Workshop Schedule

There are a great variety of half- and full-day workshops and tutorials available at LAK’18 as well as a two-day hackathon. Find out the details of each below.

Registration for pre-conference events are now open! Register here.

Monday 5 March, 2018

2 Day Workshop (Day 1)

9am–5pm: The Fourth LAK Hackathon: Benefiting Learning through novel data sources, standards and infrastructure

Organisers: Alan Berg, Adam Cooper, Kirsty Kitto, Mathieu d’Aquin, Gábor Kismihók, Niall Sclater, Tanya Dorey-Elias, Daniele Di Mitri and Scott Harisson

Abstract: Welcome to the Fourth LAK Hackathon. In this event, we emphasise expanding possibilities for improving the learner’s experience through combining of novel data sources and infrastructures. If you have a research question, data source, idea or a problem bring it to the hackathon. We encourage joining the event no matter your background. We wish to mix it up with practitioners and researchers working in multidisciplinary teams towards common objectives.

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Full Day Workshops

9am–3.30pm: Learning Analytics in Schools

Organisers: Abelardo Pardo, Simon Buckingham-Shum, Peter Reimann, Kathryn Bartimote-Aufflick

Abstract: Join us for this professional learning and development day of seminars and workshops on the topic of practical and useful applications of Learning Analytics in K-12 Education. The event will combine sessions delivered by school leaders, innovative teachers, researchers, and those in government and industry showing why learning analytics matter in K-12 and how it is being used in practice through case studies.

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9am–5pm: Now You See It: Optimizing Student Performance with Learning Environment Modeling and Insight Reports

Organisers: Liz Crowell and Bucky Dodd

Abstract: In this hands-­on workshop, participants will explore Learning Environment Modeling™ (LEM); and gather, analyze, and report data in a meaningful way. Learning Environment Modeling™ is a way of visually representing a learning environment so it may be shared and easily understood regardless of area of expertise. Additionally, quantitative and qualitative data is gathered from students, faculty, and university systems, followed by analysis in order identify where and how students may not be successful and can improve. Participants will be able to build LEM patterns, and generate, analyze, and present information to support data-­informed decisions.

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9am–5pm: Sharing and Reusing Data and Analytic Methods with LearnSphere

Organisers: John Stamper, Kenneth Koedinger, Carolyn Rose and Philip Pavlik

Abstract: This workshop will explore LearnSphere, an NSF-funded, community-based repository that facilitates sharing of educational data and analytic methods. The workshop organizers will discuss the unique research benefits that LearnSphere affords. In particular, we will focus on Tigris, a workflow tool within LearnSphere that helps researchers share analytic methods and computational models. Authors of accepted workshop papers will integrate their analytic methods or models into LearnSphere’s Tigris in advance of the workshop, and these methods will be made accessible to all workshop attendees. We will learn about these different analytic methods during the workshop and spend hands-on time applying them to a variety of educational datasets available in LearnSphere’s DataShop. Finally, we will discuss the bottlenecks that remain, and brainstorm potential solutions, in openly sharing analytic methods through a central infrastructure like LearnSphere. Our ultimate goal is to create the building blocks to allow groups of researchers to integrate their data with other researchers in order to advance the learning sciences as harnessing and sharing big data has done for other fields.

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9am–5pm: DesignLAK18: Evaluating systems and tools that link learning analytics and learning design

Organisers: Linda Corrin, Nancy Law, Ulla Ringtved and Sandra Milligan

Abstract: The 3rd DesignLAK workshop focuses on evaluation of the frameworks, systems and tools that bring together learning design and learning analytics. The purpose of the proposed workshop is to bring together members of the learning analytics community to share their experiences of developing and researching frameworks, systems and tools that link these two fields together. This hands-on workshop will give participants a chance to use and explore a range of systems and tools that link learning analytics with learning design, applying use case scenarios to evaluate the strengths and weakness of the systems. Throughout the day an ongoing conversation will be held to identify opportunities and challenges in moving the field forward. The outcomes of the workshop will include evaluative feedback for system/tool developers as well as a discussion paper summarising the key insights that emerge from the workshop.

