This lecture is dedicated to research that aims to create new computer systems. You will learn about what is important in order to increase the rigor of your design-oriented research.
Are topic-specific search term, journal name and author name recommendations ...GESIS
In this paper we describe a case study where researchers in the social sciences (n=19) assess topical relevance for controlled search terms, journal names and author names which have been compiled automatically by bibliometric-enhanced information retrieval (IR) services. We call these bibliometric-enhanced IR services Search Term Recommender (STR), Journal Name Recommender (JNR) and Author Name Recommender (ANR) in this paper. The researchers in our study (practitioners, PhD students and postdocs) were asked to assess the top n pre-processed recommendations from each recommender for specific research topics which have been named by them in an interview before the experiment. Our results show clearly that the presented search term, journal name and author name recommendations are highly relevant to the researchers’ topic and can easily be integrated for search in Digital Libraries. The average precision for top ranked recommendations is 0.75 for author names, 0.74 for search terms and 0.73 for journal names. The relevance distribution differs largely across topics and researcher types. Practitioners seem to favor author name recommendations while postdocs have rated author name recommendations the lowest. In the experiment the small postdoc group (n=3) favor journal name recommendations.
This lecture is dedicated to research that aims to create new computer systems. You will learn about what is important in order to increase the rigor of your design-oriented research.
Are topic-specific search term, journal name and author name recommendations ...GESIS
In this paper we describe a case study where researchers in the social sciences (n=19) assess topical relevance for controlled search terms, journal names and author names which have been compiled automatically by bibliometric-enhanced information retrieval (IR) services. We call these bibliometric-enhanced IR services Search Term Recommender (STR), Journal Name Recommender (JNR) and Author Name Recommender (ANR) in this paper. The researchers in our study (practitioners, PhD students and postdocs) were asked to assess the top n pre-processed recommendations from each recommender for specific research topics which have been named by them in an interview before the experiment. Our results show clearly that the presented search term, journal name and author name recommendations are highly relevant to the researchers’ topic and can easily be integrated for search in Digital Libraries. The average precision for top ranked recommendations is 0.75 for author names, 0.74 for search terms and 0.73 for journal names. The relevance distribution differs largely across topics and researcher types. Practitioners seem to favor author name recommendations while postdocs have rated author name recommendations the lowest. In the experiment the small postdoc group (n=3) favor journal name recommendations.
Multivocal literature reviews in software engineering: preliminary findings f...Wylliams Santos
Presentation of the published paper in the conference proceedings: 13th International Symposium on Empirical Software Engineering and Measurement (ESEM) - Empirical Software Engineering International Week (ESEIW) #ESEIW2019 #ESEM2019 #SoftwareEngineering #EBSE #REACT #SoftwareEngineering
Tackling the job of conducting a survey for your library can be daunting. A systematic and quality-driven approach will yield results which can provide valuable information to decision-makers and stakeholders. This three-part series of workshops on conducting surveys will demystify the survey process, from beginning to end of your project.
This third presentation of the three-part series addresses 1) questionnaire coding, data tracking, and data entry; 2) basics of analyses; and 3) reporting methods, including employing tables and graphs.
Multivocal literature reviews in software engineering: preliminary findings f...Wylliams Santos
Presentation of the published paper in the conference proceedings: 13th International Symposium on Empirical Software Engineering and Measurement (ESEM) - Empirical Software Engineering International Week (ESEIW) #ESEIW2019 #ESEM2019 #SoftwareEngineering #EBSE #REACT #SoftwareEngineering
Tackling the job of conducting a survey for your library can be daunting. A systematic and quality-driven approach will yield results which can provide valuable information to decision-makers and stakeholders. This three-part series of workshops on conducting surveys will demystify the survey process, from beginning to end of your project.
This third presentation of the three-part series addresses 1) questionnaire coding, data tracking, and data entry; 2) basics of analyses; and 3) reporting methods, including employing tables and graphs.
This introductory lecture for IA377 will be devoted to the topic of “Literature Review”.
What is a literature review?
Methodology, best practices, tips, tools, etc.
