The Learning & Student Analytics Conference (LSAC) 2019 aims at bringing together researchers from a number of disciplines (e.g. education, artificial intelligence, computer science, management, psychology, ergonomics, economics, IT security, data governance…), practitioners, students, policy makers and companies to share and discuss the latest research insights related to Learning Analytics. The conference further provides a platform for stakeholders to engage in critical conversations about current trends and policy requirements.
After two editions in the Netherlands, the 2019 edition of the conference moves to France and is organized at Loria, Université de Lorraine (www.loria.fr). This year the conference programme will give particular attention to the crucial question of equity and ethics in higher education and will focus on individuals versus communities. Therefore, academics and practitioners alike, who are interested in such topics should consider submitting an abstract and attending this event.
The conference aims at stimulating discussion on these timely topics to discuss Learning Analytics applications aiming to visualise learning activities, access learning behaviour, predict student performance, individualize learning, evaluate social learning and improve learning materials and tools. The conference is structured around three tracks :
One of the conference topics is ethics. Indeed, because of the impact of its introduction into the educational environment, the sensitivity of the data on which it is based and the algorithms it uses, the LA do not escape from the ethic and moral issues.
Paul Ricoeur writes this : "It is by convention that I will reserve the term of "ethics" for the purpose of a life accomplished under the sign of the actions considered good, and that of "moral" for the obligatory side, marked by norms, obligations, prohibitions characterized by both a requirement of universality and an effect of constraint. "
Ethics by design is a general approach (found in the field of human organizations, such as digital design and specially in AI based approach) and which aims to answer globally issues related to both ethic and legal.
The following topics are also welcome :
Peggy Valcke is research professor ICT and media law at KU Leuven, and visiting professor at the University of Tilburg. In 2014, she was part-time professor at the European University Institute in Florence, and in 2006, she was visiting professor at Central European University in Budapest, Hungary. She is member of the management board of the Leuven Centre for IT & IP Law (formerly known as ICRI and CIR), and one of the research leaders in the Security Department of iMinds.
Andrew Cormak's current role is to keep Jisc technologies and Janet Network connected organisations informed about the legal, policy and security issues around networks and networked services.
Celia Zolinski is currently working at the Sorbonne Right School and at the Sorbonne Juridic Research Institute. Her research themes fall below :
Dr. Agathe Merceron is professor of Computer Science at Beuth University of Applied Sciences. She is responsible for the on-line degrees Bachelor and Master "Computer Science and Media". Her current research interests include Information Systems and Knowledge Management, application to E-learning, Technology Enhanced Learning, Educational Data Mining and Learning Analytics.
Vanda Luengo is a full Professor from the Campus Pierre et Marie Curie Sorbonne Université. She is part of the LIP6 MOCAH team.
María Jesús Rodríguez-Triana received her PhD for her thesis on learning design and learning analytics applied to computer-supported collaborative learning. In 2014, she joined the REACT group at École Polytechnique Fédérale de Lausanne (EPFL, Switzerland) as a postdoctoral fellow. Since 2016, she is also a senior researcher at the Centre of Excellence in Educational Innovation of Tallinn University (Estonia). She has been involved in educational research projects dealing with the application of learning analytics in virtual learning environments to support teacher professional developement and to reinforce different pedagogical approaches.
The organisers welcome extended abstracts (max 750 words) for the academic research parallel sessions and for the applied
sessions. The practitioner’s sessions focus on practical problems, solutions and innovations related to the aforementioned
categories. The academic submissions should be state-of-the-art learning and student analytics research.
All submissions should follow this template (OPENING SOON).
The Loria will publish all abstracts accepted to the conference in a dedicated repository accessible HERE (OPENING SOON).
COMING SOON !
Gábor Kismihók, TIB Hannover, Germany
Agathe Merceron, Beuth, Germany
Ian Dolphin, Apereo
Alan Berg, University of Amsterdam , Netherlands
Ilja Cornelisz, Vrije Universiteit Amsterdam, Netherlands
Chris van Klaveren, Vrije Universiteit Amsterdam, Netherlands
Stefan T. Mol, University of Amsterdam, Netherlands
Vanda Luengo, Paris Sorbonne, France
Maria Jesus Rodriguez Triana, Tallin University, Estonia