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Title: Building Bridges between Learning Analytics, Educational Data Mining and Core Learning Sciences Perspectives
Authors: Blikstein, Paulo
Worsley, Marcelo
Sherin, Bruce
Baker, Ryan
Berland, Matthew
Martin, Taylor
Roll, Ido
Aleven, Vincent
Koedinger, Ken
Hershkovitz, Arnon
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Blikstein, P., Worsley, M., Sherin, B., Baker, R., Berland, M., Martin, T., Roll, I., Aleven, V., Koedinger, K., & Hershkovitz, A. (2012). Building Bridges between Learning Analytics, Educational Data Mining and Core Learning Sciences Perspectives. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 134-141). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: Despite the exponential growth of the research on Learning Analytics (LA) and Educational Data Mining (EDM) over the last few years, the work has been still distant from the core Learning Sciences methods, theoretical constructs, and literature. At the same time, over the last 15 years, Learning Sciences as a field has been quite innovative, eclectic, and effective in incorporating new methodological stances, such as micro-genetic methods, micro- ethnographies, and design-based research. It seems that the time has come to build sound connections between these traditions. The goal of this symposium is to bring together researchers coming from different academic perspectives, to explore and examine common LA/EDM methodological and theoretical threads with wide applicability within the Learning Sciences. The papers presented explore text mining in clinical interviews, moment-by- moment learning curves and traces, data mining of programming logs, and cognitive tutors, representing the main perspectives and methodological approaches in the field.
Appears in Collections:ICLS 2012

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