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From: Abelardo Pardo <[log in to unmask]<mailto:[log in to unmask]>>
Date: June 23, 2013 7:13:30 PM PDT
To: <[log in to unmask]<mailto:[log in to unmask]>>
Subject: LAK 2014 4th International Conference on Learning Analytics and Knowledge. First Call For Papers
Reply-To: <[log in to unmask]<mailto:[log in to unmask]>>

LAK 2014. The 4th International Conference on Learning Analytics & Knowledge
24-28 March 2014, Indianapolis, Indiana, USA<>

Conference theme: Intersection of learning analytics research, theory and practice

The International Learning Analytics and Knowledge conference is now in its fourth year!  LAK 14 will keep up the momentum generated in the earlier meetings as we continue to define who we are as a community and how our research can inform the important decisions facing education today. We are experiencing conditions that create a “perfect storm” for making analytics vitally important for supporting learning in our information age. Not only do we know more about the basic processes involved in learning, the explosion of online technology platforms and services provide new opportunities for learning and generate new forms of data about those processes. Coupled with increasing societal demands to make learning more accessible and effective for all, we need scholarly research to ensure that advances in learning technologies and practices benefit society as a whole. Advances in analytics, data mining and data visualization promise a way forward for making sense of the massive amounts of data available so that we can thoughtfully inform learners, educators, and policy makers.

The location for the conference this year, Indianapolis, is called “The City at the Crossroads of America.” Accordingly, the theme for LAK 14 focuses on the crossroads, or intersection, of basic research on learning, learning theory, and educational practice. We invite papers that address at least one of these foci, but especially encourage submissions that demonstrate how they fit together in ways that make our work relevant to improving learning for people of all ages, leverage the technologies available to today’s learners, and scalable within the many places where learning occurs. To accomplish these goals, we seek theoretically motivated papers that utilize analytics to provide direction for understanding and supporting learning.


LAK 2014 is seeking contributions in a wide variety of topics. The overarching topic is how data can be used to improve any aspect of a learning experience. As a guidance, the conference will consider any of the following topics (authors are strongly encouraged to read the instructions on the conference web site):

  *   Analytic approaches, methods, and tools for sense-making in learning analytics.

  *   Theories and theoretical concepts for understanding learning.

  *   Measures of learning, change and Success.

  *   Learning activities, applications, and interventions.

  *   Issues in learning analytics such as ethics, cultural transitions, capacity building, etc.

These topics can be studied in a variety of learning scenarios whether: formal or informal; face-to-face, blended, or online settings. Proposals are welcome from any various application domains be it primary and secondary schools, higher education, corporate workplace or learning in governmental, military, health or commercial situations. Focus may be on distance or graduate education, mobile and ubiquitous learning, online communities, to name a few.


The conference accepts the following type of submissions:

  *   Full papers: 10 pages.
  *   Short papers: 5 pages.
  *   Panel proposals: 4 pages plus 2 separated pages with information about the confirmed panelists.
  *   Workshop proposals: 2 pages.
  *   Tutorial proposals: 2 pages (will not be included in the proceedings).
  *   Tool demonstrations: 2 pages.
  *   Posters: 2 pages.

All documents must follow the ACM Proceedings Format<>. Please check the conference website for detailed author instructions for each type of submission. Submissions will be received and processed with EasyChair<>. The conference proceedings will include all accepted conference submissions except tutorial proposals and workshop papers.

The conference will also include a doctoral consortium, the details of which will be available soon.


The three full papers that obtain the highest scores from the reviewers will be "nominees for the best paper award". A committee composed by the program chairs of the current and past edition of the conference will choose the "best paper award" among the nominees. Both the nominees and the best paper award will be reflected in the proceedings.


  *   21 October 2013: Deadline for full/short papers, panel proposals, workshop proposals, tutorial proposals, demonstrations and posters (no extension will be considered).
  *   11 November 2013: Notification of acceptance for workshop and tutorial proposals.
  *   16 December 2013: Notification of acceptance for full/short papers, panel proposals, demonstrations and posters.
  *   3 February 2014: Final version of accepted papers due.
  *   24-28 March 2014: Conference.


Society for Learning Analytics Research (SoLAR) -<>

General Chairs

Matthew Pistilli, Purdue University, IN, USA

James Willis, Purdue University, IN, USA

Drew Koch, John N. Gardner Institute for Excellence in Undergraduate Education, NC, USA

Kimberly Arnold, University of Wisconsin-Madison, WI, USA

Program Chairs

Stephanie Teasley, University of Michigan, MI, USA

Abelardo Pardo, The University of Sydney, Australia

Workshops and Tutorials Chairs

Kalina Yacef, The University of Sydney, Australia

Hendrik Drachsler, Center for Learning Sciences and Technologies, Open University Netherlands

Demonstrations and Posters Chairs

Zach Pardos, Massachusetts Institute of Technology, MA, USA

Anna de Liddo, The Open University, UK

Social Media Chair

Sean Goggins, Drexel University

Webmaser Chair

Krista Galyen, University of Missouri, MO, USA

Publicity Chairs

Jenni Swenson, Lake Superior College, MN, USA

Tricia Leggett, Zane State College, OH, USA

Local Chair

James Willis, Purdue University, IN, USA

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