monday Afternoon

Workshop on Integrated Learning Analytics of MOOC Post-Course Development

Website:  http://bit.ly/moocpcd
Organisers: Yuan Wang, Dan Davis, Guanliang Chen, Luc Paquette
How to join: See workshop website for call for participation
Mini-track: Applying Learning Analytics in MOOCs [MOOCs]
Abstract: MOOC  research  is  typically  limited  to  evaluations  of  learner behavior  in  the  context  of  the  learning  environment.  However, some research has begun to recognize that the impact of MOOCs may  extend  beyond  the  confines  of  the  course  platform  or conclusion  of  the  course  time  limit.  This  workshop  aims  to encourage  our  community  of  learning  analytics  researchers  to examine  the  relationship  between  performance  and  engagement within  the  course  and  learner  behavior  and  development  beyond the  course.  This  workshop  intends  to  build  awareness  in  the community regarding the importance of research measuring multi-platform  activity  and  long-term  success  after  taking  a  MOOC.  We hope to build the community’s understanding of what it takes to  operationalize  MOOC  learner  success  in  a  novel  context  by employing data traces across the social web.

LA Policy: Developing an Institutional Policy for Learning Analytics using the RAPID Outcome Mapping Approach

Website: http://sheilaproject.eu/2016/11/11/the-sheila-project-team-will-be-holding-a-workshop-at-the-7th-international-learning-analytics-knowledge-conference
Organisers: Yi-Shan Tsai, Dragan Gašević, Pedro Muñoz-Merino
How to join:  Open signup
Mini-track:Using policy to drive the adoption of LA: community, institutional and international perspectives  [POLICY]
Abstract: This workshop aims to promote strategic planning for learning analytics in higher education through the development of institutional policies. While the adoption of learning analytics is predominantly observed in a small-scale and bottom-up manner, it is believed that a systemic implementation can bring the greatest impact to the education system and lasting benefits to learners. To achieve this, a policy that is relevant to contexts and stakeholders at various levels can effectively aid the success of learning analytics.

The workshop involves two components. The first component includes a set of presentations about the state of learning analytics in higher education, drawing on results from an Australian and a European project examining institutional learning analytics policy and adoption processes. The second component is an interactive session where participants are encouraged to share their motivations for adopting learning analytics and challenges that have emerged in their institutions. Thereafter, participants will use the RAPID Outcome Mapping Approach (ROMA) to create a draft policy that articulates how the various challenges identified can be addressed. The workshop will develop an understanding of organisational operation for learning analytics and provide an opportunity for stakeholders to engage in a strategic planning process for this.

Quasi-Experimental Design for Causal Inference Using Python and Apache Spark: A Hands-on Tutorial

Website: http://www.mheducation.com/lak2017.html
Organisers: Shirin Mojarad, Nicholas Lewkow, Alfred Essa, Jie Zhang
How to join: Open signup (some knowledge of Python is required)
Mini-track: Practical methods in learning analytics and evaluation [METHODS]
Abstract: Educational  practitioners  and  policy  makers  require  evidence supporting  claims  about  educational  efficacy.  Evidence  is  often found  using  causal  relationships  between  education  inputs  and student learning outcomes. Causal inference covers a wide range of topics in education research, including efficacy studies to prove if a new policy, software, curriculum or intervention is effective in improving  student  learning  outcomes.  Randomized  controlled trials  (RCT)  are  considered  a  gold  standard  method  to demonstrate  causality.  However,  these  studies  are  expensive, timely and costly, as well as not being ethical to conduct in many educational contexts. Causality can also be deducted purely from observational data. In this tutorial, we will review methodologies for  estimating  the  causal  effects  of  education  inputs  on  student learning outcomes using observational data. This is an inherently complex  task  due  to  many  hidden  variables  and  their  inter-relationships in educational research.  In this tutorial, we discuss causal  inference  in  the  context  of  educational  research  with  big data. This is the first tutorial of its kind at Learning Analytics and Knowledge  Conference  (LAK)  that  provides  a  hands-on experience with Python and Apache Spark as a practical tool for educational researchers to conduct causal inference.

Tuesday Full Day Workshops/Tutorials

Writing Analytics Literacy – Bridging from Research to  Practice

Website: wa.utscic.edu.au/events/lak17wa
Organisers: Simon Knight, Laura Allen, Andrew Gibson, Danielle McNamara, Simon Buckingham Shum
How to join: See workshop website for call for participation
Mini-track: Learning about and from learning analytics [LEARNING]
Abstract: Broadly defined, writing analytics involves the measurement and analysis of written texts for the purpose of understanding writing processes and products, in their educational contexts. Writing analytics are ultimately aimed at improving the educational contexts in which writing is most prominent. The principal goal of writing analytics is to move beyond assessment of texts divorced from contexts, transitioning instead to a more nuanced investigation of how analytics may be effectively deployed in different writing contexts. Writing analytics thus aims to employ learning analytics to develop a deeper understanding of writing skills.

There is untapped potential in achieving the full impact of learning analytics through the integration of tools into practical pedagogic contexts. To meet this potential, more work must be conducted to support educators in developing learning analytics literacy. The proposed workshop addresses this need by building capacity in the learning analytics community and developing an approach to resourcing for building ‘writing analytics literacy’.

The workshop will be targeted at:

  1. Providing a tutorial regarding key tools for writing analytics research and practice, highlighting existing tools, resources, and practices
  2. Building a resource bank of sample datasets from which learning vignettes might be developed
  3. Creating a ‘wish list’ of resources to support practitioners in their learning analytics literacy around writing, including developing a framework describing the kinds of pedagogic contexts in which particular tools might be integrated.

The workshop thus proposes to provide both hands-on tutorial elements, and resource-creation.

