Roberto Martinez-Maldonado (UTS) and colleagues have had a Special Issue on Multimodal Learning Analytics & Personalised Support Across Spaces accepted for publication in the Journal of User Modeling and User-Adapted Interaction.
Special Issue Editors: Roberto Martinez-Maldonado (University of Technology Sydney), Davinia Hernandez-Leo (Universitat Pompeu Fabra) and Abelardo Pardo (The University of Sydney)
About this Special Issue publication:
Learning often occurs in spaces and at moments that go beyond those shaped in formal educational settings. Students’ opportunities for significant learning are commonly not limited to the moments when they interact with a specific educational tool. By contrast, learning can be considered as a complex life-long journey which is socially, epistemically, physically and digitally situated. Increasing access to emerging communication technologies and the proliferation of mobile and pervasive devices have made it possible for students to have access to a wide range of educational (and non-educational) resources. Moreover, students commonly work outside the boundaries of the institutional learning system(s). They may interact face-to-face, use other educational tools or even use resources that were not specifically designed to serve in learning contexts. Instructors may also want students to not only use the tools offered by the institution, but also other tools that are more suitable for the context and the subject matter.
This proliferation of emerging communication technologies is creating new possibilities for providing automated, continued feedback and a more holistic view for supporting learning. Pervasive and mobile technologies can be used to allow learners to get remote access to educational resources from different physical spaces (e.g. ubiquitous/mobile learning) or to enrich their learning experiences in the classroom in ways that were not previously possible (e.g. face-to-face/blended learning).
There is an increasing interest in providing multimodal, personalized support or feedback to students across varied physical and digital spaces.
The UMUAI Special Issue will address the following themes:
- Providing Personalised Support to Learners Interacting Across Multiple Digital Spaces: Studies of novel analytics approaches and systems providing personalised support or feedback across multiple digital learning tools. This includes data mining, learner modelling and/or visualisation (or Open Learner Modelling) approaches applied to data-sets that integrate logs from multiple learning tools;
- Providing Personalised Support Bridging the Physical and Digital Realms: Design and study of learning situations that include collocated/face-to-face interaction and/or the use of online (remote access) tools (e.g. including ‘everyday’ settings, collocated collaboration situations, multi-device ecologies, ubiquitous learning technology or blended learning cases). This also includes classroom analytics, multimodal learning analytics (MMLA), and modelling collocated group interactions;
- Generating Models of Learner’s Interaction Data from Heterogeneous Sources: Discussion of methodologies and theoretical approaches, and their technical solutions, to acquire learner models by integrating activity logs from multiple sources of student’s data. This includes technical approaches (such as conceptual models, formal representation of heterogeneous learner models or generic user modelling systems) but also non-technical issues (such as privacy and security of information for personalisation, cultural adaptation, or data management).