2nd International Workshop on Teaching Analytics (IWTA-2013)

2nd International Workshop on Teaching Analytics (IWTA-2013)

 

at LAK2013 – Third Conference on Learning Analytics and Knowledge

9 April 2013, Leuven, BE

Workshop Location: Maria Theresia College; Sint-Michielsstraat 6; 3000 Leuven

 

Short Description

The core problem that this workshop series on “Teaching Analytics” addresses is that in comparison with most other professionals that work in dynamically changing environments, presently teachers often do not get the data they need for decision making in a timely fashion and in a meaningful and actionable format. Teaching Analytics is conceived as a subfield of learning analytics that focuses on the design, development, evaluation, and education of visual analytics methods and tools for teachers in primary, secondary, and tertiary educational settings.  Teachers’ professional practices with visual analytics methods and tools are a central concern of teaching analytics. Teaching analytics methods and tools aim to develop innovative solutions to assist and augment teachers’ dynamic diagnostic decision-making in the classrooms of the 21st century. An example usage scenario (but not limited to) is the use of teaching analytics methods and tools in high-performance classrooms that are characterized by 1:1 computing, high cognitive density, and big data.

Building on the NEXT-TELL project and the first international workshop on teaching analytics (TAPTA-2012) held at EC-TEL 2012 (http://www.next-tell.eu/tapta/), the current workshop (IWTA-2013) explores methods and tools to support teachers’ professional vision in classrooms. This workshop’s ambitious objective is to jumpstart a new learning analytics research stream on teaching analytics by bringing together learning scientists in different sub-fields such as CSCL, ITS, EDM, researchers in Visual Analytics, and data scientists working with “Big Data” in public institutions and private enterprises. In addition to researchers, we are also targeting teachers at primary, secondary, and tertiary levels of education to be involved as co-designers and discussants.

As mentioned earlier, the first workshop on teaching analytics (TAPTA-2012, http://www.next-tell.eu/tapta/), was held at EC-TEL 2012. The workshop participants included researchers as well as teachers. Topics presented and discussed at the first workshop included semiology for teaching analytics, multi-domain perspective on data collection and analysis, ontological engineering and scripting applications, open learner models, browser-based learning management system extensions, and investigation tools for teacher training. Teachers from the Strömstad Gymnasium, Sweden were invited to present their observations and reflections on the pedagogical practices in their 1:1 laptop school. Workshop proceedings are available at http://ceur-ws.org/Vol-894/.

The key lessons learnt from the first workshop were the need to further focus the workshop on teachers’ current pedagogical and analytical practices, expand the scope to include real-time teaching scenarios in the actual classroom, and explicitly emphasize the use of visual analytics for technology enhanced formative assessment. Based on the above, we invite researchers and teachers to participate in the IWTA-2013. Workshop submissions can be in the form of position papers, tool demonstrations, conceptual sketches, and/or thought experiments.

Please note workshop submissions should be concerned with teachers’ use of visual analytics methods and tools in some shape or form. No requirements are placed on contexts such as high-performance classrooms or big data volumes or real-time decision-making.

Topics

IWTA-2013 workshop topics include but are not limited to the following:

  • Historical and contemporary practices in notations, representations, and  visualizations of classroom activities and student learning
  • Theories and methods for designing and evaluating new notations, representations, and visualizations for teaching analytics
  • Cognitive dimensions of notations for learning and teaching purposes
  • Visual analytics for activity tracking
  • Visual analytics for knowledge tracking
  • Visual analytics for formative vs. summative evaluations
  • Visual analytics for technology enhanced formative assessment
  • Engendering  teachers’ professional vision in high-performance classrooms
  • Synthesis of visual analytics oriented theory and practice in the Learning Sciences, e-Learning, Computer Supported Collaborative Learning (CSCL), Intelligent Tutoring Systems (ITS), Educational Data Mining, and Learning Analytics.
  • Technical architectures and technological infrastructure for teaching analytics
  • Linked Data for teaching analytics
  • Instrumentation of classrooms and ecosystems for learning and teaching
  • Critical perspectives on teaching analytics

Selection Process

4-6 page position papers/1-2 page tool demonstration/1-page conceptual sketches/1-paragraph thought experiments will be sought through a Call for Papers distributed widely. We will constitute a Program Committee and assign two reviewers to each submission (at least one PC members and one other submitting author).

