-------- Weitergeleitete Nachricht --------
Apologize for unintended cross-mailing
=========================================================
Special issue on
"Connecting Learning Design and Learning Analytics"
to be published at the
Interaction Design and Architecture(s) Journal (IxD&A)
(ISSN 1826-9745, eISSN 2283-2998)
----------------------------------------------------------------
*** Since 2012 also in Scopus ***
*** Since 2015 also in Emerging
Sources Citation Index and Web of Science
***
----------------------------------------------------------------
IxD&A implements the Gold Open Access (OA) road to its
contents
with no charge to the authors (submission & paper
processing)
If you wish to help us in improving the quality of the journal,
please donate:
https://www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=5EUX7CQ3GKSSG
----------------------------------------------------------------
CFP:
http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=102&link=call33
=========================================================
Guest Editors:
---------------------------------------------------------
--
• Davinia Hernández-Leo, Universitat Pompeu Fabra Barcelona
• María Jesús Rodríguez-Triana, École Polytechnique Fédérale of
Lausanne
• Yishay Mor, independent consultant
• Paul Salvador Inventado, Carnegie Mellon University
===========================================
Important dates:
-----------------------------------------------------------
• Deadline:
May 20, 2017
• Notification to the authors: June 30, 2017
• Camera ready paper: July 30, 2017
• Publication of the special issue: end of September, 2017
===========================================
Overview
-----------------------------------------------------------
Learning Design (LD) and Learning Analytics (LA) are both domains
of research and action that aim to improve learning effectiveness.
Learning Design or, Design for Learning, is an emerging field of
educational research and practice. Its practitioners are
interested in understanding how the intuitive processes undertaken
by teachers and trainers can be made visible, shared, exposed to
scrutiny, and consequently made more effective and efficient.
Arguably, most of the work in the field of LD has focused on the
creative processes, on practices, tools and representations to
support it, and on mechanisms for sharing its outputs between
practitioners. Very little has been done in terms of the
practices, tools and representations used for evaluating the
effects of the designs. Several approaches emphasise top-down
quality enhancement, which help designers to base their work on
sound pedagogical principles. What is missing is the trajectory
that would complete the feedback loop: the built-in evaluation of
designs to see whether they achieved the expected outcomes.
Learning Analytics are about collecting and reporting data about
learners and their contexts, for purposes of understanding and
optimising learning environments. LA typically employ large
datasets to provide real-time or retrospective insights about the
effect and effectiveness of various elements and features of
learning environments. Learning analytics are rooted in data
science, artificial intelligence, and practices of recommender
systems, online marketing and business intelligence. The tools and
techniques developed in these domains make it possible to identify
trends and patterns, and then benchmark individuals or groups
against these trends. LA can help to identify at-risk learners and
provide interventions, transform pedagogical approaches, and help
students gain insight into their own learning.
How Learning Design may help Learning Analytics? According to
situational approaches, one of the prerequisites to obtain
relevant outputs is not to isolate the analysis of educational
data from the context in which it is embedded. This tandem between
LD and LA offers the opportunity to better understand student
behaviour and provide pedagogical recommendations when deviations
from the original pedagogical intention emerge addressing one of
the challenges posed by LA.
How Learning Analytics may support Learning Design? Reciprocally,
well-formulated learning analytics can be helpful to inform
teachers on the success and outcomes of their learning designs.
Learning analytics can provide evidences of the impact of a design
in one or several learning situations in aspects such as
engagement patterns in the activities proposed by the learning
design, learning paths followed by the students, time consumed to
complete the activities, etc.
To sum up, LD offers LA a domain vocabulary, representing the
elements of a learning system to which analytics can be applied.
LA in turn, offers LD a higher degree of rigor by validating or
refuting assumptions about the effects of various designs in
diverse contexts. There is a natural and synergistic relationship
between both domains, which has led to a growing interest and some
initial effort in bringing them together. However, making these
links operational and coherent is still an open challenge.
-----------------------------------------------------------
Topics of Interest
-----------------------------------------------------------
This special issue solicits original research papers framing
connecting learning design with learning analytics.
The main topics of interest are:
● Practical examples of synergies between LD and LA.
● Methods and tools for developing data-enriched learning design
and / or design-aware learning analytics.
● Application domains for integrated LD-LA approaches, such as
teacher inquiry, learning at scale, and self-determined learning.
● Theoretical and conceptual foundations, opportunities and
challenges for synergies between LD and LA.
● Meta-models and mediating frameworks for connecting and
correlating LD and LA.
● Utilising Design Patterns as such meta-models, and as boundary
objects for all of the above.