Practical example
Application to IA377 seminar activities.
https://ia377-feec-unicamp.github.io/classes/2023/03/09/Literature-Review.html
Overview of C-SAP open educational resources projectCSAPOER
This presentation showcases, discusses and reflects upon the work of the C-SAP "Open Educational Resources" project. Our project, "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences", was part of a pilot programme (funded by the HEA and JISC), which sought to explore issues around the sharing of educational material from a disciplinary perspective. Whilst exploring, with our academic project partners, the principles and issues around releasing educational material (institutional, contractual, administrative), we have also sought to develop some insights into the processes of sharing practice, and look forward to discussing the findings in this forum.
Integrated expert recommendation model for online communitiesst02IJwest
Online communities have become vital places for Web 2.0 users to share knowledg
e and experiences.
Recently, finding expertise user in community has become an important research issue. This paper
proposes a novel cascaded model for expert recommendation using aggregated knowledge extracted from
enormous contents and social network fe
atures. Vector space model is used to compute the relevance of
published content with respect
to a specific query while PageRank
algorithm is applied to rank candidate
experts. The experimental results sho
w that the proposed model is
an effective recommen
dation which can
guarantee that the most candidate experts are both highly relevant to the specific queries and highly
influential in corresponding areas
Managing Ireland's Research Data - 3 Research MethodsRebecca Grant
Slides providing an overview of the research methods used in the author's thesis, "Managing Ireland's Research Data: Recognising Roles for Recordkeepers". The methods discussed are online surveys, comparative case studies, and autoethnography.
Licensed as CC-BY.
Social media as a tool for terminological researchTERMCAT
Social media as a tool for terminological research
Anita Nuopponen - University of Vaasa
Niina Nissilä - University of Vaasa
VII EAFT Terminology Summit. Barcelona, 27-28 november 2014
Education must capitalize on the trend within technology toward big data. New types of data are becoming available. From evidence approaches to xAPI and the whole Training and Learning Architecture(TLA) big data is the foundation of all.
Workshop Learner Enhanced Technology: Can activity analytics support understanding engagement a measurable process? Delivered 20th Jan at HETL SOTE 2015, Utah Valley University.
The Generative AI System Shock, and some thoughts on Collective Intelligence ...Simon Buckingham Shum
Keynote Address: Team-based Learning Collaborative Asia Pacific Community (TBLC-APC) Symposium (“Impact of emerging technologies on learning strategies”) 8-9 February 2024, Sydney https://tbl.sydney.edu.au
Slides from my contribution to the panel convened by Jeremy Roschelle at the International Society for the Learning Sciences: Engaging Learning Scientists in Policy Challenges: AI and the Future of Learning
Deliberative Democracy as a strategy for co-designing university ethics aro...Simon Buckingham Shum
Buckingham Shum, S. (2021). Deliberative Democracy as a strategy for co-designing university ethics around analytics and AI in education. AARE2021: Australian Association for Research in Education, 28 Nov. – 2 Dec. 2021
Deliberative Democracy as a Strategy for Co-designing University Ethics Around Analytics and AI in Education
Simon Buckingham Shum
Connected Intelligence Centre, University of Technology Sydney
Universities can see an increasing range of student and staff activity as it becomes digitally visible in their platform ecosystems. The fields of Learning Analytics and AI in Education have demonstrated the significant benefits that ethically responsible, pedagogically informed analysis of student activity data can bring, but such services are only possible because they are undeniably a form of “surveillance”, raising legitimate questions about how the use of such tools should be governed.
Our prior work has drawn on the rich concepts and methods developed in human-centred system design, and participatory/co-design, to design, deploy and validate practical tools that give a voice to non-technical stakeholders (e.g. educators; students) in shaping such systems. We are now expanding the depth and breadth of engagement that we seek, looking to the Deliberative Democracy movement for inspiration. This is a response to the crisis in confidence in how typical democratic systems engage citizens in decision making. A hallmark is the convening of a Deliberative Mini-Public (DMP) which may work at different scales (organisation; community; region; nation) and can take diverse forms (e.g. Citizens’ Juries; Citizens’ Assemblies; Consensus Conferences; Planning Cells; Deliberative Polls). DMP’s combination of stratified random sampling to ensure authentic representation, neutrally facilitated workshops, balanced expert briefings, and real support from organisational leaders, has been shown to cultivate high quality dialogue in sometimes highly conflicted settings, leading to a strong sense of ownership of the DMP's final outputs (e.g. policy recommendations).
