Writing analytics literacy: bridging from research to practice
Authors: 
Simon Knight, Laura Allen, 
Andrew Gibson, Danielle McNamara, 
Simon Buckingham ShumAuthors Info & Claims
Pages 496 - 497
Abstract
There is untapped potential in achieving the full impact of learning analytics through the integration of tools into practical pedagogic contexts. To meet this potential, more work must be conducted to support educators in developing learning analytics literacy. The proposed workshop addresses this need by building capacity in the learning analytics community and developing an approach to resourcing for building 'writing analytics literacy'.
References
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Buckingham Shum, S. et al. 2016. Critical Perspectives on Writing Analytics. (Edinburgh, UK, 2016).
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Clow, D. 2012. The learning analytics cycle: closing the loop effectively. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (2012), 134--138.
[3]
Kamvar, Z.N. et al. 2016. Developing educational resources for population genetics in r: an open and collaborative approach. Molecular Ecology Resources. (Jul. 2016).
[4]
Knight, S. et al. 2014. Epistemology, assessment, pedagogy: where learning meets analytics in the middle space. Journal of Learning Analytics. 1,2 (2014).
[5]
McNamara, D.S. et al. 2014. Automated evaluation of text and discourse with Coh-Metrix. Cambridge University Press.
[6]
National Commission On Writing 2003. Report of the National Commission on Writing in America's Schools and Colleges: The Neglected "R," The Need for a Writing Revolution. College Board.
[7]
OECD 2013. PISA 2015: Draft reading literacy framework. OECD Publishing.
[8]
Shermis, M.D. and Burstein, J. 2013. Handbook of Automated Essay Evaluation: Current Applications and New Directions. Routledge.
[9]
Teal, T.K. et al. 2015. Data carpentry: workshops to increase data literacy for researchers. International Journal of Digital Curation. 10, 1 (2015), 135--143.
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Williams, J.J. and Teal, T.K. 2016. A vision for collaborative training infrastructure for bioinformatics. Annals of the New York Academy of Sciences. (Sep. 2016), n/a-n/a.
[11]
Wilson, G. 2006. Software carpentry. Computing in Science & Engineering. 8, (2006), 66.
[12]
Wise, A.F. et al. 2016. Developing Learning Analytics Design Knowledge in the "Middle Space": The Student Tuning Model and Align Design Framework for Learning Analytics Use. Online Learning. 20, 2 (Jan. 2016).
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Wise, A.F. and Shaffer, D.W. 2015. Why Theory Matters More than Ever in the Age of Big Data. Journal of Learning Analytics. 2, 2 (2015), 5--13.
Index Terms
- Writing analytics literacy: bridging from research to practice
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Information
Published In
March 2017
631 pages
ISBN:9781450348706
DOI:10.1145/3027385
- General Chairs:
- Alyssa Wise,
- Phillip H. Winne,
- Grace Lynch,
- Program Chairs:
- Xavier Ochoa,
- Inge Molenaar,
- Shane Dawson,
- Publications Chair:
- Marek Hatala
Copyright © 2017 Owner/Author.
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.
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Association for Computing Machinery
New York, NY, United States
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Published: 13 March 2017
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LAK '17
LAK '17: 7th International Learning Analytics and Knowledge Conference
March 13 - 17, 2017
British Columbia, Vancouver, Canada
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LAK '17 Paper Acceptance Rate 36 of 114 submissions, 32%;
Overall Acceptance Rate 236 of 782 submissions, 30%
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