Learning Analytics Research Group

Learning Analytics Research Group

About the group

The Learning Analytics Research Group was established in mid-2013 in the eLearning Incubator.

The group is focused on interdisciplinary research in the area of eLearning and online learning, using large data sets of staff and students' interactions in electronic learning environments. The group is interested in research across six interdependent themes:

  • Student motivation and autonomous learning in Massive Open Online Courses
  • Gamification and game based learning environments
  • Modelling student interactions in open curriculum structures
  • Data mining, machine learning and predictive analytics
  • Social network analysis and network modeling
  • Feedback and adaptive learning environments.

Group members

The research group draws on the extensive expertise of the University in these areas and includes:

Contact

For more information and interest in research collaborations, please contact Gregor Kennedy

Selected papers and presentations

Refereed Journal Articles and Book Chapters

de Barba, P., Kennedy, G. & Ainley, M.D. (in press). The role of students' motivation and participation in predicting performance in a massive open online course (MOOC). Journal of Computer Assisted Learning. Special issue on Learning Analytics in Massively Multiuser Virtual Environments and Courses.

Judd, T., & Elliott, K. (under review). Use of lecture resources by first year medical students. Australasian Journal of Educational Technology.

2015

Judd, T. (2015). Task selection, task switching and multitasking during computer-based independent study. Australasian Journal of Educational Technology, 31(2), 193-207.

Milligan, S.K. & Griffin, P. (2015). Mining a MOOC: what our MOOC taught us about professional learning, teaching and assessment. In E. Mckay & J. Linarcic (Eds.), Macro-Level Learning through Massive Open Online Courses ( MOOCs): Strategies and Predictions for the Future. Advances in Educational Technologies & Instructional Design Book Series, IGI Global.

Wijewickrema, S., Piromchai, P., Zhou, Y., Ioannou, I., Bailey, J., Kennedy, G., & O'Leary, S. (2015). Developing effective automated feedback in temporal bone surgery simulation. Otolaryngology-Head and Neck Surgery, 152, 1082-1088.

2013

Judd, T. (2013). Making sense of multitasking: Key behaviours. Computers & Education, 63, 358-367.

Judd, T. (2013). Making sense of multitasking: The role of Facebook. Computers & Education. 70, 194–202.

Kennedy, G., Ioannou, I., Zhou, Y., Bailey, J. & O'Leary, S. (2013). Mining interactions in immersive learning environments for real-time student feedback. Australasian Journal of Educational Technology, 29(2), 172-183.

Refereed Conference Publications

He, J., Rubinstein, B., Bailey, J., Zhang, R., Milligan, S., & Chan, J. (in press). MOOCs meet measurement theory: a topic-modelling approach. In Proceedings of the 30th AAAI Conference on Artificial Intelligence. Phoenix, USA, 12-17 February.

2015

He, J., Bailey, J., Rubinstein, B., & Zhang, R. (2015). Identifying at-risk students in massive open online courses. In Proceedings of the 29th AAAI Conference on Artificial Intelligence (pp. 1749-1755). Texas, USA, 25-29 January.

Kennedy, G., Coffrin, C., de Barba, P., & Corrin, L. (2015). Predicting success: how learners’ prior knowledge, skills and activities predict MOOC performance. In P. Blikstein, A. Merceron, & G. Siemens (Eds.), Proceedings of the 5th International Conference on Learning Analytics and Knowledge (pp. 136-140). New York: ACM.

Milligan, S. (2015). Crowd-sourced learning in MOOCs: learning analytics meets measurement theory. In P. Blikstein, A. Merceron, & G. Siemens (Eds.), Proceedings of the 5th International Conference on Learning Analytics and Knowledge (pp. 151-155). New York: ACM.

Zhou, Y., Ioannou, I., Wijewickrema, S., Bailey, J., Kennedy, G., & O'Leary, S.  (2015). Automated segmentation of surgical motion for performance analysis and feedback. In Proceedings of the 18th International Conference on Medical Image Computing and Computer Assisted Intervention (MICCAI) (pp. 379-386). Munich, Germany, 5-9 October.