This symposium contribution will describe how the DMP model is informing university-wide consultation on the ethical principles that should govern the use of analytics and AI around teaching and learning data.
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...Simon Buckingham Shum
Slides accompanying the monthly UTS educator briefing https://cic.uts.edu.au/events/24-7-instant-feedback-on-writing-integrating-acawriter-into-your-teaching-18-march/
What difference could instant feedback on draft writing make to your students? Over the last 5 years the Connected Intelligence Centre has been developing and piloting an automated feedback tool for academic writing (AcaWriter), working closely with academics across several faculties. The research portal documents how educators and students engage with this kind of AI, and what we’ve learnt about integrating it into teaching and assessment.
In May, AcaWriter was launched to all students along with an information portal. Now we want to start upskilling academics, tutors and learning technologists, in a monthly session to give you the chance to learn about AcaWriter, and specifically, good practices for integrating it into your subject. CIC can support you, and we hope you may be interested in co-designing publishable research.
AcaWriter handles several different ‘genres’ of writing, including reflective writing (e.g. a Reflective Essay; Reflective Blogs/Journals on internships/work-placements) and analytical writing (e.g. Argumentative Essays; Research Abstracts & Introductions). This briefing will demo AcaWriter, and show it can be embedded in student activities. We hope this sparks ideas for your own teaching, which we can discuss in more detail.
ICQE20: Quantitative Ethnography Visualizations as Tools for ThinkingSimon Buckingham Shum
Slides for this keynote talk to the 2nd International Conference on Quantitative Ethnography
http://simon.buckinghamshum.net/2021/02/icqe2020-keynote-qe-viz-as-tools-for-thinking/
24/7 Instant Feedback on Writing: Integrating AcaWriter into your TeachingSimon Buckingham Shum
https://cic.uts.edu.au/events/24-7-instant-feedback-on-writing-integrating-acawriter-into-your-teaching-2-dec/
What difference could instant feedback on draft writing make to your students? Over the last 5 years the Connected Intelligence Centre has been developing and piloting an automated feedback tool for academic writing (AcaWriter), working closely with academics across several faculties. The research portal documents how educators and students engage with this kind of AI, and what we’ve learnt about integrating it into teaching and assessment.
In May, AcaWriter was launched to all students along with an information portal. Now we want to start upskilling academics, tutors and learning technologists, in a monthly session to give you the chance to learn about AcaWriter, and specifically, good practices for integrating it into your subject. CIC can support you, and we hope you may be interested in co-designing publishable research.
AcaWriter handles several different ‘genres’ of writing, including reflective writing (e.g. a Reflective Essay; Reflective Blogs/Journals on internships/work-placements) and analytical writing (e.g. Argumentative Essays; Research Abstracts & Introductions).
This briefing will demo AcaWriter, and show it can be embedded in student activities. We hope this sparks ideas for your own teaching, which we can discuss in more detail.
An introduction to argumentation for UTS:CIC PhD students (with some Learning Analytics examples, but potentially of wider interest to students/researchers)
Webinar: Learning Informatics Lab, University of Minnesota
Replay the talk: https://youtu.be/dcJZeDIMr2I
Learning Informatics
AI • Analytics • Accountability • Agency
Simon Buckingham Shum
Professor of Learning Informatics
Director, Connected Intelligence Centre
University of Technology Sydney
Abstract:
“Health Informatics”. “Urban Informatics”. “Social Informatics”. Informatics offers systemic ways of analyzing and designing the interaction of natural and artificial information processing systems. In the context of education, I will describe some Learning Informatics lenses and practices which we have developed for co-designing analytics and AI with educators and students. We have a particular focus on closing the feedback loop to equip learners with competencies to navigate a complex, uncertain future, such as critical thinking, professional reflection and teamwork. En route, we will touch on how we build educators’ trust in novel tools, our design philosophy of “embracing imperfection” in machine intelligence, and the ways that these infrastructures embody values. Speaking from the perspective of leading an institutional innovation centre in learning analytics, I hope that our experiences spark productive reflection around as the UMN Learning Informatics Lab builds its program.