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Half Day Workshops

9am–12.30pm: Turning the TAP on Writing Analytics
Organisers: Antonette Shibani, Sophie Abel, Andrew Gibson and Simon Knight


Writing analytics is seen as a potentially useful technique that uses textual features to provide formative feedback on students’ writing. However, for this feedback to be effective, it is important that it is aligned to pedagogic contexts. Such efficient integration of technology in pedagogy could be supported by developing writing analytics literacy. The proposed workshop aims to build this capacity by mapping technical constructs to a broader educational sense for pragmatic applications. It provides a hands-on experience for participants to work with text analytics and discuss its implications for writing feedback. Participants will work with a set of text analysis code to extract features and map them to writing feedback. They will also be given the opportunity to develop rules based on extracted text features to write feedback for their own pedagogic contexts.

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9am–12.30pm: Building the Learning Analytics Curriculum

Organisers: Charles Lang, Stephanie Teasley and John Stamper

Abstract: Learning Analytics courses and degree programs both on- and offline have begun to proliferate over the last four years. Building on the success and collaboration of the LAK17 curriculum workshop we plan to work through specific best practices including innovations in classes and programming, similarities and differences for residential vs. online curriculum and a standard learning analytics classroom activity that can be implemented across institutions. We also again hope to foster synergy between instructors that can benefit the field as a whole.

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9am–12.30pm: Participatory Design of Learning Analytics (PD-LAK)

Organisers: Carlos Gerardo Prieto Alvarez, Theresa Anderson, Roberto Martinez Maldonado, Kirsty Kitto, Mollie Dollinger and Jen McPherson

Abstract: Learning Analytics (LA) design is often guided by researchers and faculty members with limited contributions from students. Using Participatory Design (PD) to open the design process to students, tutors, designers and faculty members can bring benefits to LA in terms of setting the right context where LA tools will be used, aligning the intended outcomes with users’ expectations or keeping stakeholders as active participants. An overarching concern is how to allow all stakeholders to participate in the design process while keeping the core principles on using data to enhance learning experiences. This workshop aims to bring researchers, students, tutors and designers together to explore the potential of Participatory Design within learning analytics, get in touch with current tools and techniques and provide participants a basic grounding in principles of Participatory Design practices.

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1.30–5pm: Orchestrating Learning Analytics: Learning Analytics Adoption at the Classroom Level

Organisers: Luis P. Prieto, María Jesús Rodríguez-Triana, Roberto Martinez-Maldonado, Dragan Gasevic and Yannis Dimitriadis

Abstract: The adoption of LA proposals in everyday learning and teaching practice is still slow, and requires effective identification and communication between different stakeholder communities (including researchers, teachers, students and technology developers). To complement high-level institutional, policy-oriented frameworks to promote LA adoption, this workshop proposes to look at how LA innovations impact, or are conditioned by, everyday practice at the classroom level (what some authors call “classroom orchestration”). In this half-day collaborative knowledge building event, participants from these different stakeholder communities bring examples of LA adoption efforts, discuss them through the lens of such classroom orchestration, and further develop frameworks and guidance on what issues should be effectively discussed (and how this communication can be supported).

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1.30–5pm: Personalising feedback at scale: approaches and practicalities

Organisers: Lorenzo Vigentini, Danny Y.T. Liu, Roberto Martinez-Maldonado and Lisa-Angelique Lim

Abstract: In the context of moving towards user-centred analytics, one of the most impactful practices for improving learning and teaching is the provision of effective and timely feedback of, and for, learning. This workshop aims to bring together scholars and practitioners to find a common ground for showcasing interesting examples of effective feedback, demonstrate the use of supporting tools, and explore what and how data can be used to improve the process and richness of feedback for both learners and educators. Key outcomes will be a better understanding of tools, approaches and existing cases of good practice which will foster discussion and collaboration in the LA community.

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1.30–5pm: Co-creating Dashboards by Aggregating Concept Maps

Organisers: Ville Kivimaki and Joonas Pesonen

Abstract: Learning analytics dashboards have been used to make students more aware of their learning process. However, being aware does not necessarily lead to a change in behavior. In addition, other tools should complement dashboards. We introduce a method, where curriculum-based concept maps are used for students’ self-assessment. Data of these concept maps is then extracted, aggregated and visualized as dashboards, thus creating a feedback loop between curriculum design and students’ self-assessment. During the workshop, we demonstrate our method by co-creating a learning analytics dashboard. Concept maps created and updated by workshop attendees will be used as a data source.

