A tentative conference schedule (small changes are still possible)
Monday | Tuesday | Wednesday | Thursday | Friday | |||
---|---|---|---|---|---|---|---|
Time | Pre conference | Main conference | |||||
07:30 AM | Registration | Registration | Registration | Registration | Registration | ||
08:30 AM | Full day events and half day (morning) events | Full day events and half day (morning) events | Welcome and opening remarks | Opening remarks | Opening remarks | ||
08:45 AM | Keynote introduction | Keynote introduction | Keynote introduction | ||||
09:00 AM | Keynote: | Keynote: | Keynote: | ||||
10:00 AM | Morning tea | Morning tea | Morning tea | Morning tea | Morning tea | ||
10:30 AM | Full day events continue and half day (morning) events continue | Full day events continue and half day (morning) events continue | Concurrent sessions: | Concurrent sessions: | Concurrent sessions: | ||
12:00 PM | Lunch | Lunch | Lunch | Lunch | Lunch | ||
01:00 PM | Full day events continue and half day (afternoon) events | Full day events continue and half day (afternoon) events | Concurrent sessions: | Concurrent sessions: | Concurrent sessions: | ||
02:30 PM | Afternoon tea | Afternoon tea | Afternoon tea | Afternoon tea | Afternoon tea | ||
03:00 PM | Full day events continue and half day (afternoon) events continue | Full day events continue and half day (afternoon) events continue | Concurrent sessions: | SoLAR annual general meeting | Community Building Panel | ||
03:45 PM | Closing remarks | ||||||
04:00 PM | Departure | ||||||
04:30 PM | Learning@Scale closing keynote (open also to LAK participants) | Transfer to theatre | |||||
05:15 PM | Firehose | ||||||
05:45 PM | 15 min break | ||||||
06:00 PM | Joint reception with L@S | Posters, technology showcase, and welcome reception | Conference dinner | ||||
07:30 PM | |||||||
09:00 PM |
Abstract:
‘Learning as a machine’ can be ‘read’ in three ways. First, it can refer to the learning process itself, as a kind of machinery, as a mechanistic or deterministic process. I will call this the Pavlov approach and inquire whether Pentland’s and Helbing’s social physics continues this approach in the era of data-driven exploration. Read more...
‘Learning as a machine’ can be ‘read’ in three ways. First, it can refer to the learning process itself, as a kind of machinery, as a mechanistic or deterministic process. I will call this the Pavlov approach and inquire whether Pentland’s and Helbing’s social physics continues this approach in the era of data-driven exploration. Read more...
Abstract:
Learning Analytics (LA) is being greeted with the same adoration, praise, and/or joy (hosanna!) as we saw with many other information-technological innovations of the past few decades. There is, however, both a positive and a negative difference between LA and earlier innovations. Read more...
Learning Analytics (LA) is being greeted with the same adoration, praise, and/or joy (hosanna!) as we saw with many other information-technological innovations of the past few decades. There is, however, both a positive and a negative difference between LA and earlier innovations. Read more...
Abstract:
Psychometrics has a long history of creating methods to reason from students’ behavior to their proficiencies more broadly conceived and how they might be improved. This talk discusses concepts from psychometrics I believe hold value for learning analytics. Read more...
Psychometrics has a long history of creating methods to reason from students’ behavior to their proficiencies more broadly conceived and how they might be improved. This talk discusses concepts from psychometrics I believe hold value for learning analytics. Read more...