<html><head><style type="text/css">body {word-wrap: break-word; background-color:#ffffff;}</style></head><body><div style="font-family: sans-serif; font-size: 16px"><br><br><font color="#333333"><i><span style="font-size: 14px"><font face="sans-serif">Connected by DROID on Verizon Wireless</font></span></i></font></div><br><br>-----Original message-----<br><blockquote style="; border-left: 2px solid rgb(16, 16, 255); margin-left: 5px; padding-left: 5px;"><div style="font-family: sans-serif; font-size: 14px"><b>From: </b>Jelena Jovanovic <jeljov@gmail.com><b><br>To: </b>aisworld@lists.aisnet.org<b><br>Sent: </b>Sun, Oct 21, 2012 19:27:14 GMT+00:00<b><br>Subject: </b>[AISWorld] LAK13: Third International Conference on Learning Analytics & Knowledge - 2nd Call for Contributions<br><br></div>***apologies for cross-postings***<br><br>Second call for contributions:<br><br>LAK13: Third International Conference on Learning Analytics & Knowledge<br><br>8-12 April, Leuven, Belgium<br><a href="http://lakconference.org">http://lakconference.org</a><br><br>Papers and Workshop/Tutorial Proposals due *** November 8, 2012 ***<br><br>Doctoral Consortium, Poster and Workshop Participation Submissions due<br>January 31, 2013<br><br>The International Learning Analytics & Knowledge Conference, now in its<br>third year, is a venue for reporting and advancing research at the nexus of<br>two emerging societal phenomena. First we are witnessing the rapid<br>expansion of the use of technologies in supporting learning, not only in<br>established institutional contexts and platforms, but also in the emerging<br>landscape of free, open, social learning online. Second, the unprecedented<br>availability of data that learners generate in the process of accessing<br>learning materials, interacting with educators and peers, and creating new<br>content in these technological settings, coupled with advances in analytics<br>and data mining, knowledge modeling and representation and open data offer<br>great potential for research into how learning takes place in<br>socio-technical settings and the development of new forms of analytics that<br>can inform learners and educators. Learning Analytics research brings these<br>technical, pedagogical, and social domai<br>ns into dialogue with each other to ensure that interventions and<br>organizational systems serve the needs of all stakeholders.<br><br>THEME: Dialectics in Learning Analytics<br>The first two conferences have established the range of issues and<br>approaches of concern in leveraging the availability of data about learning<br>with powerful computational, representational and visualization techniques.<br>This third conference will be designed to consolidate the field by bringing<br>these many voices into dialogue in a "middle space" under the overarching<br>theme of "Dialectics in Learning Analytics", which has these facets:<br><br>The Middle Space: The conference will explore the middle space within which<br>Learning and Analytics intersect, and seeks proposals for papers and events<br>that explicitly connect analytic tools to theoretical and practical aspects<br>of understanding and managing learning.<br><br>Productive Multivocality: Learning analytics is multidisciplinary, drawing<br>on theories and methods from diverse research traditions. Our community<br>includes educators, learning scientists, computer scientists,<br>administrators, and policy makers, among others. The middle space serves as<br>a topical "boundary object", enabling productive discourse between these<br>many voices.<br><br>The Old and the New: We are facing a centuries old problem: to improve<br>learning, but we are trying to solve it using a new set of tools, not<br>available before. We address these problems in the city of Leuven:<br>centuries old, lively new.<br><br>TOPICS<br>The following keywords will be used to classify submissions, and convey the<br>breadth of topics covered. Authors are strongly encouraged to read the<br>advice at <a href="http://lakconference2013.wordpress.com/for-authors">http://lakconference2013.wordpress.com/for-authors</a>/ concerning<br>how papers should focus on some aspect of the intersection of learning and<br>analytics.<br><br>* Analytic Approaches, Methods, and Tools for sensemaking in learning<br> analytics, including: algorithms, architectures, behavior modeling,<br> case studies, clustering, computational linguistics, concept<br> mapping, crowdsourcing, data integration, data mining, data sharing,<br> design-based research, research about design, discourse analysis,<br> educational research methods, ethnography, ethnomethodology,<br> evaluation methods, frameworks, grounded theory, information<br> visualization, interfaces for learning analytics, knowledge<br> representation, machine learning, natural language processing,<br> predictive analytics, recommendation engines, semantic web,<br> sequential analysis, social network analysis, social network<br> visualisation, statistical analysis, surveys, text mining, visual<br> learning analytics<br><br>* Theories and Theoretical Concepts for understanding learning,<br> including: activity theory, actor-network theory, affordances,<br> communities of practice, conceptual models of learning enabled by<br> analytics, connectivism, constructivism, distributed cognition,<br> networked individualism, reflective learning, situated learning,<br> social