Biography:
Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, where he serves as inaugural director of the Connected Intelligence Centre. CIC is a transdisciplinary innovation centre, using analytics to provide new insights for university teams, with particular expertise in educational data science. Simon’s career-long fascination with software’s ability to make thinking visible has seen him active in communities including Computer-Supported Cooperative Work, Hypertext, Design Rationale, Scholarly Publishing, Semantic Web, Computational Argumentation, Educational Technology and Learning Analytics. The challenge of visualizing contested knowledge has produced several books: Visualizing Argumentation, Knowledge Cartography, and Constructing Knowledge Art. He has been active over the last decade in shaping the field of Learning Analytics, co-founding the Society for Learning Analytics Research, and catalyzing several strands: Social Learning Analytics, Discourse Analytics, Dispositional Analytics and Writing Analytics. http://Simon.BuckinghamShum.net
Despite AI’s potential for beneficial use, it creates important risks for Australians. AI, big data, and AI-informed decision making can cause exclusion, discrimination, skill loss, and economic impact; and can affect privacy, security of critical infrastructure and social well-being. What types of technology raise particular human rights concerns? Which human rights are particularly implicated?
Abstract: The emerging configuration of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards). The idea that we may be transitioning into significantly new ways of knowing – about learning and learners, teaching and teachers – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. What should we see when open the black box powering analytics? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? This isn’t just interesting to ponder academically: your school or university will be buying products that are being designed now. Or perhaps educational institutions should take control, building and sharing their own open source tools? How are universities accelerating the transition from analytics innovation to infrastructure? Speaking from the perspective of leading an institutional innovation centre in learning analytics, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
Towards Collaboration Translucence: Giving Meaning to Multimodal Group DataSimon Buckingham Shum
Vanessa Echeverria, Roberto Martinez-Maldonado, and Simon Buck- ingham Shum.. 2019. Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data. In Proceedings of ACM CHI conference (CHI’19). ACM, New York, NY, USA, Paper 39, 16 pages. https://doi.org/10.1145/3290605.3300269
Collocated, face-to-face teamwork remains a pervasive mode of working, which is hard to replicate online. Team members’ embodied, multimodal interaction with each other and artefacts has been studied by researchers, but due to its complexity, has remained opaque to automated analysis. However, the ready availability of sensors makes it increasingly affordable to instrument work spaces to study teamwork and groupwork. The possibility of visualising key aspects of a collaboration has huge potential for both academic and professional learning, but a frontline challenge is the enrichment of quantitative data streams with the qualitative insights needed to make sense of them. In response, we introduce the concept of collaboration translucence, an approach to make visible selected features of group activity. This is grounded both theoretically (in the physical, epistemic, social and affective dimensions of group activity), and contextually (using domain-specific concepts). We illustrate the approach from the automated analysis of healthcare simulations to train nurses, generating four visual proxies that fuse multimodal data into higher order patterns.
Panel held at LAK13: 3rd International Conference on Learning Analytics & Knowledge
http://simon.buckinghamshum.net/2013/03/lak13-edu-data-scientists-scarce-breed
Educational Data Scientists: A Scarce Breed
The Educational Data Scientist is currently a poorly understood, rarely sighted breed. Reports vary: some are known to be largely nocturnal, solitary creatures, while others have been reported to display highly social behaviour in broad daylight. What are their primary habits? How do they see the world? What ecological niches do they occupy now, and will predicted seismic shifts transform the landscape in their favour? What survival skills do they need when running into other breeds? Will their numbers grow, and how might they evolve? In this panel, the conference will hear and debate not only broad perspectives on the terrain, but will have been exposed to some real life specimens, and caught glimpses of the future ecosystem.
Keynote Address, International Conference of the Learning Sciences, London Festival of Learning
Transitioning Education’s Knowledge Infrastructure:
Shaping Design or Shouting from the Touchline?
Abstract: Bit by bit, a data-intensive substrate for education is being designed, plumbed in and switched on, powered by digital data from an expanding sensor array, data science and artificial intelligence. The configurations of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards).