  • Submission deadline: 22 February 2013
  • Notification of acceptance: 08 March 2013
  • Camera-ready version of accepted papers: 22 March 2013
  • Workshop date: Tuesday, 09 April 2013

Submissions are possible via e-mail to iwta@next-tell.eu

Program

Time

Activity

08:30-09:00

Welcome

Introductions

Workshop Program

Announcements

09:00-10:00

Session 1: Future Workshop on Teaching Analytics Critique & Fantasy Phases

According to Kensing and Madsen (1991, p. 157),

A Future Workshop is divided into three phases: the Critique, the Fantasy, and the Implementation phase. Essentially the Critique phase is designed to draw out specific issues about current work practice; the Fantasy phase allows participants the freedom to imagine “what if” the workplace could be different; and the Implementation phase focuses on what resources would be needed to make realistic changes. These phases are surrounded by preparation and follow-up periods.

We plan to use 90 minutes to jump start the Critique and Fantasy phases of the Future Workshop. Sessions 2, 3 & 4 will structure the workshop contributions around one or all three phases of the future workshop on teaching analytics.

10:00-10:30

Session 1 (contd): Future Workshop Presentations & Discussion-1

  • Large Lecture Course in Uni
  • Math in Secondary

10:30-11:00

BREAK

11:00-11:30

Session 1 (contd): Future Workshop Presentations & Discussion-2

  • Research Supervision
  • Science in Secondary
  • Math in Uni
  • Formative Assessment

11:30-12:30

Session 2:  Concepts

  • Tales of a Companion Teacher Analytics
    • Paul Libbrecht, Martin Luther University Halle-Wittenberg, Email
    • Ulrich Kortenkamp, Martin Luther University Halle-Wittenberg
    • Sandra Rebholz, MEVis, University of Education
    • Wolfgang Müller, MEVis, University of Education
  •  Using Network Text Analysis to Characterise Teachers’ and Students’ Conceptualisations in Science Domains
    • H.U. Hoppe, Rhein-Ruhr-Institut für angewandte Systeminnovation (RIAS), Email
    • M. Erkens, Rhein-Ruhr-Institut für angewandte Systeminnovation (RIAS)
    • G. Clough, The Open University
    • O. Daems, Rhein-Ruhr-Institut für angewandte Systeminnovation (RIAS)
    • A. Adams, The Open University

12:30-13:30

LUNCH

13:30-15:30

Session 3: Methods

  • iKlassroom: Real-Time, Real-Place Teaching Analytics
    • Ravi Vatrapu, Copenhagen Business School & Norwegian School of Information Technology, Email
    • Kiran Kocherla, Copenhagen Business School
    • Kostas Pantazos, Copenhagen Business School
  •  Using Teaching Analytics to Inform Assessment Practices in Technology Mediated Problem Solving Tasks
    • Geneviève Gauthier, University of Alberta, Email
  •  Designing socio-technical systems to support guided “discovery-based” learning in students: The case of the Globaloria game design initiative
    • Rebecca Reynolds, Rutgers Univeristy, Email
    • Sean Goggins, Drexel University
  •  An e-learning adaptive system for teaching teachers how to teach with technology: a perspective from technological pedagogical content knowledge
    • Anna Mavroudi, University of Cyprus & Open University of Cyprus, Email
    • Charoula Angeli, University of Cyprus
    • Kyriakoula Georgiou, University of Cyprus

15:30-16:00

BREAK

16:00-17:00

Session 4: Tools

  • Towards Real-Time Analytics in MOOCs
    • Daniel T. Seaton, Massachusetts Institute of Technology, Email
    • Yoav Bergner, Massachusetts Institute of Technology
    • Isaac Chuang, Massachusetts Institute of Technology
    • David E. Pritchard, Massachusetts Institute of Technology
  •  Visualizing Repertory Grid Data for Formative Assessment
    • Kostas Pantazos, Copenhagen Business School, Email
    • Ravi Vatrapu, Copenhagen Business School & Norwegian School of Information Technology
    • Abid Hussain, Copenhagen Business School

17:00-17:30

Workshop Wrap-up

Next Steps

  • 3rd IWTA at EC-TEL 2013
    • Program Committee Members (see email)

Disseminating results

The proceedings will be published online in the CEUR series of workshop proceedings. If there is enough interest, we will pursue a journal special issue.

History of prior workshops/events

We had a very successful first workshop at EC-TEL 2012 and hope to build on that.

http://www.next-tell.eu/tapta/

Organisers

  • Ravi Vatrapu, Copenhagen Business School, Denmark
  • Peter Reimann, University of Sydney, Australia
  • Susan Bull, University of Birmingham, UK