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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.
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.
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
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.
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.
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)
This will be a half-day workshop with mixed participation (including selected presenters and interested delegates)
Let us know if you'll be attending!
Let us know if you'll be attending!
Call For Participation
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.
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?
Who is the workshop for?
This workshop welcomes everyone with an interest in the field, from beginners to experts.
This workshop welcomes everyone with an interest in the field, from beginners to experts.
Likely interested participants are:
Likely interested participants are:
- Educators/teachers and researchers
- Technologists and educational developers
- Learning scientists and data scientists/analysts
- Academic managers
- ... and anyone else interested in human-centred learning analytics.
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.
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
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
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:
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:
- short empirical paper to showcase work in progress, tools or successful HCLA experiences; or
- short discussion papers provoking the audience to think about key issues and problems related to HCLA or HCAI in education and the use of human-centred design to support the LA design process.
Suggested topics
Suggested topics
The following can guide the selection of topics for submitted papers:
The following can guide the selection of topics for submitted papers:
- What is the state of the art in HCLA, and what have we learned from these experiences?
- Within the context of our field, how do we appropriate concepts such as "participatory", "co-design" and "human-centeredness", which point at strong bodies of literature and communities beyond LA?
- How can we design LA systems for and/or with educational stakeholders?
- Grounding on broad HCAI principles (Shneiderman, 2022): how can we create LA systems that are reliable, safe, and trustworthy?
- How do we achieve balance between human agency and AI agency in LA?
Important dates
Important dates
- 16 December 2022 – Deadline for all submissions
- 13 January 2022 - Send out notifications of acceptance
- 20 January 2023 - (LAK23 early bird registration deadline) confirmation of attendance
- 10 February 2023 - Deadline for submission of final camera-ready papers
Proposal format & submission process
Proposal format & submission process
Submissions for short papers should be using the following template (please use the 1-single column template).
Submissions for short papers should be using the following template (please use the 1-single column template).
- Prepare a submission using the template (above).
- Access the EasyChair submission system for this workshop and register or sign in.
- Click the “New Submission” menu tab and follow the on-screen instructions. NOTE: Please copy and paste the presenter information, title, abstract, keywords and deployment summary into the online form as well as including them in the PDF.
Reviewing process
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.
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
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 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:
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.
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.
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.
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.
4. Discussion on next steps. All participants will be invited to contribute with ideas to set a potential HCLA research agenda.
Workshop organisers
Workshop organisers
Yannis Dimitriadis
Yannis Dimitriadis
University of Valladolid, Spain
Carla Barreiros
Carla Barreiros
Graz University of Technology, Austria
Patricia Santos
Patricia Santos
Universitat Pompeu Fabra, Spain
Khadija El Aadmi Laamech
Khadija El Aadmi Laamech
Universitat Pompeu Fabra, Spain
Juan Pablo Sarmiento
Juan Pablo Sarmiento
New York University, US
Lu Lawrence
Lu Lawrence
Utah State University, US
Roberto Martinez Maldonado
Roberto Martinez Maldonado
Monash University, Australia
Mohamed Amine Chatti
Mohamed Amine Chatti
University of Duisburg-Essen, Germany
Example projects and suggested readings
Example projects and suggested readings
Special issue editorial
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
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).
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