The analysis and discovery of relations characterising human learning, and contextual factors that influence these relations have been one of the contemporary and critical global challenges faced by researchers in a number of areas, particularly in Education, Psychology, Sociology, Information Systems, and Computing. These relations typically concern learners’ achievements and the overall learning experience, and the effectiveness of the learning context. Be it the assessment marks distribution in a classroom context or the mined pattern of best practices in an apprenticeship context, analysis and discovery have always addressed the elusive causal question about the need to best serve learners’ learning efficiency, learning effectiveness, as well as the overall learning experience, and the need to make informed choices on a learning context’s instructional effectiveness.
Significant advances have been made in a number of areas from educational psychology to artificial intelligence in education, which explored factors contributing to learners’ proactive role in the learning process and instructional effectiveness. With the advent of new technologies such as eye-tracking, activity monitoring, video analysis, content analysis, sentiment analysis, social network analysis and interaction analysis, one could study these factors in a data-intensive context. This very notion is what is currently being explored at the intersection of big data and learning analytics, which includes related areas such as learning process analytics, institutional effectiveness, academic analytics, web analytics and information visualisation.
BDELA@ICALT2017 will explore continuous monitoring of learner progress and traces of skill development of individual learners as well as learning groups, both within and across programs and institutions. It will discuss issues concerning continuous evaluation of achievements resulting from institutional educational practices to gauge alignment with strategic plans and alignment of governmental strategies. It will examine assessment frameworks of academic productivity to continuously measure impact of teaching. It will discuss concerns such as quality of instruction, attrition, and measurement of curricular outcomes using big data and associated methods and techniques as the premise.
Topics:
Big data theory, science and technology for education and learning
analysis of unstructured and semi-structured data
security, privacy and ethics of big data analytics
veracity in big data
scalability of machine learning and data mining algorithms for big data
computing infrastructure for big data – cloud, grid, autonomic, stream, mobile, high performance computing
search in big data
artificial intelligence in big data analytics
uncertainty handling in big data
Applications of big data in education and learning analytics
detecting student’s approach to learning
analytics in academic administration
data analytics in complex training
gaming analytics and sports analytics
evidence-driven instruction in inter and individual disciplines
big data and educational technology
analytics in academic strategic planning
cultural analytics
large-scale social networks
Techniques of big data in education, knowledge and learning analytics
evidence-driven mixed-initiative learning
data-intensive learning and instructional design
emerging standards in learning analytics
sentiment analysis
large-scale productivity analysis
big data infrastructure for academic institutions and SMEs
scalable knowledge management
07月03日
2017
07月07日
2017
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