===========================================
Submission guidelines and procedure
----------------------------------------------------------
All submissions (abstracts and later final manuscripts) must be
original and may not be under review by another publication.
The manuscripts should be submitted either in .doc or in
.rtf format.
All papers will be blindly peer-reviewed by at least two
reviewers.
Authors are invited to submit 8-20 pages paper (including authors'
information, abstract, all tables, figures, references, etc.).
The paper should be written according to the IxD&A
authors' guidelines
->
http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=101&a=7
==========================================================
Authors' guidelines
----------------------------------------------------------
Link to the paper submission page:
http://www.mifav.uniroma2.it/idea2010/login.php
(Please upload all submissions using the Submission page.
When submitting the paper, please, choose Domain Subjects under:
"IxD&A special issue on: ‘Connecting Learning Design with
Learning Analytics')
More information on the submission procedure and on
the characteristics
of the paper format can be found on the website of the
IxD&A Journal
where information on the copyright policy and responsibility
of authors,
publication ethics and malpractice are published.
For scientific advice and queries, please contact any of the
guest-editors below and mark the subject as:
IxD&A special issue on: Connecting Learning Design with
Learning Analytics.
• davinia [dot] hernandez [at] upf [dot] edu
• maria [dot] rodrigueztriana [at] epfl [dot] ch
• yishaym [at] gmail [dot] com
• pinventado [at] cmu [dot] edu
----------------------------------------------------------------
*** IxD&A in figures ***
----------------------------------------------------------------
View stats:
http://www.mifav.uniroma2.it/inevent/events/idea2010/index.php?s=9&a=403
-----------------------------------------------------------------------------
Forthcoming issues:
Apologize for unintended cross-mailing
=========================================================
Special issue on
"Connecting Learning Design and Learning Analytics"
to be published at the
Interaction Design and Architecture(s) Journal (IxD&A)
(ISSN 1826-9745, eISSN 2283-2998)
----------------------------------------------------------------
*** Since 2012 also in Scopus ***
*** Since 2015 also in Emerging
Sources Citation Index and Web of Science
***
----------------------------------------------------------------
IxD&A implements the Gold Open Access (OA) road to its
contents
with no charge to the authors (submission & paper
processing)
If you wish to help us in improving the quality of the journal,
please donate:
https://www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=5EUX7CQ3GKSSG
----------------------------------------------------------------
CFP:
http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=102&link=call33
=========================================================
Guest Editors:
---------------------------------------------------------
--
• Davinia Hernández-Leo, Universitat Pompeu Fabra Barcelona
• María Jesús Rodríguez-Triana, École Polytechnique Fédérale of
Lausanne
• Yishay Mor, independent consultant
• Paul Salvador Inventado, Carnegie Mellon University
===========================================
Important dates:
-----------------------------------------------------------
• Deadline:
May 20, 2017
• Notification to the authors: June 30, 2017
• Camera ready paper: July 30, 2017
• Publication of the special issue: end of September, 2017
===========================================
Overview
-----------------------------------------------------------
Learning Design (LD) and Learning Analytics (LA) are both domains
of research and action that aim to improve learning effectiveness.
Learning Design or, Design for Learning, is an emerging field of
educational research and practice. Its practitioners are
interested in understanding how the intuitive processes undertaken
by teachers and trainers can be made visible, shared, exposed to
scrutiny, and consequently made more effective and efficient.
Arguably, most of the work in the field of LD has focused on the
creative processes, on practices, tools and representations to
support it, and on mechanisms for sharing its outputs between
practitioners. Very little has been done in terms of the
practices, tools and representations used for evaluating the
effects of the designs. Several approaches emphasise top-down
quality enhancement, which help designers to base their work on
sound pedagogical principles. What is missing is the trajectory
that would complete the feedback loop: the built-in evaluation of
designs to see whether they achieved the expected outcomes.
Learning Analytics are about collecting and reporting data about
learners and their contexts, for purposes of understanding and
optimising learning environments. LA typically employ large
datasets to provide real-time or retrospective insights about the
effect and effectiveness of various elements and features of
learning environments. Learning analytics are rooted in data
science, artificial intelligence, and practices of recommender
systems, online marketing and business intelligence. The tools and
techniques developed in these domains make it possible to identify
trends and patterns, and then benchmark individuals or groups
against these trends. LA can help to identify at-risk learners and
provide interventions, transform pedagogical approaches, and help
students gain insight into their own learning.
