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First International Symposium on Educating for Collective Intelligence

Collective Intelligence Intersecting, urgent challenges are precipitating large-scale crises, ecological, democratic, military, health and educational, to name just a few. This complexity is overwhelming our sensemaking capacity, provoking deep reflection across government, business, civic society and the academy. Fields as diverse and intersecting as organisation science, cognitive science, computer science and neuroscience are converging on the importance of Collective Intelligence (CI), ...
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ALASI2019: The Fifth Writing Analytics Workshop: Linking Reflective Writing Analytics to Learning Design

Ming Liu1, Rosalie Goldsmith2,Sumati Ahuja3, Xiaodi Huang4 Abstract Reflective writing is a fundamental learning activity across learning contexts. With the recent advancement of natural language processing techniques, text analytics are able to identify salient textual features of students’ written assignments, such as academic reflective essays and reflective statements, and generate actionable feedback. However, how to best use reflective writing analytics tools, such as AcaWriter, in d...
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Ensuring automated feedback is pedagogically sound (DAFFI 2020)

Posted on by CIC Editor
We all know that feedback is critical for learning — and we all appreciate how demanding this can be for educators to provide, to many students, in a consistently motivating, and detailed way. This is a challenge studied by educational researchers of feedback design and feedback literacy.   Designing Automated Feedback for Impact brought some of the leading researchers in this field into a 2-day dialogue with researchers developing automated-feedback tools using Learning Analytics/AI.  The or...
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Immediate, personalised feedback on reflective writing

Posted on by CIC Editor
The start of the new year is a good moment to distill the key ingredients of the 2 year collaboration around writing analytics (automated feedback to students on their reflective writing), that CIC has built with UTS academic Cherie Lucas from our School of Pharmacy. As with other collaborations (such as with Pip Ryan on her students' legal writing), it exemplifies the co-design process that we initiate with academics, in which we iteratively seek to design an automated feedback tool that st...
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Do students value automated feedback on their writing?

Posted on by CIC Editor
All students are used to software keeping an eye on their spelling, grammar and signs of plagiarism. They’re also very familiar with the idea that computers can understand complex, everyday speech or writing, as mobile phones and Google adverts are clearly able to interpret such “natural language” (as it is called in computer science). If they have ever tried to learn to speak or write a foreign language, they may well have used online tools to get instant feedback and coaching. So, on the one ...
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UTS wins award at International Learning Analytics Conference

Posted on by CIC Editor
A collaborative research paper produced by academics from the UTS Connected Intelligence Centre (CIC) and UTS Pharmacy has been awarded Best Full Paper at the 7th International Learning Analytics and Knowledge Conference in Canada. Dr Andrew Gibson, Dr Simon Knight. Dr Adam Aitken and Professor Simon Buckingham Shum from the UTS CIC along with Dr Agnes Sandor from the Xerox Research Centre in France and UTS Pharmacy academic Dr Cherie Lucas were recognised in Vancouver, BC, at the conference ru...
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LAK17

CIC recently shared its work in diverse forms and topics at the 7th International Conference on Learning Analytics & Knowledge (LAK17). LAK17  was held in Vancouver, Canada from March 13-17, 2017  and was organised by the Society for Learning Analytics Research (SOLAR).  This annual conference brings together a diversity of researchers focused on the many transdisciplinary fields associated with learning analytics and provides a forum to address critical issues and challenges confronting t...
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A3R: Authentic Assessment Analytics for Reflective Writing

A3R: Authentic Assessment Analytics for Reflective Writing Authentic Assessment Analytics for Reflection (A3R) is an exciting new project that DVC(ES) (Deputy Vice-Chancellor Education and Students Prof. Shirley Alexander) is funding over the coming year, jointly led by the Connected Intelligence Centre (CIC) and Institute for Interactive Media and Learning (IML), as part of the UTS priority to transition towards increasingly authentic assessment practices. Authentic assessment is concerned wit...
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Academic Writing Analytics (AWA) Project

What’s the challenge? Making your thinking visible in writing is a critical competence. The ability to communicate and debate ideas coherently and critically is a core graduate attribute. In many disciplines, writing provides a significant window into the mind of the student, evidencing mastery of the curriculum and the ability to reflect on one’s own learning. Arguably, in the humanities and social sciences, writing is the primary source of evidence. Moreover, as dialogue and debate move fro...
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Reflecting on reflective writing analytics

Posted on by simon
Tweet Computational “assessment” of writing elicits strong reactions from many educators. For sceptics, handing over to a machine the task of feeding back or even grading writing crosses a boundary line marking the limits of AI. It also raises the same fears that any disruptive technology brings, around redefining roles and identities in a profession. Effective writing is not only central to education and the workplace, but a lifelong citizenship competency for engaging in society. Many academ...
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