capital, social learning, sociocultural theory, structuration<br> theory, symbolic interactionism<br><br>* Measures of Learning, Change and Success, including: accreditation,<br> affect, emotions, and flow, analytic patterns, attendance and<br> retention (as predictors of learning), attention, attitudes,<br> collaboration and cooperation, community structure,<br> comprehension/understanding, conceptual change, degree of<br> competence, educational performance, expectations, learner behavior<br> modeling, learning dispositions, metacognition, misconceptions,<br> motivation, off-task behavior, organizational dynamics,<br> participation, satisfaction, social dynamics<br><br>* Learning Activities, Applications, and Interventions: adaptation,<br> analytic tools for learners, argumentation, assessment, awareness,<br> big data applications and opportunities, classroom orchestration,<br> collaborative learning, course management systems, decision-support<br> systems for learning, informing policy, instructor support,<br> intelligent tutoring systems, interventions based on analytics,<br> knowledge work, language learning, learning communities, learning<br> environments enhanced with analytics, learning how to learn,<br> lifelong learning, management of learning interventions or settings,<br> mentoring, open data and data access for learners, pedagogical<br> adjustment/intervention, personalization, predicting failure,<br> professional development, quantified self, reflection, scaffolding<br> and scripting, self-management of learning, student monitoring,<br> teacher analytics, teaching learning analytics<br><br>* Issues addressed may include: adoption strategies and barriers,<br> cultural issues, ethical considerations (e.g., privacy and<br> ownership), human factors, identity, legal aspects, privacy, social<br> change<br><br>* Media studied may include: blogging, chats, haptic media & tangible<br> computing, microblogging (twitter), mobile platforms, online<br> discussion forums, shared workspaces, social networking media,<br> video, whiteboards, wikis, and face-to-face interaction supported by<br> technology<br><br>* Settings of Learning include: blended online/face-to-face, distance<br> education, distributed work, face-to-face settings,<br> corporate/workplace, government, graduate education, harmonizing<br> individual and organizational learning, higher education, informal<br> learning, military, mobile and ubiquitous, online communities, open<br> university, primary school, secondary school, socio-technical<br> networks, university/postsecondary, virtual organizations<br><br>SUBMISSION TYPES<br><br>Primary Participation<br><br>Full and Short Papers, Design Briefings, and the abstracts for Panels,<br>Workshops and Tutorials will be published in the main proceedings.<br>Submissions in these categories are due November 8, 2012. (This has been<br>extended from November 1 to avoid conflict with another conference<br>submission date, but there will be no further extensions.)<br><br>-- Full Papers<br>Use a full paper to share substantial conceptual, technical and empirical<br>contributions, following the advice to authors given above. Submit up to 10<br>pages in the conference paper format.<br><br>-- Short Papers, Design Briefings, and Formal Demonstrations<br>Use a short paper to share preliminary conceptual, technical and empirical<br>contributions, or substantial contributions that can be reported briefly.<br>Short papers can also share a design concept or tool that addresses a<br>challenge of interest to interface designers, system architects and<br>programmers. A formal demonstration of interactive software or tools may<br>also be proposed: such submissions should include at least one link to a<br>current demo movie. Submit up to 5 pages in the conference paper format.<br><br>-- Panels<br>Panels provide the chance for delegates to hear a range of speakers address<br>a topical issue, e.g. diverse approaches to a problem, or a debate a hot<br>topic. Submit up to 4 pages in the conference paper format suitable for<br>publication in the proceedings, including an introduction to the nature and<br>importance of the issue to be addressed and panelists' position statements.<br>Submit 2 additional pages (not to be published in the proceedings) with the<br>names and qualifications of confirmed panelists and discussants and a<br>summary of how your panel format will ensure that there is interaction<br>between panelists rather than consisting of a collection of disconnected<br>talks.<br><br>-- Workshops<br>Workshops (8-9 April, 2013) provide the opportunity to explore learning<br>theory, analytics, methods and tools in depth. Workshops should be designed<br>to take advantage of the interactivity afforded by this format, and should<br>not consist merely of a day of talks. They may include for example,<br>experience sharing and brainstorming, interactive demonstrations, data<br>analysis by multiple analysts, problem solving sessions, and a few short<br>and/or enlightening presentations. The length of the workshop sessions can<br>range from a half to a full day (consisting of two to four 1.5 hour blocks<br>between breaks). See<br><a href="http://lakconference2013.wordpress.com/for-authors/workshop-and-tutorials">http://lakconference2013.wordpress.com/for-authors/workshop-and-tutorials</a>/ for<br>further information.