September 21, 2021
LA4SLE workshop
Learning Analytics for Smart Learning Environments
in conjunction with the EC-TEL 2021 conference
contact: la4sle@gmail.com
Workshop proceedings
LA4SLE workshop proceedings are available at http://ceur-ws.org/Vol-3024/
Workshop schedule
9:00-9:10 Introduction
9:10-10:10 Paper presentations
Bernardo Tabuenca, Wolfgang Greller, Davinia Hernández-Leo, Carlos Gilarranz-Casado, Vicente García-Alcántara and Edmundo Tovar. Talking to plants: an IoT system supporting human-plant interactions and learning.
Hildo Bijl. Improving student inclusion through learning analytics: a Step-Wise approach.
Célina Treuillier and Anne Boyer. Identification of Class-Representative Learner Personas.
Alejandro Ortega-Arranz, Eduardo Gómez-Sánchez, Miguel L. Bote-Lorenzo, Sergio Serrano-Iglesias, Juan I. Asensio-Pérez and Alejandra Martínez-Monés. Smart Gamification: Exploring the Application of Gamification in Smart Learning Environments.
Sergio Serrano-Iglesias, Daniel Spikol, Miguel L. Bote-Lorenzo, Hamza Ouhaichi, Eduardo Gómez-Sánchez and Bahtijar Vogel. Adaptable Smart Learning Environments supported by Multimodal Learning Analytics.
Andreia Cunha and Alvaro Figueira. Analysing students’ interaction sequences on Moodle to predict academic performance.
10:10-10:55 Brainstorming in groups
10:55-11:10 Break (feel free to continue with brainstorming with coffee)
11:10-11:55 Panel discussion
11:55-12:00 Closing
About the workshop
Smart Learning Environments (SLEs) provide learners with adequate support at the right time and place based on their needs, which are determined by analyzing their learning behaviors, performance and contexts [1]. SLEs have the potential to support a myriad of learning scenarios that connect formal and informal learning, including many addressing the global challenges derived from the pursuit of a free, safe and sustainable world. With this aim, SLEs may collect data about learners and educators actions and interactions related to their participation in learning activities as well as about different aspects of the context in which they can be carried out from sources such as Learning Management Systems, handheld devices, computers, cameras, microphones, wearables, and environmental sensors. These data can then be transformed and analyzed using different computational and visualization techniques to obtain actionable information that can trigger a wide range of interventions aiming to promote better learning in both formal and informal contexts.
Learning analytics (LA) is “the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and environments in which it occurs” [2]. As a consequence, LA research is expected to provide data insight into the aforementioned actionable information required by SLEs [3], and important research efforts are being carried out with this goal [4].
[1] Spector, J. M., “Conceptualizing the emerging field of smart learning environments”, Smart learning environments, vol. 1, no. 1, pp. 1–10, 2014.
[2] Long, P., & Siemens, G., “Penetrating the fog: Analytics in learning and education”. EducauseReview Online, 46(5), pp. 31-40, 2011.
[3] Papamitsiou Z., Economides A., “Learning Analytics for Smart Learning Environments: A Meta-Analysis of Empirical Research Results from 2009 to 2015”. In: Spector M., Lockee B., Childress M. (eds) Learning, Design, and Technology. Springer, Cham, 2016.
[4] Tabuenca, B., Serrano-Iglesias, S., Carruana-Martín, A., Villa-Torrano, C., Dimitriadis, Y., Asensio-Pérez, J.I., Alario-Hoyos, C., Gómez-Sánchez, E., Bote-Lorenzo, M.L., Martínez-Monés, A., Delgado-Kloos, C., “Affordances and Core Functions of Smart Learning Environments: A Systematic Literature Review”. IEEE Transactions on Learning Technologies, early access, March 2021.
Objectives and topics
The workshop aims to discuss the main issues to further research, development, and implementation of SLEs and how these overlap with LA. Additionally, how SLE research and practice can utilise the latest advances in LA. Contributions from the following topics are welcome, but not limited to:
Identification of actionable indicators to trigger interventions in SLEs
Multimodal Learning Analytics in SLEs
Visualization techniques for end users in SLEs
New learning scenarios supported by SLEs to address global challenges in the pursuit of a free, safe and sustainable world
Design of LA that prevents and handle new risks brought by SLEs
Evaluation of SLE using LAs
Explainable learning analytics for meaningful SLEs
Analysis of user engagement in SLEs
Interventions in SLEs based on LA
Scalable and sustainable system design for SLEs
Ethics and privacy in LA and SLEs
Submission guidelines
We invite you to submit your original work for presentation and discussion. The submissions need to be between 5 and 7 pages long formatted using the 1-column style CEUR-ART template. All manuscripts should be carefully blinded for review before submitting them using the EasyChair system.
Each of the submitted manuscripts will be reviewed by at least two members of the Workshop Program Committee. The workshop organizers, as experts in both SLEs and LA, will do meta-reviews and make the final decisions on acceptance. The accepted papers will be published in LA4SLE Workshop Proceedings.
Important dates
June 4, 2021: Submission opens.
July 4, 2021: Deadline for abstract submissions (optional).
July 11, 2021 July 14, 2021: Deadline for manuscript submissions.
July 29, 2021: Notification of acceptance.
September 21, 2021: LA4SLE workshop at EC-TEL 2021
Special issue
Authors of accepted papers will be invited to expand their contributions to be considered for publication in IEEE Transactions on Learning Technologies special issue on Technologies for Data-Driven Interventions in Smart Learning Environments.
Workshop organizers
Davinia Hernández-Leo, Universitat Pompeu Fabra, Spain
Élise Lavoué, University Jean Moulin Lyon 3, France
Pedro J. Muñoz-Merino, Universidad Carlos III de Madrid, Spain
Miguel L. Bote-Lorenzo, Universidad de Valladolid, Spain
Daniel Spikol, University of Copenhagen, Denmark
Program Commitee
Barbara Wasson, University of Bergen, Norway
Yannis Dimitriadis, Universidad de Valladolid, Spain
Elvira Popescu, University of Craiova, Romania
Dragan Gašević, Monash University, Australia
Zacharoula Papamitsiou, Norwegian University of Science and Technology, Norway
Abelardo Pardo, University of South Australia, Australia
Mar Pérez San Agustín, Université Toulouse 3 Paul Sabatier, France
Mutlu Cukurova, University College London, UK
Patricia Santos, Universitat Pompeu Fabra, Spain
Dai Griffiths, Universidad Internacional de la Rioja, Spain
Kalpani Manathunga, Sri Lanka Institute of Technology, Sri Lanka
Juan I. Asensio-Pérez, Universidad de Valladolid, Spain
Margarita Ortíz, ESPOL, Ecuador
Julien Brosin, Université Toulouse 3 Paul Sabatier, France
Eduardo Gómez-Sánchez, Universidad de Valladolid, Spain
Erkan Er, Middle East Technical University, Turkey
Carlos Delgado Kloos, Universidad Carlos III de Madrid, Spain
Rémi Venant, Université du Mans