Current and Future Multimodal Learning Analytics Data Challenges

Website: http://sigmla.org/mmla2017/
Organisers: Daniel Spikol, Luis Prieto, Multu Cukurova, Marcelo Worsley, Xavier Ochoa, M.J. Rodriguez-Triana
How to join: See workshop website for call for participation
Mini-track: Data from many places and spaces [SPACES/PLACES]
Abstract: Multimodal Learning Analytics (MMLA) captures, integrates and analyzes learning traces from different sources in order to obtain a more holistic understanding of the learning process, wherever it happens. MMLA leverages the increasingly widespread availability of diverse sensors, high-frequency data collection technologies and sophisticated machine learning and artificial intelligence techniques. The aim of this workshop is twofold: first, to provide participants hands-on experience with different multimodal datasets that reflect how MMLA can bring new insights and opportunities to investigate complex learning processes and environments; second, to collaboratively identify a set of grand challenges for further MMLA research, built upon the foundations of previous workshops on the topic.

Community Based Educational Data Repositories and Analysis Tools

Website: https://pslcdatashop.web.cmu.edu/LAK2017/
Organisers: Ken Koedinger, Ran Liu, John Stamper, Candace Thille, Phil Pavlik
How to join: Open signup
Mini-track: Using policy to drive the adoption of LA: community, institutional and international perspectives [LEARNING]
Abstract: This  workshop  will  explore  community  based  repositories  for educational  data  and  analytic  tools  that  are  used  to  connect researchers  and  reduce  the  barriers  to  data  sharing.  Leading innovators  in  the  field,  as  well  as  attendees,  will  identify  and report  on  bottlenecks  that  remain  toward  our  goal  of  a  unified repository. We will discuss these as well as possible solutions. We will  present  LearnSphere,  an  NSF  funded  system  that  supports that  supports  collaborating  on  and  sharing  a  wide  variety  of educational  data,  learning  analytics  methods,  and  visualizations while  maintaining  confidentiality.  We  will  then  have  hands-on sessions in which attendees have the opportunity to apply existing learning  analytics  workflows  to  their  choice  of  educational datasets  in  the  repository  (using  LearnShere’s  simple  drag-and-drop  interface),  add  their  own  learning  analytics  workflows (requires  very  basic  coding  experience),  or  both.  Leaders  and attendees will then jointly discuss the unique benefits as well as the  limitations  of  these  solutions.  Our  goal  is  to  create  building blocks  to  allow  researchers  to  integrate  their  data  and  analysis methods  with  others,  in  order  to  advance  the  future  of  learning science.

Half Day: Tuesday Morning 

Developing Institutional Learning Analytics ‘Communities of Transformation’ to Support Student Success

Website: http://bayviewalliance.org/what-we-do/research-action-clusters-racs/rac3-using-academic-analytics-to-support-and-catalyze-transformation/2017-lak-workshop/
Organisers: Leah Macfadyen, Dennis Groth, George Rehrey, Linda Shepard, Jim Greer, Douglas Ward, Caroline Bennett, Jake Kaupp, Marco Molinaro, Matt Steinwachs
How to join:  Open signup
Mini-track: Using policy to drive the adoption of LA: community, institutional and international perspectives [POLICY]
Abstract: Institutional  implementation  of  learning  analytics  calls  for thoughtful management of cultural change. This interactive half-day workshop responds to the LA literature describing the benefits and  challenges  of  institutional  LA  implementation  by  offering participants an opportunity to learn about and begin planning for a program  to  actively  engage  their  faculty  as  leaders  of  data exploration around the topics of student success. This session will share  experiences  from  five  institutions  actively  engaged  in fostering Learning Analytics Communities (LAC) by identifying key  issues,  sharing  lessons  learned,  and  considering  structural frameworks  that  are  transferable  to  other  institutional  contexts. Structured  discussion  and  activities  will  engage  participants  in developing an action plan for exploring the establishment of a LAC on their own campus.

Connecting Data with Student Support Actions in a Course: A Hands-on Tutorial

Website: https://latte.ee.usyd.edu.au/lak17tutorial/index.html
Organisers: Abelardo Pardo, Roberto Martinez-Maldonado, Simon Buckingham Shum, Simon McIntyre, Dragan Gašević, George Siemens
How to join: Open signup
Mini-track: Learning about and from learning analytics [LEARNING]
Abstract: The  amount  of  data  extracted  from  learning  experiences  has grown at an astonishing pace both in depth due to the increasing variety  of  data  sources,  and  in  breath  with  courses  now  being offered  to  massive  student  cohorts.  However,  in  this  emerging scenario  instructors  are  now  facing  the  challenge  of  connecting the knowledge emerging from data analysis with the provision of meaningful  support  actions  to  students  within  the  context  of  an instructional design. The  objective  of  this  tutorial  is  to  give  attendees  a  set  of hypothetical  scenarios  in  which  the  knowledge  extracted  from  a learning  experience  needs  to  be  used  to  provide  frequent personalized feedback to students.

Half Day: Tuesday Afternoon

Workshop of the Methodology in Learning Analytics Bloc

Website: https://sites.google.com/a/nyu.edu/lakmla2017/
Organisers: Yoav Bergner, Charles Lang, Geraldine Gray
How to join:  See workshop website for call for participation
Mini-track: Practical methods in learning analytics and evaluation [METHODS]
Abstract: Learning analytics is an interdisciplinary and inclusive field, a fact which makes the establishment of methodological norms the challenging and important. This community-building workshop intends to convene methodology-focused researchers to discuss new and established approaches, comment on the state of current practice, author pedagogical manuscripts, and co-develop guidelines to help move the field forward with quality and rigor.

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