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Tuesday 6 March, 2018

2 Day Workshop (Day 2)

9am–5pm: The Fourth LAK Hackathon: Benefiting Learning through novel data sources, standards and infrastructure

Organisers: Alan Berg, Adam Cooper, Kirsty Kitto, Mathieu d’Aquin, Gábor Kismihók, Niall Sclater, Tanya Dorey-Elias, Daniele Di Mitri and Scott Harisson

Abstract: Welcome to the Fourth LAK Hackathon. In this event, we emphasise expanding possibilities for improving the learner’s experience through combining of novel data sources and infrastructures. If you have a research question, data source, idea or a problem bring it to the hackathon. We encourage joining the event no matter your background. We wish to mix it up with practitioners and researchers working in multidisciplinary teams towards common objectives.

For more visit:

Full Day Workshops

9am–5pm: CrossMMLA: Multimodal Learning Analytics Across Physical and Digital Spaces

Organisers: Roberto Martinez-Maldonado, Luis P. Prieto, María Jesús Rodríguez-Triana, Vanessa Echeverria, Emanuele Ruffaldi, Daniel Spikol, Mutlu Cukurova, Manolis Mavrikis, Xavier Ochoa and Marcelo Worsley

Abstract: Students’ learning is ubiquitous. It happens wherever the learner is rather than being constrained to a specific physical or digital learning space (e.g. the classroom or the institutional LMS respectively). A critical question is: how to integrate and coordinate learning analytics to provide continued support to learning across physical and digital spaces? CrossMMLA is the successor to the Learning Analytics Across Spaces (CrossLAK) and MultiModal Learning Analytics (MMLA) series of workshops that were merged in 2017 after successful cross-pollination between the two communities. Although it may be said that CrossLAK and MMLA perspectives follow different philosophical and practical approaches, they both share a common aim. This aim is: deploying learning analytics innovations that can be used across diverse authentic learning environments whilst learners feature various modalities of interaction or behaviour.

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9am–5pm: Methodology for Measurement of Learning in Learning Analytics

Organisers: Sandra Milligan, Linda Corrin and Ulla Ringtved

Abstract: This presentation-style Workshop focuses on the methodology of learning analytics. It aims to promote communication between two communities of scholars learning analysts and educational measurement specialists. The argument is that strength will accrue from methodological collaboration across the fields, which share an interest in learning, a commitment to improving practice and a belief in the power of analysis. They may differ in how the construct of learning is understood, and what is understood by the term ‘measured’. Different criteria may be applied when assessing quality of data, and the standards of proof required as to the utility and interpretability of outcomes. They use different data modeling techniques to uncover meaning in data. This workshop will provide opportunities for expert methodologists from both fields to collaborate, in the company of representatives of key stakeholders such as policy makers and public officials, in the interests of improving trustworthiness, validity, reliability, utility and interpretability of analytics used in assessment and measurement of learning. A Workshop Report will summarise the opportunities, and if warranted, the organisers will lead an initiative for the establishment within SoLAR of an ongoing Special Interest Group on Measurement Analytics.

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The Doctoral Consortium will take place on Tuesday 6 March 9-5pm. Details to be announced soon.

Half Day Workshops

9am–12.30pm: Developing an evidence-based institutional learning analytics policy

Organisers: Yi-Shan Tsai, Maren Scheffel and Dragan Gašević

Abstract: This workshop aims to support higher education institutions to develop learning analytics (LA) policies that are both context-based and evidence-based. The proposed workshop will comprise of two sessions. The first session will include a number of presentations that introduce the SHEILA policy framework developed by a cross-European project and the research findings that have informed this framework. The second session will invite participants to take part in small groups to reflect on the state of LA adoption in their institutional contexts, and to use the SHEILA policy framework to draft an institutional policy that considers key action points for LA adoption and addresses identified challenges. The contribution of the workshop will be to increase the scalability and sustainability of LA through policy development.

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9am–12.30pm: 2nd Annual Workshop of the Methodology in Learning Analytics Bloc (LAKMLA18)

Organisers: Yoav Bergner, Charles Lang and Geraldine Gray

Abstract: Learning analytics is an interdisciplinary and inclusive field, a fact which makes the establishment of methodological norms both challenging and important. Building on the success of the LAK17 workshop on methodology this community-building workshop intends to convene methodology-focused researchers to discuss new and established approaches, comment on the state of current practice, author pedagogical manuscripts, and co-develop guidelines to help move the field forward with quality and rigor.

