Table of Contents

• Learning analytics as a "middle space"Dan Suthers, Katrien Verbert. 1-4 [doi]
• Multidisciplinarity vs. Multivocality, the case of "learning analytics"Nicolas Balacheff, Kristine Lund. 5-13 [doi]
• Addressing learner issues with StepUp!: an evaluationJosé Luis Santos, Katrien Verbert, Sten Govaerts, Erik Duval. 14-22 [doi]
• Live interest meter: learning from quantified feedback in mass lecturesVerónica Rivera-Pelayo, Johannes Munk, Valentin Zacharias, Simone Braun. 23-27 [doi]
• Considering formal assessment in learning analytics within a PLE: the HOU2LEARN caseEleni Koulocheri, Michalis Nik Xenos. 28-32 [doi]
• Visualizing social learning ties by type and topic: rationale and concept demonstratorBieke Schreurs, Chris Teplovs, Rebecca Ferguson, Maarten De Laat, Simon Buckingham Shum. 33-37 [doi]
• Analysis of collaborative writing processes using revision maps and probabilistic topic modelsVilaythong Southavilay, Kalina Yacef, Peter Reimann, Rafael A. Calvo. 38-47 [doi]
• Learning analytics for online discussions: a pedagogical model for intervention with embedded and extracted analyticsAlyssa Friend Wise, Yuting Zhao, Simone Nicole Hausknecht. 48-56 [doi]
• Understanding promotions in a case study of student bloggingBjorn Levi Gunnarsson, Richard Alterman. 57-65 [doi]
• Analyzing the flow of ideas and profiles of contributors in an open learning communityIassen Halatchliyski, Tobias Hecking, Tilman Göhnert, Heinz Ulrich Hoppe. 66-74 [doi]
• Epistemology, pedagogy, assessment and learning analyticsSimon Knight, Simon Buckingham Shum, Karen Littleton. 75-84 [doi]
• An evaluation of learning analytics to identify exploratory dialogue in online discussionsRebecca Ferguson, Zhongyu Wei, Yulan He, Simon Buckingham Shum. 85-93 [doi]
• Towards the development of multimodal action based assessmentMarcelo Worsley, Paulo Blikstein. 94-101 [doi]
• Multimodal learning analyticsPaulo Blikstein. 102-106 [doi]
• Toward collaboration sensing: applying network analysis techniques to collaborative eye-tracking dataBertrand Schneider, Sami Abu-El-Haija, Jim Reesman, Roy Pea. 107-111 [doi]
• Inferring higher level learning information from low level data for the Khan Academy platformPedro J. Muñoz Merino, José A. Ruipérez Valiente, Carlos Delgado Kloos. 112-116 [doi]
• Affective states and state tests: investigating how affect throughout the school year predicts end of year learning outcomesZachary A. Pardos, Ryan Shaun Joazeiro de Baker, Maria Ofelia Clarissa Z. San Pedro, Sujith M. Gowda, Supreeth M. Gowda. 117-124 [doi]
• An eye-tracking study of notational, informational, and emotional aspects of learning analytics representationsRavi K. Vatrapu, Peter Reimann, Susan Bull, Matthew D. Johnson. 125-134 [doi]
• What can we learn from Facebook activity?: using social learning analytics to observe new media literacy skillsJune Ahn. 135-144 [doi]
• Improving retention: predicting at-risk students by analysing clicking behaviour in a virtual learning environmentAnnika Wolff, Zdenek Zdráhal, Andriy Nikolov, Michal Pantucek. 145-149 [doi]
• Open academic analytics initiative: initial research findingsEitel J. M. Lauría, Erik W. Moody, Sandeep M. Jayaprakash, Nagamani Jonnalagadda, Joshua D. Baron. 150-154 [doi]
• Interpreting data mining results with linked data for learning analytics: motivation, case study and directionsMathieu d'Aquin, Nicolas Jay. 155-164 [doi]
• Nanogenetic learning analytics: illuminating student learning pathways in an online fraction gameTaylor Martin, Ani Aghababyan, Jay Pfaffman, Jenna Olsen, Stephanie Baker, Philip Janisiewicz, Rachel Phillips, Carmen Petrick Smith. 165-169 [doi]