The idea that we may be transitioning into significantly new ways of knowing – about learning and learners – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. For instance, assuming that we want to shape this infrastructure, how do we engage with the teams designing the platforms our schools and universities may be using next year? Who owns the data and algorithms, and in what senses can an analytics/AI-powered learning system be ‘accountable’? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? If we want to work in “Pasteur’s Quadrant” (Donald Stokes), we must go beyond learning analytics that answer research questions, to deliver valued services to frontline educational users: but how are universities accelerating the analytics innovation to infrastructure transition?
Wrestling with these questions, the learning analytics community has evolved since its first international conference in 2011, at the intersection of learning and data science, and an explicit concern with those human factors, at many scales, that make or break the design and adoption of new educational tools. We are forging open source platforms, links with commercial providers, and collaborations with the diverse disciplines that feed into educational data science. In the context of ICLS, our dialogue with the learning sciences must continue to deepen to ensure that together we influence this knowledge infrastructure to advance the interests of all stakeholders, including learners, educators, researchers and leaders.
Speaking from the perspective of leading an institutional analytics innovation centre, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. An Analytics Exemplar has the following elements
1. What kind of research questions are we asking?
2. What theories/methodologies are used?
3. What kind of data is required?
4. What analysis tool are we using?
5. What’s the workflow to get the data into the tool?
6. What visualizations and settings are available?
7. What insights do/might we get?
3. What kind of research questions are we asking?
• Example: Do mentors with different learner-support roles
in the course have different kinds of social networks?
• Or… Do they engage in different kinds of conversations?
If so, then analytics might identify other learners starting to play
that role, or help compare/contrast mentor performance.
4. What theories/methodologies are used?
Examples:
• tying SNA metrics to a theory of social learning;
• or a systematic method for analysing a network graph;
• or tying particular discourse patterns to a pedagogical
approach;
• or engagement patterns to particular demographics.
5. What kind of data is required?
Examples:
Quiz data
• Dropout data
• Demographic data
• Forum data
• Video watching data
6. What analysis tool are we using?
• Example: NodeXL
• http://nodexl.codeplex.com
7. Workflow for social network analytics in NodeXL:
are learners forming effective peer-relationships?
Import data into OpenRefine
Reshape using template
Export data to CSV
Process in NodeXL
and generate network
Martin Hawksey
http://mashe.hawksey.info/2013/02/lak13-recipes-in-capturing-and-analyzing-data-using-sna-on-canvas-discussions-with-nodexl-for-when-its-not-a-snapp
8. What visualizations and settings are available?
• Example: NodeXL gallery
• http://www.nodexlgraphgallery.org/Pages/Default.aspx
9. What insights do/might we get?
Examples:
• Highly rated mentors of type 1 have social graphs like
this…
• Mentors of type 2 however look like this…
• This confirms Bloggs et al’s prediction that…
11. Workflow for quantifying reflections in forum
posts: what elements of reflection are evident?
Convert discussion threads in comma-separated file format
Annotate text segments using
custom components for UIMA
Convert results in CSV
Ullmann, T. D., Wild, F., & Scott, P. (2012). Comparing Automatically Detected Reflective Texts with Human Judgements. In 2nd Workshop on Awareness and
Reflection in Technology-Enhanced Learning. Presented at the 7th European Conference on Technology-Enhanced Learning, Saarbruecken, Germany.
Retrieved from http://ceur-ws.org/Vol-931/paper8.pdf
Inspect and analyse data with R
Reason over annotations with Drools
12. Workflow for academic writing analytics: to
what extent does student writing display the
hallmarks of scholarly argument?
Extract submitted essay drafts from Course XYZ
Convert to text files for XIP
Analyse using rhetorical parser
Render in custom dashboard
Annotate onto source text
Simsek D, Buckingham Shum S, Sándor Á, De Liddo A and Ferguson R. (2013) XIP Dashboard: Visual Analytics from Automated Rhetorical Parsing of
Scientific Metadiscourse. 1st International Workshop on Discourse-Centric Learning Analytics, at 3rd International Conference on Learning Analytics &
Knowledge. Leuven, BE (Apr. 8-12, 2013). Open Access Eprint: http://oro.open.ac.uk/37391