Fourth International Workshop on

Human-Centred Learning Analytics (HCLA): 

Towards trustworthy learning analytics 

to be held at the 13th International Learning Analytics and Knowledge Conference (LAK23)

13 March 2023 (date confirmed). The workshop will be fully ONLINE. 

 

Human-centred learning analytics (HCLA) is an emerging subcommunity of learning analytics (LA) researchers and practitioners interested in creating reliable and trustworthy LA systems that amplify and augment the abilities of educational stakeholders and which are aligned to intentions, revealed preferences, ideal preferences, interests and values. 

This is the fourth edition of this HCLA workshop which seeks to build on the momentum from recent years within the LA and other communities around the contributions that Human-Centred Design (HCD) and Human-Centred Artificial Intelligence (HCAI)  theory and practice should make to LA system conception, design, implementation, and evaluation.

 

 

Aim and scope

While the value of involving educational stakeholders (teachers, students, learning designers and decision makers) as “participants” or “collaborators” in the design process is increasingly becoming a point of debate, little work has been done in proposing the steps that researchers or designers can use as a guide to structuring design sessions and include proper safeguards against bias.

The aim of the workshop is to consolidate the subcommunity of LA researchers and practitioners interested in the human factors related to the effective design of LA innovations. 

This will be a half-day workshop with mixed participation (including selected presenters and interested delegates)

Let us know if you'll be attending!

 

 Call For Participation

This workshop seeks to build on the momentum from recent years within the LA and TEL communities, around the contributions that HCD and HCAI theory and practice should make to LA system conception, design, implementation, and evaluation. 

Who is the workshop for?

This workshop welcomes everyone with an interest in the field, from beginners to experts.  

Likely interested participants are:


 

NOTE: As instructed by the LAK23 organisers, this year the workshop papers will NOT be published as a part of the Companion Proceedings; hence, papers will be published on the workshop website only. However, accepted papers will be published at CEUR Proceedings, assuming that CEUR conditions are met.

 

 Accepted Papers

We are happy to announce the HCLA23 workshop accepted papers.


Inaya El Alaoui, Célina Treuillier and Anne Boyer

Víctor Alonso-Prieto, Yannis Dimitriadis, Sara L. Villagrá-Sobrino, Alejandra Martínez-Monés, Paraskevi Topali and Alejandro Ortega-Arranz

Carla Barreiros, Philipp Leitner, Martin Ebner, and Stefanie Lindstaedt 

Inas Redjem, Célina Treuillier and Anne Boyer

Shoeb Joarder, Mohamed Amine Chatti, Seyedemarzie Mirhashemi and Qurat Ul Ain

Esteban Villalobos, Mar Pérez-Sanagustín, Julien Broisin


 

Call for short papers

We will have, for the first time, a call for papers. This is because the time is ripe to welcome more elaborated contributions to this area. Attendees can optionally submit a workshop paper (max 4 pages, using this template).  The organisers welcome two types of contributions:

Suggested topics

The following can guide the selection of topics for submitted papers: 

 

Important dates

Proposal format & submission process

Submissions for short papers should be using the following template (please use the 1-single column template).

All submissions are done via EasyChair [go to submission form], following these steps:

Reviewing process

Each submission/contribution will be reviewed by at least two reviewers designated by the workshop organisers. The review process is single blind (i.e., reviewers’ identities are not disclosed to those submitting). The comments for each paper will be shared among the reviewers of that paper. Submissions with the highest evaluations will be accepted for presentation in the workshop. Attendees presenting a paper will be prioritised in case the workshop gets full. 

Proceedings will be submitted to CEUR-WS for publication. 

 

During & after the workshop

The workshop is planned to take place during the pre-conference activities of the main conference and is planned for a half-day format of up to 4 hours. 

The workshop is divided into four parts: 

1. Overview of HCLA. In the first part of the workshop, and based on the survey results, we will present a number of processes, frameworks and examples for engaging in participatory/co-design processes with students, faculty or administrators, emphasising both opportunities and challenges. 

