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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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ALASI2019: Learning Analytics Growing Pains – Sociotechnical Infrastructure Changes as LA Tools Mature

Get your ticket here. Simon Buckingham Shum1, Antonette Shibani2 Abstract As Learning Analytics tools mature, there are often ‘growing pains’ in how the infrastructure adapts to the social and technical requirements of scaling up. Across institutions in Australia, there is increasing work being done in this transitional space, including moving from prototypes to products, institutional adoption of LA, engaging stakeholders, organisational leadership, long term impact, and invisible work i...
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ALASI2019: Demonstration: Ethical edgecases – a middle space bringing system builders into contact with ethicists

Get your ticket here. Kirsty Kitto1, Simon Knight1, Linda Corrin2 Abstract This demonstration will run in a workshop mode that explores the issues that arise in relying purely upon ethical frameworks and checklists to influence the behaviour of LA practitioners. It will introduce a newly proposed conception of “practical LA ethics” which places the burden of ethical behaviour upon practitioners. An enabling ethical edge cases database will be used by participants to bring system builders in...
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Ensuring automated feedback is pedagogically sound (DAFFI 2020)

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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Learning Analytics Dilemmas

There are inherent tensions in designing and implementing learning analytics. These include concerns about where we allocate resources, how we intervene, and which actors should receive what information. While existing ethics guidelines and regulatory frameworks - including privacy legislation - provide context for reasoning about these issues, many decisions must be taken in which there are tensions or dilemmas. These dilemmas reflect our competing obligations, for example in group work context...
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Designing human-centred analytics & AI for education

Post Ed Snowden, Cambridge Analytica, and myriad other widely covered data privacy breaches and examples of biased machine learning, citizens are rightly concerned about whether this emerging infrastructure will be used for good or ill. While education is a social good, it cannot of course, remain remote from this debate. CIC builds data-powered infrastructure, so this is core business for us. We're engaged locally, nationally and internationally, engaging audiences ranging from curious citizens...
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Learning Analytics & AI: Politics, Pedagogy and Practices

The concluding issue of the 50th Anniversary volume of the British Journal of Educational Technology has just been published, co-edited by CIC’s Director, Simon Buckingham Shum, along with Prof. Rose Luckin from UCL Knowledge Lab (read their Editorial overview). Kirsty Kitto and Simon Knight also contributed an article, focusing on the ethics of learning analytics systems. 11 contributions from leading research teams in Learning Analytics, and Artificial Intelligence in Education (LA/AIED), pro...
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Connecting the dots between LA infrastructure, ethics and lifelong learning

How will we personalise learning over a lifetime? Can LA play a role in modelling the evolution of a student’s knowledge, skills and dispositions as they move from school, to higher education, the workforce, and perhaps back for further study? We could only do so if we are able to somehow share data across a wide range of LA systems, so moving beyond the “learning system wall” identified by Ryan Baker in his keynote address this year to the International Learning Analytics Conference. UTS:CIC is...
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CIC @ LAK 2019

CIC was one of the most visible Learning Analytics centres at this year's international conference. Learn more about our diverse contributions. UTS was again contributing strongly at the annual International Conference on Learning Analytics & Knowledge (LAK). This year's LAK was distinctive for CIC, with one of the invited keynotes being delivered by our very own  Shirley Alexander, Deputy Vice-Chancellor (Education & Students), who told the story of the UTS journey towards ...
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Immediate, personalised feedback on reflective writing

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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