<br><br>-- Tutorials<br>Tutorials (also 8-9 April, 2013) are being solicited for specific topics of<br>interest. The time could range from a 1.5 hour session to a full day<br>(consisting of two to four 1.5 hour blocks between breaks). See<br><a href="http://lakconference2013.wordpress.com/for-authors/workshop-and-tutorials">http://lakconference2013.wordpress.com/for-authors/workshop-and-tutorials</a>/ for<br>further information on topics solicited and submission.<br><br>Secondary Participation<br><br>Submissions for the following forms of participation are due January 31,<br>2013.<br><br>-- Doctoral Consortium<br>A one-day consortium will be organized for doctoral students who are about<br>to defend or have recently defended their proposals. Participating students<br>will have the opportunity to present their proposed research to reputable<br>faculty in learning analytics and obtain valuable advice. Other<br>professional development and social networking activities will be included.<br>Details for submission requirements will be forthcoming in a future call.<br><br>-- Informal Demonstrations<br>A space (table top surface) and designated times for informal<br>demonstrations of relevant software will be provided at the conference.<br>Submit one page that includes a 1-line title, name of presenter, and an<br>abstract limited to 100 words suitable for printing in the conference<br>guide. Demonstrators should be prepared to interact with several conference<br>participants at a time in an interactive and not excessively scripted<br>manner.<br><br>-- Posters<br>Posters are suitable for describing late-breaking results or for engaging<br>conference participants in discussion of preliminary ideas or findings.<br>Submit a 1-line title, the name(s) of the presenter(s), and an abstract<br>limited to 100 words suitable for printing in the conference guide. This<br>should be followed with up to two pages describing the concept or results<br>to be presented, the expected interactions with conference participants,<br>and the poster format that will support these interactions. (If available,<br>a high-resolution image of the poster provided as the second page can<br>fulfill this requirement, and is preferred. Easily visible graphics and<br>large brief texts are encouraged rather than small text.)<br><br>-- Workshop Participation<br>LAK workshops will provide conference participants with opportunities to<br>interact intensively on a topic of shared interest. Workshop calls for<br>participation will be distributed shortly after the December 14th workshop<br>acceptance notification date. January 31st will be the uniform date for<br>priority submissions for participation in workshops, although we encourage<br>workshops to accept later submissions on a space-available basis. Workshop<br>organizers will specify submission requirements.<br><br>SUBMISSION FORMAT AND PUBLICATION<br>LAK 2013 is organized in cooperation with SIGCHI and SIGWEB, and will be<br>published in the ACM Digital Library International Conference Proceedings<br>Series. Author guidelines are available at<br><a href="http://www.acm.org/sigs/publications/proceedings-templates">http://www.acm.org/sigs/publications/proceedings-templates</a> (option 1).<br><br>RELEVANT DATES<br>November 8: Paper, Workshop, and Tutorial Proposals Due<br>December 14: Notification for Papers, Workshops, and Tutorials<br>January 31: Workshop Participation, Poster, and Informal Demonstration<br>Submissions Due<br>February 15: Workshop, Poster, and Demonstration Notification<br>February 15: Final Papers Due<br>March 1: Early Registration Deadline<br>April 8-12: Conference<br><br>CONFERENCE ORGANIZERS<br><br>Universiteit of Leuven (KU Leuven) - <a href="http://www.kuleuven.be">http://www.kuleuven.be</a><br>Society for Learning Analytics Research (SoLAR) -<br><a href="http://www.solaresearch.org">http://www.solaresearch.org</a><br><br>General Chairs<br><br>-- Erik Duval, University of Leuven, Belgium<br>-- Xavier Ochoa, Escuela Superior Politécnica del Litoral, Ecuador<br><br>Program Chairs<br><br>-- Dan Suthers, University of Hawai'i, USA<br>-- Katrien Verbert, University of Leuven, Belgium<br><br>Workshops and Tutorials Chairs<br><br>-- Ulrich Hoppe, University of Duisburg-Essen, Germany<br>-- Nikos Manouselis, Agro-Know, Greece<br>-- Alyssa Wise, Simon Fraser University, Canada<br><br>Doctoral Consortium Chairs<br><br>-- Ralf Klamma, RWTH Aachen University, Germany<br>-- Katherine Maillet, Institut National des Telecommunications, France<br>-- Ravi Vatrapu, Copenhagen Business School, Denmark<br><br>Awareness, Interaction and Memory Chairs<br><br>-- Tony Hirst, Institut National des Télécommunications, France<br>-- Doug Clow, Copenhagen Business School, Denmark<br><br>Local Chair<br><br>-- Joris Klerkx, University of Leuven, Belgium<br><br><br>PROGRAM COMMITTEE<br><br>Tel Amiel, Universidade Estadual do Campinas, Brasil<br>Ebrahim Bagheri, Ryerson University, Canada<br>Ryan Baker, Worcester Polytechnic Institute, USA<br>Paulo Blikstein, Stanford University, USA<br>Peter Brusilovsky, University of Pittsburgh, USA<br>Simon Buckingham, Open University, UK<br>Cristian Cechinel, Universidade Federal do Pampa, Brasil<br>Ming Ming Chiu, SUNY-Buffalo, USA<br>Kon Shing Kenneth Chung, University of Sydney, Australia<br>Grainne Conole, Open University, UK<br>Sh<br><br>Message truncated</blockquote></body></html>