[CITASA] CFP: Learning Analytics: Submissions due Nov 1, 2010

Caroline Haythornthwaite haythorn at illinois.edu
Tue Oct 5 19:00:27 EDT 2010

Please forward as appropriate.  /Caroline


Call for Papers

1st International Conference Learning Analytics & Knowledge
February 27-March 1, 2011, Banff, Alberta, Canada


Sponsored by Athabasca University (Canada) and
University of Queensland (Australia)
In partnership with EDUCAUSE

Publication of accepted conference papers in
Springer's LNCS volume (pending approval)
A special issue in a leading international journal

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The growth of data surpasses the ability of
organizations to make sense of it. This concern is
particularly pronounced in relation to knowledge,
teaching, and learning. Learning institutions and
corporations make little use of the data learners
"throw off" in the process of accessing learning
materials, interacting with educators and peers,
and creating new content. In an age where
educational institutions are under growing
pressure to reduce costs and increase efficiency,
analytics promises to be an important lens through
which to view and plan for change at course and
institutions levels. Corporations face pressure
for increased competitiveness and productivity, a
challenge that requires important contributions in
organizational capacity building from work place
and informal learning. Learning analytics can play
a role in highlighting the development of
employees through their learning activities. In
enterprise settings, information flow and social
interactions can yield novel insights into
organizational effectiveness and capacity to
address new challenges or adapt rapidly when
unanticipated event arise. Thirdly, as we witness
the expansion of learning and knowledge work
beyond formal institutional boundaries, myriad
platforms in the cloud hosting the activity of
individuals will be providing/exchanging

Advances in knowledge modeling and representation,
the semantic web, data mining, analytics, and open
data form a foundation for new models of knowledge
development and analysis. The technical complexity
of this nascent field is paralleled by a
transition within the full spectrum of learning
(education, work place learning, informal
learning) to social, networked learning. These
technical, pedagogical, and social domains must be
brought into dialogue with each other to ensure
that interventions and organizational systems
serve the needs of all stakeholders.

Learning Analytics 2011 will focus on integrating
the technical and the social/pedagogical
dimensions of learning analytics.


Learning analytics is the measurement, collection,
analysis and reporting of data about learners and
their contexts, for purposes of understanding and
optimising learning and the environments in which
it occurs. Conference organizers are seeking
submissions that cover various topics related to
learning analytics including (but not limited to):


* Software development and use in analytics
* The role of knowledge representation and
ontologies in learning analytics
* The semantic web and linked data: meaning in
* Data mining in learning analytics
* Artificial intelligence in learning analytics
* Internet of things (sensors) and learning
* "Big Data" applications and opportunities in
learning and education
* Latent semantic analysis/natural language
* Attention metadata
* Architecture of learning environments and
implications to learning analytics
* Software needed to advance learning analytics as
a field


* Visualization: data, learner networks,
conceptual knowledge
* Predictive applications of data
* Interventions based on analytics
* Social and technical systems to manage
information abundance
* Personalization and adaptivity in the learning
* Corporate and higher education case studies of
learning analytics
* Learning analytics for intelligent tutoring
* Open data: data access for learners
* Harmonizing individual learning with
organizational learning
* Importing insights for existing analytics
* Use of learning analytics in centralized
(learning management systems) and decentralized
(personal learning environments) settings

Conceptual & Pedagogical

* The relationship between learning analytics and
existing theories and approaches (such as
pedagogical models and learning sciences)
* Social network analysis
* Cognitive modelling
* Harnessing the power of context and location
aware systems
* Informal learning: integrating learning and
knowledge systems
* Privacy & ethics in learning analytics
* The influence of analytics on designing for
* The influence of analytics on delivery and
support of learning

Paper Categories

The following types of original papers are

* Research papers: These should report a
substantial research contribution to learning
analytics or the application of analytics. Full
paper submissions should not exceed 20 pages.
* Vision or conceptual papers: These may describe
interesting, visionary, or thought-provoking
concepts that are not yet fully developed or
evaluated, make an initial contribution to
challenging research issues in learning analytics.
These papers should not exceed 10 pages.
* Mini-tutorial papers: Learning analytics is a
young field of research with contributions from
technical, social, and pedagogical domains. As
such, there is a need for illustrations, examples,
and cross-discipline discussion to unite these
domains. Mini-tutorials are solicited that provide
discussion points for mapping common ideas between
related and complementary research topics of
learning analytics. A mini-tutorial submission
should be between 15 and 20 pages.
* Tool demonstration papers: Learning analytics
focuses on new technologies and tools. As a
result, we seek papers that present software tools
related to the field of learning analytics. These
papers will accompany a tool demonstration to be
given at the conference. These papers must not
exceed 10 pages. The selection criteria include
the originality of the tool, its innovative
aspects, the relevance of the tool to learning
analytics, and the maturity of the tool.

Paper Submission and Publication

All the accepted papers will be published in a
post proceedings open volume in Springer's Lecture
Notes in Computer Science series (pending
Springer's approval). Selected and revised papers
will be published in a special issue of a leading
international journal.

Please submit papers through Learning Analytics
EasyChair conference system:


All papers must be formatted according to the
Springer’s Lecture Notes in Computer Science

Important Dates

Paper submission: November 1, 2010
Notification: December 1, 2010
Early bird-registration deadline: December 15,


Steering Committee Members

* Jon Dron, CSIS, Athabasca University, Canada
* Erik Duval, Katholieke Universiteit Leuven,
* David Wiley, Brigham Young University, US
* John Campbell, Purdue University, US
* Dave Cormier, University of Prince Edward
Island, Canada
* Tony Hirst, Open University, UK
* Grainne Conole, Open University, UK
* Martin Weller, Open University, UK
* Shane Dawson, University of British Columbia,
* Dragan Gasevic, CSIS, Athabasca University,
* Michael Kouritzin, University of Alberta, Canada
* Simon Buckingham Shum, Knowledge Media
Institute, UK
* Linda Baer, Gates Foundation, US
* Martin Wolpers, Fraunhofer-Institut für
Angewandte Informationstechnik FIT
* Caroline Haythornthwaite, University of British
Columbia, Canada
* Ryan S.J.d. Baker, Worcester Polytechnic
Institute, US
* Cyprien Lomas, CEIT, University of Queensland,

Conference Co-chairs

* George Siemens, TEKRI, Athabasca University,
* Phillip Long, CEIT, University of Queensland,

Conference Program Committee Chairs

* Dragan Gasevic, Athabasca University, Canada
* Grainne Conole, Open University, UK

Publicity Chair

* Milan Stankovic, Université Paris-Sorbonne and
Hypios Research, France


* George Siemens, gsiemens at gmail.com
Caroline Haythornthwaite

I will be using this @illinois email for a few more months for projects started at UIUC. 

However, if your email is in relation to my position as Director, SLAIS, UBC please use haythorn at interchange.ubc.ca

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