• Deconstructing disengagement: analyzing learner subpopulations in massive open online coursesRené F. Kizilcec, Chris Piech, Emily Schneider. 170-179 [doi]
• The pairing of lecture recording data with assessment scores: a method of discovering pedagogical impactNegin Mirriahi, Shane Dawson. 180-184 [doi]
• MOOCs and the funnel of participationDoug Clow. 185-189 [doi]
• What different kinds of stratification can reveal about the generalizability of data-mined skill assessment modelsMichael A. Sao Pedro, Ryan Shaun Joazeiro de Baker, Janice D. Gobert. 190-194 [doi]
• Assessing students' performance using the learning analytics enriched rubricsIoannis Dimopoulos, Ourania Petropoulou, Symeon Retalis. 195-199 [doi]
• Model-driven assessment of learners in open-ended learning environmentsJames Segedy, Kirk M. Loretz, Gautam Biswas. 200-204 [doi]
• Formative assessment and learning analyticsDirk T. Tempelaar, André Heck, Hans Cuypers, Henk van der Kooij, Evert van de Vrie. 205-209 [doi]
• STEMscopes: contextualizing learning analytics in a K-12 science curriculumCarlos Monroy, Virginia Snodgrass Rangel, Reid Whitaker. 210-219 [doi]
• Supporting action research with learning analyticsAnna Lea Dyckhoff, V. Lukarov, A. Muslim, Mohamed Amine Chatti, Ulrik Schroeder. 220-229 [doi]
• A case study inside virtual worlds: use of analytics for immersive spacesVanessa Camilleri, Sara de Freitas, Matthew Montebello, Paul McDonagh-Smith. 230-234 [doi]
• Issues, challenges, and lessons learned when scaling up a learning analytics interventionSteven Lonn, Stephen Aguilar, Stephanie D. Teasley. 235-239 [doi]
• An evaluation of policy frameworks for addressing ethical considerations in learning analyticsPaul Prinsloo, Sharon Slade. 240-244 [doi]
• Aggregating social and usage datasets for learning analytics: data-oriented challengesKatja Niemann, Martin Wolpers, Giannis Stoitsis, Georgios Chinis, Nikos Manouselis. 245-249 [doi]
• From micro to macro: analyzing activity in the ROLE SandboxDominik Renzel, Ralf Klamma. 250-254 [doi]
• Analytics of collaborative planning in Metafora: architecture, data, and analytic methodsAndreas Harrer. 255-259 [doi]
• GradeCraft: what can we learn from a game-inspired learning management system?Caitlin Holman, Stephen Aguilar, Barry Fishman. 260-264 [doi]
• System for assessing classroom attentionMirko Raca, Pierre Dillenbourg. 265-269 [doi]
• Orchestrating of complex inquiry: three roles for learning analytics in a smart classroom infrastructureJames D. Slotta, Mike Tissenbaum, Michelle Lui. 270-274 [doi]
• Crafting transformative strategies for personalized learning/analyticsLinda Baer, Ann Hill Duin, Donald M. Norris, Robert Brodnick. 275-277 [doi]
• Educational data scientists: a scarce breedSimon Buckingham Shum, Martin Hawksey, Ryan Shaun Joazeiro de Baker, Naomi Jeffery, John T. Behrens, Roy Pea. 278-281 [doi]
• st International Workshop on Discourse-Centric Learning AnalyticsSimon Buckingham Shum, Maarten De Laat, Anna De Liddo, Rebecca Ferguson, Paul Kirschner, Andrew Ravenscroft, Ágnes Sándor, Denise Whitelock. 282 [doi]
• Analytics on video-based learningMichail N. Giannakos, Konstantinos Chorianopoulos, Marco Ronchetti, Peter Szegedi, Stephanie D. Teasley. 283-284 [doi]
• Learning object analytics for collections, repositories & federationsMiguel-Angel Sicilia, Xavier Ochoa, Giannis Stoitsis, Joris Klerkx. 285-286 [doi]
• Second International Workshop on Teaching AnalyticsRavi K. Vatrapu, Peter Reimann, Wolfgang Halb, Susan Bull. 287-289 [doi]