Twenty-second International Conference on Learning
Special Focus for 2015: What Counts as Learning? Big Data, Little Data, Evidence and Assessment
The “digital revolution” is changing the ways in which students do their work, and also the ways in which teachers source curriculum content and plan learning activities. They also transform the sources of data that provide evidence of student learning. The fields of educational data mining and learning analytics offer perspectives on an important and newly emerging area of innovation in the learning sciences. As students undertake more of their learning in computer-mediated environments, an evolving cluster of technologies and associated pedagogical processes offer great promise to provide solutions to some longstanding practical challenges in the field of education. The larger potential of continuous formative and progress assessment based on many small datapoints is to make redundant summative assessment in its traditional forms, or at least to supplement traditional summative assessments in a way that compensates for their intrinsic limitations.
Some of the topics we want to address are digitally-mediated learning in the areas of:• Formative assessment• Continuous assessment• Criterion-referenced (versus norm-referenced) assessment.• Intelligent tutors• Educational data mining• Learning analytics• Dashboards and mashups
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