2. Modified pecha-kucha poster presentation. The second part will be for authors of papers to provide a brief overview of their works as flash presentations. They will be able to prepare 6 slides to be presented in 20 seconds each so each will provide a brief 2-minutes presentation. 

3. Sharing and guided critique. The third part will be a discussion based on the experience described in the papers.  We expect that this will lead to a discussion of the pros and cons of human-centred design techniques, what needs to be adapted to fit LA purposes and the provision of feedback to the presenters. 

4. Discussion on next steps. All participants will be invited to contribute with ideas to set a potential HCLA research agenda.

 

Workshop organisers

Yannis Dimitriadis

University of Valladolid, Spain

Carla Barreiros

Graz University of Technology, Austria 

Patricia Santos

Universitat Pompeu Fabra, Spain

Khadija El Aadmi Laamech

Universitat Pompeu Fabra, Spain

Juan Pablo Sarmiento

New York University, US

Lu Lawrence 

Utah State University, US

Roberto Martinez Maldonado

Monash University, Australia

Mohamed Amine Chatti

University of Duisburg-Essen, Germany

 

 

Example projects and suggested readings

Special issue editorial

Buckingham Shum, S., Ferguson, R. and Martinez-Maldonado R. (2019). Human-Centred Learning Analytics. Journal of Learning Analytics, JLA, 6(2): 1-9. 

Related bibliography

Dimitriadis, Y., Martínez-Maldonado, R., & Wiley, K. (2021). Human-Centered Design Principles for Actionable Learning Analytics. Research on E-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives, 277-296.


Ochoa, X., & Wise, A. F. (2020). Supporting the Shift to Digital with Student-Centered Learning Analytics. Educational Technology Research and Development, 1-5.


Chatti, M. A., Yücepur, V., Muslim, A., Guesmi, M., & Joarder, S. (2021). Designing Theory-Driven Analytics-Enhanced Self-Regulated Learning Applications. In Visualizations and Dashboards for Learning Analytics (pp. 47-68). Springer, Cham.

Sarmiento, J. P., & Wise, A. F. (2022, March). Participatory and Co-Design of Learning Analytics: An Initial Review of the Literature. In LAK22: 12th International Learning Analytics and Knowledge Conference (pp. 535-541).


Shneiderman, B. (2022). Human-Centered AI. Oxford University Press.


Dollinger, M., Liu, D., Arthars, N., & Lodge, J. (2019). Working Together in Learning Analytics Towards the Co-Creation of Value. Journal of Learning Analytics, 6(2), 10–26.


Wise, A. F., & Jung, Y. (2019). Teaching with Analytics: Towards a Situated Model of Instructional Decision-Making. Journal of Learning Analytics, 6(2), 53-69.


Holstein, K., McLaren, B. M., & Aleven, V. (2019). Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher–AI Complementarity. Journal of Learning Analytics, 6(2), 27–52.

Lawrence, L., Guo, B., Yang, K., Echeverria, V., Kang, Z., Bathala, V., Li, C., Huang, W., Rummel, N., & Aleven, V. (2022). Process to co-design AI-based orchestration tools to support dynamic transitions: Design narratives through Conjecture Mapping. In International Society of the Learning Sciences: 15th Annual Conference on Computer Supported Collaborative Learning (pp. 139-146)


Ahn, J., Campos, F., Hays, M., & Digiacomo, D. (2019). Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design. Journal of Learning Analytics, 6(2), 70–85.

Rehrey, G., Shepard, L., Hostetter, C., Reynolds, A. M., & Groth, D. (2019). Engaging Faculty in Learning Analytics: Agents of Institutional Culture Change. Journal of Learning Analytics, 6(2), 86–94. 

Carlos G. Prieto-Alvarez et al., "Co-designing learning analytics tools with learners". In Jason M. Lodge, Jared Cooney Horvath, & L. Corrin (Eds.), Learning analytics in the classroom: Translating learning analytics research for teachers. (London: Routledge, 2018).