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9am–12.30pm: Workshop on Online Learning Non-Cognitive Assessments at Scale

Organisers: Yuan Wang, Maria Ofelia San Pedro, Srecko Joksimovic, Tamera McKinniss and Jason Way

Abstract: The importance of fostering and measuring non-cognitive skills, commonly viewed as critical personal attributes necessary for success in classroom, labor market, and life in general, has been widely recognized. However, despite technological advances and emergence of learning analytics as a multidisciplinary research field, the development of non-cognitive skills assessments remains rather limited. Existing research and practice of online learning, focuses primarily on advancing and automating methods of cognitive skills assessments, whereas non-cognitive skills assessments, on the other hand, traditionally rely on self-reported surveys with limited response rates and questionable validity and reliability. This workshop aims at bridging the scarcity of scalable non-cognitive skills assessments in digital educational environments for learning at scale. We start by reviewing different approaches to the non-cognitive skills assessment in various educational contexts, ranging from traditional face-to-face to online learning settings. Further, by leveraging theoretical and technological advances, we discuss the potential for developing innovative methods that would enable assessment of non-cognitive skills in online learning environments with particular focus on learning at scale.

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1.30pm–5pm: Launching a Career in Learning Analytics

Organisers: Danielle Hagood and Robert Bodily

Abstract: This half-day workshop addresses substantial interests graduate students expressed at LAK17. We aim to provide both an introduction to the learning analytics field and networking opportunities to connect participants with other scholars—promoting future collaboration. This workshop is an entry-point targeting graduate students, particularly those at institutions without learning analytics mentorship. Specific topics include an overview of research areas in learning analytics, exposure to domain specific social-science and computer-science skills, and examples of the “pipeline” of doing learning analytics projects. Workshop time will be split between presentations and structured networking and collaboration, with the latter promoting lasting connections among participants. We discuss how these community building efforts will be sustained beyond this workshop through a SoLAR SIG and report of resources.

9am–12.30pm: Beyond identifying areas for improvement in schools: Using the NILS online platform to accelerate improvement work

Organisers: Ouajdi Manai and Hiroyuki Yamada

Abstract: We confront a growing chasm between rising aspirations for our educational systems and what schools can routinely accomplish. Although educators at the classroom, school, and district levels are expending significant energy generating and testing promising interventions, we often observe the failure to scale up research-based knowledge across varied contexts. This interactive half-day workshop presents a way to move from trying to get better to getting good at getting better. We will introduce an improvement science approach that focuses on learning-by-doing to make progress toward a specific aim on a shared problem of practice by leveraging the power of networked communities. We will present how to apply the six core principles of improvement and organize improvement work through an online technology called NILS, emphasizing that (a) knowledge about the innovation itself and associated know-how around effective implementation flow through the interpersonal relationships between different actors; (b) attending to variation in performance and seeing the system that produces the current outcomes help us to identify areas for improvement. Utilizing NILS, participants will engage in structured activities and data exercises, learn how to identify areas for improvement from data, and create a driver diagram as a theory of practice improvement.

1.30–5pm: Involving Stakeholders in Learning Analytics: Opportunity or Threat for Learning Analytics at Scale?

Organisers: Tinne De Laet, Tom Broos, Jan-Paul Van Staalduinen, Martin Ebner, Philipp Leitner and Katrien Verbert

Abstract: The goal of the half-day workshop is to gather different stakeholders to discuss at-scale learning analytics interventions. In particular the workshop focuses on learning analytics applications and learning dashboards that go beyond the implementation in a single course or context, but that have at least the potential for scaling across different courses, programs, and institutes. The main theme of the workshop is to explore how the involvement of different stakeholders can strengthen or hinder learning analytics at scale. The key findings, recommendations, and conclusions of the workshop will be presented in a summarizing report, which will be shaped as a SWOT analysis for stakeholder involvement for achieving learning analytics at scale.

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1.30–5pm: Make your courses count!: How to create a digital analytics model to measure the success of online courses

Organisers: Chris Jennings

Abstract: In this half-day workshop, an expert from ​Google’s ​Analytics Academy will demonstrate how to create a measurement model to evaluate online courses and learning programs. Based on the success of its own open learning environment, the Academy will walk participants through the structure of a digital analytics measurement model, how to decide on what metrics and dimensions should be prioritized for goals, how to create an implementation strategy to collect the right data, and work through the process of analyzing that data to understand whether the course and program has achieved its stated objectives. Once participants are familiar with how to create an analytics measurement model, they will have an opportunity to work collaboratively to create their own measurement model for their course/program and have it vetted by the group. The workshop will then discuss how to use the data analysis findings from the measurement model to communicate the successes and opportunities of courses and learning programs to​ ​stakeholders.

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