2nd Crossmmla: Multimodal learning analytics across physical and digital spaces

Martinez-Maldonado, R; Echeverria, V; Prieto, LP; Rodriguez-Triana, MJ; Spikol, D; Curukova, M; Mavrikis, M; Ochoa, X; Worsley, M

2nd Crossmmla: Multimodal learning analytics across physical and digital spaces

Martinez-Maldonado, R

Echeverria, V

Prieto, LP Rodriguez-Triana, MJ Spikol, D Curukova, M Mavrikis, M Ochoa, X Worsley, M

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Publication Type:: Conference Proceeding
Citation:: CEUR Workshop Proceedings, 2018, 2163
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Martinez-Maldonado, R https://orcid.org/0000-0002-8375-1816	en_US
dc.contributor.author	Echeverria, V https://orcid.org/0000-0002-2022-9588	en_US
dc.contributor.author	Prieto, LP	en_US
dc.contributor.author	Rodriguez-Triana, MJ	en_US
dc.contributor.author	Spikol, D	en_US
dc.contributor.author	Curukova, M	en_US
dc.contributor.author	Mavrikis, M	en_US
dc.contributor.author	Ochoa, X	en_US
dc.contributor.author	Worsley, M	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	CEUR Workshop Proceedings, 2018, 2163	en_US
dc.identifier.issn	1613-0073	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128846
dc.description.abstract	© 2018 CEUR-WS. All Rights Reserved. Students’ learning is ubiquitous. It happens wherever the learner is rather than being constrained to a specific physical or digital learning space (e.g. the classroom or the institutional LMS respectively). A critical question is: how to integrate and coordinate learning analytics to provide continued support to learning across physical and digital spaces? CrossMMLA is the successor to the Learning Analytics Across Spaces (CrossLAK) and MultiModal Learning Analytics (MMLA) series of workshops that were merged in 2017 after successful cross-pollination between the two communities. Although it may be said that CrossLAK and MMLA perspectives follow different philosophical and practical approaches, they both share a common aim. This aim is: deploying learning analytics innovations that can be used across diverse authentic learning environments whilst learners feature various modalities of interaction or behaviour.	en_US
dc.relation.ispartof	CEUR Workshop Proceedings	en_US
dc.title	2nd Crossmmla: Multimodal learning analytics across physical and digital spaces	en_US
dc.type	Conference Proceeding
utslib.citation.volume	2163	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	2163	en_US

Abstract:

© 2018 CEUR-WS. All Rights Reserved. Students’ learning is ubiquitous. It happens wherever the learner is rather than being constrained to a specific physical or digital learning space (e.g. the classroom or the institutional LMS respectively). A critical question is: how to integrate and coordinate learning analytics to provide continued support to learning across physical and digital spaces? CrossMMLA is the successor to the Learning Analytics Across Spaces (CrossLAK) and MultiModal Learning Analytics (MMLA) series of workshops that were merged in 2017 after successful cross-pollination between the two communities. Although it may be said that CrossLAK and MMLA perspectives follow different philosophical and practical approaches, they both share a common aim. This aim is: deploying learning analytics innovations that can be used across diverse authentic learning environments whilst learners feature various modalities of interaction or behaviour.

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http://hdl.handle.net/10453/128846