[AISWorld] LAK13: Third International Conference on Learning Analytics & Knowledge - 2nd Call for Contributions

[Jan Clark]

Connected by DROID on Verizon Wireless

-----Original message-----
From: Jelena Jovanovic <jeljov at gmail.com>
To: aisworld at lists.aisnet.org
Sent: Sun, Oct 21, 2012 19:27:14 GMT+00:00
Subject: [AISWorld] LAK13: Third International Conference on Learning Analytics & Knowledge - 2nd Call for Contributions

***apologies for cross-postings***

Second call for contributions:

LAK13: Third International Conference on Learning Analytics & Knowledge

8-12 April, Leuven, Belgium
http://lakconference.org

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 domai
ns 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.

TOPICS
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 http://lakconference2013.wordpress.com/for-authors/ 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
 change

* 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
 technology

* 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

SUBMISSION TYPES

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
http://lakconference2013.wordpress.com/for-authors/workshop-and-tutorials/ 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
http://lakconference2013.wordpress.com/for-authors/workshop-and-tutorials/ 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.

SUBMISSION FORMAT AND PUBLICATION
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
http://www.acm.org/sigs/publications/proceedings-templates (option 1).

RELEVANT DATES
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

CONFERENCE ORGANIZERS

Universiteit of Leuven (KU Leuven) - http://www.kuleuven.be
Society for Learning Analytics Research (SoLAR) -
http://www.solaresearch.org

General Chairs

-- Erik Duval, University of Leuven, Belgium
-- Xavier Ochoa, Escuela Superior Politécnica 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 Télécommunications, France
-- Doug Clow, Copenhagen Business School, Denmark

Local Chair

-- Joris Klerkx, University of Leuven, Belgium


PROGRAM COMMITTEE

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
Sh
-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://lists.aisnet.org/pipermail/aisworld_lists.aisnet.org/attachments/20121021/4bee1b8f/attachment.html>