Abstract is missing.
- Networked individualism: how the personalized internet, ubiquitous connectivity, and the turn to social networks can affect learning analyticsBarry Wellman. 1 [doi]
- Visual analytics in support of educationKaty Börner. 2-3 [doi]
- Learning analytics: envisioning a research discipline and a domain of practiceGeorge Siemens. 4-8 [doi]
- st International Workshop on Learning Analytics and Linked DataHendrik Drachsler, Stefan Dietze, Wolfgang Greller, Mathieu d'Aquin, Jelena Jovanovic, Abelardo Pardo, Wolfgang Reinhardt, Katrien Verbert. 9-10 [doi]
- Connecting levels and methods of analysis in networked learning communitiesDaniel D. Suthers, Heinz Ulrich Hoppe, Maarten De Laat, Simon Buckingham Shum. 11-13 [doi]
- Where learning analytics meets learning designLori Lockyer, Shane Dawson. 14-15 [doi]
- Learning analytics and higher education: ethical perspectivesSharon Slade, Fenella Galpin. 16-17 [doi]
- Building organizational capacity for analytics: panel proposalDonald M. Norris, Linda Baer. 18-19 [doi]
- Educational data mining meets learning analyticsRyan Shaun Joazeiro de Baker, Simon Buckingham Shum, Erik Duval, John C. Stamper, David Wiley. 20 [doi]
- Building a data governance model for learning analyticsSabine Graf, Cindy Ives, Lori Lockyer, Paul Hobson, Doug Clow. 21-22 [doi]
- Social learning analytics: five approachesRebecca Ferguson, Simon Buckingham Shum. 23-33 [doi]
- Modelling learning & performance: a social networks perspectiveWalter Christian Paredes, Kon Shing Kenneth Chung. 34-42 [doi]
- Multi-mediated community structure in a socio-technical networkDaniel D. Suthers, Kar-Hai Chu. 43-53 [doi]
- Challenges and opportunities for learning analytics when formal teaching meets social spacesNazim Rahman, Jon Dron. 54-58 [doi]
- Network awareness tool - learning analytics in the workplace: detecting and analyzing informal workplace learningBieke Schreurs, Maarten De Laat. 59-64 [doi]
- Cyberlearners and learning resourcesLeyla Zhuhadar, Rong Yang. 65-68 [doi]
- First steps towards a social learning analytics for online communities of practice for educatorsDarren Cambridge, Kathleen Perez-Lopez. 69-72 [doi]
- It's just about learning the multiplication tableMartin Schön, Martin Ebner, Georg Kothmeier. 73-81 [doi]
- Sherpa: increasing student success with a recommendation engineRobert Bramucci, Jim Gaston. 82-83 [doi]
- Using an instructional expert to mediate the locus of control in adaptive e-learning systemsChristopher A. Brooks, Jim E. Greer, Carl Gutwin. 84-87 [doi]
- 2Coach as an intervention engineTim McKay, Kate Miller, Jared Tritz. 88-91 [doi]
- Learning dispositions and transferable competencies: pedagogy, modelling and learning analyticsSimon Buckingham Shum, Ruth Deakin Crick. 92-101 [doi]
- Exploring reflection in online communitiesJohn McAuley, Alexander O'Connor, Dave Lewis. 102-110 [doi]
- Applying quantified self approaches to support reflective learningVerónica Rivera-Pelayo, Valentin Zacharias, Lars Müller, Simone Braun. 111-114 [doi]
- Learn-B: a social analytics-enabled tool for self-regulated workplace learningMelody Siadaty, Dragan Gasevic, Jelena Jovanovic, Nikola Milikic, Zoran Jeremic, Liaqat Ali, Aleksandar Giljanovic, Marek Hatala. 115-119 [doi]
- The pulse of learning analytics understandings and expectations from the stakeholdersHendrik Drachsler, Wolfgang Greller. 120-129 [doi]
- Learning analytics: challenges, paradoxes and opportunities for mega open distance learning institutionsPaul Prinsloo, Sharon Slade, Fenella Galpin. 130-133 [doi]
- The learning analytics cycle: closing the loop effectivelyDoug Clow. 134-138 [doi]