How Learning Design may help Learning Analytics? According to
situational approaches, one of the prerequisites to obtain
relevant outputs is not to isolate the analysis of educational
data from the context in which it is embedded. This tandem between
LD and LA offers the opportunity to better understand student
behaviour and provide pedagogical recommendations when deviations
from the original pedagogical intention emerge addressing one of
the challenges posed by LA.
How Learning Analytics may support Learning Design? Reciprocally,
well-formulated learning analytics can be helpful to inform
teachers on the success and outcomes of their learning designs.
Learning analytics can provide evidences of the impact of a design
in one or several learning situations in aspects such as
engagement patterns in the activities proposed by the learning
design, learning paths followed by the students, time consumed to
complete the activities, etc.
To sum up, LD offers LA a domain vocabulary, representing the
elements of a learning system to which analytics can be applied.
LA in turn, offers LD a higher degree of rigor by validating or
refuting assumptions about the effects of various designs in
diverse contexts. There is a natural and synergistic relationship
between both domains, which has led to a growing interest and some
initial effort in bringing them together. However, making these
links operational and coherent is still an open challenge.
-----------------------------------------------------------
Topics of Interest
-----------------------------------------------------------
This special issue solicits original research papers framing
connecting learning design with learning analytics.
The main topics of interest are:
● Practical examples of synergies between LD and LA.
● Methods and tools for developing data-enriched learning design
and / or design-aware learning analytics.
● Application domains for integrated LD-LA approaches, such as
teacher inquiry, learning at scale, and self-determined learning.
● Theoretical and conceptual foundations, opportunities and
challenges for synergies between LD and LA.
● Meta-models and mediating frameworks for connecting and
correlating LD and LA.
● Utilising Design Patterns as such meta-models, and as boundary
objects for all of the above.
===========================================
Submission guidelines and procedure
----------------------------------------------------------
All submissions (abstracts and later final manuscripts) must be
original and may not be under review by another publication.
The manuscripts should be submitted either in .doc or in
.rtf format.
All papers will be blindly peer-reviewed by at least two
reviewers.
Authors are invited to submit 8-20 pages paper (including authors'
information, abstract, all tables, figures, references, etc.).
The paper should be written according to the IxD&A
authors' guidelines
->
http://www.mifav.uniroma2.it/inevent/events/idea2010/index.php
==========================================================
Authors' guidelines
----------------------------------------------------------
Link to the paper submission page:
http://www.mifav.uniroma2.it/idea2010/login.php
(Please upload all submissions using the Submission page.
When submitting the paper, please, choose Domain Subjects under:
"IxD&A special issue on: ‘Connecting Learning Design with
Learning Analytics')
More information on the submission procedure and on
the characteristics
of the paper format can be found on the website of the
IxD&A Journal
where information on the copyright policy and responsibility
of authors,
publication ethics and malpractice are published.
For scientific advice and queries, please contact any of the
guest-editors below and mark the subject as:
IxD&A special issue on: Connecting Learning Design with
Learning Analytics.
• davinia [dot] hernandez [at] upf [dot] edu
• maria [dot] rodrigueztriana [at] epfl [dot] ch
• yishaym [at] gmail [dot] com
• pinventado [at] cmu [dot] edu
----------------------------------------------------------------
*** IxD&A in figures ***
----------------------------------------------------------------
View stats:
http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=9&a=403
-----------------------------------------------------------------------------
Forthcoming issues:
http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=102
• Spring 2017
includes also a focus section on
'Temporalities
of Engagement: challenges of co-design
in public spaces'
Guest Editors: Alma Leora Culén, Dagny
Stedahl
• Autumn 2017
'Emerging Design: Transforming the STEAM
Learning Landscape with the Support of
Digital Technologies'
Guest Editors: Daniel Spikol, Jalal
Nouri, Teresa Cerratto Pargman, Marcelo
Milrad
with a focus section on:
'ICT and the UN Sustainable Development
Goals'
Guest Editors: Daniel Pargman, Neha
Kumar, Mikael Anneroth, Elina Eriksson
• Winter 2017
'Citizen, Territory and Technologies:
Smart Learning Contexts and Practices'
Guest Editors: Óscar Mealha, Monica
Divitini, Matthias Rehm
with
a focus section on:
'Pervasive participation - New Horizons
for Citizen Involvement and User
Experience''
Guest Editors: Sarah-Kristin Thiel,
Peter Fröhlich, Glenda Caldwell,
Matthias Baldauf
•
Spring 2018
'Making old age inviting and worth
living through ICTs in the 21st century'
Guest Editors: Sergio Sayago, Josep
Blat, Margarida Romero, Kim Sawchuk
----------------------------------------------------------