NDLI: Student perspectives on data provision and use: starting to unpack disciplinary differences

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Topic modeling for evaluating students' reflective writing: a case study of pre-service teachers' journals

Towards personalizing an e-quiz bank for primary school students: an exploration with association rule mining and clustering

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Forecasting student achievement in MOOCs with natural language processing

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Introduction of learning visualisations and metacognitive support in a persuadable open learner model

The role of achievement goal orientations when studying effect of learning analytics visualizations

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Investigating boredom and engagement during writing using multiple sources of information: the essay, the writer, and keystrokes

Evaluation of an adaptive practice system for learning geography facts

Student perspectives on data provision and use: starting to unpack disciplinary differences

Real-time indicators and targeted supports: using online platform data to accelerate student learning

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Measuring financial implications of an early alert system

Supporting learning by considering emotions: tracking and visualization a case study

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A gaze-based learning analytics model: in-video visual feedback to improve learner's attention in MOOCs

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Bayesian modelling of student misconceptions in the one-digit multiplication with probabilistic programming

Predicting student performance on post-requisite skills using prerequisite skill data: an alternative method for refining prerequisite skill structures

Critical perspectives on writing analytics

Multimodal analytics to study collaborative problem solving in pair programming

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Impact of data collection on interpretation and evaluation of student models

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Design and evaluation of teacher assistance tools for exploratory learning environments

Untangling MOOC learner networks

English language learner experiences of formal and informal learning environments

A rule-based indicator definition tool for personalized learning analytics

When to stop?: towards universal instructional policies

Student differences in regulation strategies and their use of learning resources: implications for educational design

Modeling common misconceptions in learning process data

Towards triggering higher-order thinking behaviors in MOOCs

Improving efficacy attribution in a self-directed learning environment using prior knowledge individualization

Enhancing the efficiency and reliability of group differentiation through partial credit

Generating actionable predictive models of academic performance

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Automating assessment of collaborative writing quality in multiple stages: the case of wiki

Demonstration of the Unizin sentiment visualizer

Cross-LAK: learning analytics across physical and digital spaces

Learning analytics community exchange: evidence hub

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LAK16 workshop: extending IMS caliper analytics™ with learning activity profiles

Using machine analysis to make elementary students' mathematical thinking visible

Ethical and privacy issues in the design of learning analytics applications

Benchmarking student performance and engagement in an early alert predictive system using interactive radar charts

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Student affect during learning with a MOOC

LAL workshop: learning analytics for learners

Integrating physical activity data in videogames with user-centered dashboards

Multimodal learning analytics data challenges

Understanding learning at a glance: an overview of learning dashboard studies

Data literacy for learning analytics

Reviewing three case-studies of learning analytics interventions at the open university UK

Smart environments and analytics on video-based learning

Analyzing students' intentionality towards badges within a case study using Khan academy

Introduction to data mining for educational researchers

Learning analytics in practice: the effects of adaptive educational technology Snappet on students' arithmetic skills

Educational data mining with Python and Apache spark: a hands-on tutorial

Elaborating data intensive research methods through researcher-practitioner partnerships

Pipeline for expediting learning analytics and student support from data in social learning

Learning through goal setting

The dutch xAPI experience

Validity: a framework for cross-disciplinary collaboration in mining indicators of learning from MOOC forums

Student perspectives on data provision and use: starting to unpack disciplinary differences

Content Provider	ACM Digital Library
Author	McPherson, Jen Liu, Danny Y. T. Fatt, Scott J. Tong, Huong Ly
Abstract	How can we best align learning analytics practices with disciplinary knowledge practices in order to support student learning? Although learning analytics itself is an interdisciplinary field, it tends to take a 'one-size-fits-all' approach to the collection, measurement, and reporting of data, overlooking disciplinary knowledge practices. In line with a recent trend in higher education research, this paper considers the contribution of a realist sociology of education to the field of learning analytics, drawing on findings from recent student focus groups at an Australian university. It examines what learners say about their data needs with reference to organizing principles underlying knowledge practices within their disciplines. The key contribution of this paper is a framework that could be used as the basis for aligning the provision and/or use of data in relation to curriculum, pedagogy, and assessment with disciplinary knowledge practices. The framework extends recent research in Legitimation Code Theory, which understands disciplinary differences in terms of the principles that underpin knowledge-building. The preliminary analysis presented here both provides a tool for ensuring a fit between learning analytics practices and disciplinary practices and standards for achievement, and signals disciplinarity as an important consideration in learning analytics practices.
Starting Page	158
Ending Page	167
Page Count	10
File Format	PDF
ISBN	9781450341905
DOI	10.1145/2883851.2883945
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	2016-04-25
Publisher Place	New York
Access Restriction	Subscribed
Subject Keyword	Sociology of education Learning analytics Student needs Legitimation code theory Knowledge Disciplinary differences
Content Type	Text
Resource Type	Article

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