- Mining academic data to improve college student retention: an open source perspectiveEitel J. M. Lauría, Joshua D. Baron, Mallika Devireddy, Venniraiselvi Sundararaju, Sandeep M. Jayaprakash. 139-142 [doi]
- Goal-oriented visualizations of activity tracking: a case study with engineering studentsJosé Luis Santos, Sten Govaerts, Katrien Verbert, Erik Duval. 143-152 [doi]
- Seeing what the system thinks you know: visualizing evidence in an open learner modelBarbara Kump, Christin Seifert, Günter Beham, Stefanie N. Lindstaedt, Tobias Ley. 153-157 [doi]
- Student success system: risk analytics and data visualization using ensembles of predictive modelsAlfred Essa, Hanan Ayad. 158-161 [doi]
- GLASS: a learning analytics visualization toolDerick Leony, Abelardo Pardo, Luis de la Fuente Valentín, David Sánchez de Castro, Carlos Delgado Kloos. 162-163 [doi]
- Applying artificial intelligence to the educational data: an example of syllabus quality analysisDenis Smolin, Sergey Butakov. 164-169 [doi]
- Educational monitoring tool based on faceted browsing and data portraitsDavid García-Solórzano, Jose Antonio Morán, Germán Cobo, Carlos Monzo, Eugènia Santamaria, Javier Melenchón. 170-178 [doi]
- Exploring qualitative analytics for e-mentoring relationships building in an online social learning environmentHaiming Liu, Ronald Macintyre, Rebecca Ferguson. 179-183 [doi]
- Bridging the gap from knowledge to action: putting analytics in the hands of academic advisorsSteven Lonn, Andrew E. Krumm, R. Joseph Waddington, Stephanie D. Teasley. 184-187 [doi]
- Using computational methods to discover student science conceptions in interview dataBruce Sherin. 188-197 [doi]
- Deriving group profiles from social media to facilitate the design of simulated environments for learningAhmad Ammari, Lydia Lau, Vania Dimitrova. 198-207 [doi]
- The learning registry: building a foundation for learning resource analyticsMarie A. Bienkowski, John Brecht, Jim Klo. 208-211 [doi]
- Monitoring student progress through their written "point of originality"Johann Ari Larusson, Brandon White. 212-221 [doi]
- Learning analytics for collaborative writing: a prototype and case studyBrian J. McNely, Paul V. Gestwicki, J. Holden Hill, Philip Parli-Horne, Erika Johnson. 222-225 [doi]
- The relationship between educational performance and online access routines: analysis of students' access to an online discussion forumTariq M. Khan, Fintan Clear, Samira Sadat Sajadi. 226-229 [doi]
- Investigating the core group effect in usage of resources with analyticsAgathe Merceron. 230-233 [doi]
- Does the length of time off-task matter?Daniel Roberge, Anthony Rojas, Ryan Baker. 234-237 [doi]
- Clustering by usage: higher order co-occurrences of learning objectsKatja Niemann, Hans-Christian Schmitz, Uwe Kirschenmann, Martin Wolpers, Anna Schmidt, Tim Krones. 238-247 [doi]
- Using agglomerative hierarchical clustering to model learner participation profiles in online discussion forumsGermán Cobo, David García-Solórzano, Jose Antonio Morán, Eugènia Santamaria, Carlos Monzo, Javier Melenchón. 248-251 [doi]
- Learning analytics and educational data mining: towards communication and collaborationGeorge Siemens, Ryan Shaun Joazeiro de Baker. 252-254 [doi]
- Probability estimation and a competence model for rule based e-tutoring systemsDiederik M. Roijers, Johan Jeuring, Ad Feelders. 255-258 [doi]
- Course correction: using analytics to predict course successRebecca Barber, Mike Sharkey. 259-262 [doi]
- Predicting failure: a case study in co-bloggingBjorn Levi Gunnarsson, Richard Alterman. 263-266 [doi]
- Course signals at Purdue: using learning analytics to increase student successKimberly E. Arnold, Matthew D. Pistilli. 267-270 [doi]