2014

Coffrin, C., Corrin, L., De Barba, P., & Kennedy, G. (2014). Visualizing patterns of student engagement and performance in MOOCs. In M. Pistilli, J. Willis, D. Koch, K. Arnold, S. Teasley, & A. Pardo (Eds.), Proceedings of the 4th International Conference on Learning Analytics and Knowledge (pp. 83-92). New York: ACM.

Corrin, L., & de Barba, P. (2014). Exploring students’ interpretation of feedback delivered through learning analytics dashboards. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.). Rhetoric and Reality: Critical Perspectives on Educational Technology. Proceedings ascilite Dunedin 2014 (pp. 629-633).

Kennedy, G., Corrin, L., Lockyer, L., Dawson, S., Williams, D., Mulder, R., Khamis, S., & Copeland, S. (2014). Completing the loop: returning learning analytics to teachers. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical Perspectives on Educational Technology. Proceedings ascilite Dunedin 2014 (pp. 436-440).

Zhou, Y., Ioannou, I., Wijewickrema, S., Bailey, J, O'Leary, S., & Kennedy, G. (2014). Transfer learning of a temporal bone performance model via anatomical feature registration. In Proceedings of the 22nd International Conference on Pattern Recognition (ICPR) (pp. 1916-1921). Stockholm, Sweden 24-28 August

2013

Corrin, L., Kennedy, G., & Mulder, R. (2013). Enhancing learning analytics by understanding the needs of teachers. In H. Carter, M. Gosper & J. Hedberg (Eds.), Electric Dreams. Proceedings ascilite 2013 Sydney (pp. 201-205).

Zhou, Y., Bailey, J., Ioannou, I., Wijewickrema, S., Kennedy. G., and O’Leary, S (2013). Constructive real time feedback for a temporal bone simulator. In Proceedings of the 16th International Conference on Medical Image Computing and Computer Assisted Intervention (MICCAI) (pp. 315-322). Nagoya, Japan, 22-26 September.

Zhou, Y., Bailey, J., Ioannou, I., Wijewickrema, S., O'Leary, S. & Kennedy, G. (2013). Pattern based real time feedback for a temporal bone simulator. In Proceedings of the 19th ACM Symposium on Virtual Reality Software and Technology (VRST) (pp. 7-16). Singapore, 6-9 October.

Zhou, Y., Ioannou, I., Bailey, J., O'Leary, S. & Kennedy, G. (2013). Evaluating surgical performance in real time using data mining. In Proceedings of the 11th Australasian Data Mining Conference (AusDM). Canberra, Australia, 13-15 November.

Conference Presentations – Referred abstracts or non-refereed papers

2015

Corrin, L., & de Barba, P. (2015, July). Exploring the diversity of students’ interpretation of feedback: a tale of three students. Learning for Life and Work in a Complex World. Higher Education Research and Development Society of Australasia (HERDSA) Conference. Melbourne, Australia.

de Barba P., Ainley, M.D. & Kennedy, G. (2015, August). Situational interest and online learning: A closer look. 16th Biennial EARLI conference for Research on Learning and Instruction. Cyprus University of Technology, Limassol, Cyprus.

de Barba P., Ainley, M.D. & Kennedy, G. (2015, April). The trajectory of situational interest in an online learning session. The American Educational Research Association Annual Meeting. Chicago, IL, USA.

Lodge, J., Lewis, M., & Corrin, L. (2015, July). Scholars in the mist: Navigating the complex fog of data for the enhancement of learning and teaching practice (Workshop), Learning for life and work in a complex world, Higher Education Research and Development Society of Australasia (HERDSA) Conference. Melbourne, Australia.

Millar, V. & Corrin, L. (2014, September). The use of learning analytics to support teaching, learning and evaluation in an online course Riding Giants: How to Innovate and Educate Ahead of the Wave. 21st Annual Conference of the Association for Learning Technology UK. University of Warwick, UK.

Milligan S., & Ringtved, U. (2015, June). Learning to learn in MOOCs. MOOCs in Scandinavia Conference, http://www.ki.se/mooc2015, Stockholm, Sweden.

Milligan S., & Ringtved, U. (2015, June). Crowd-sourced learning and assessment in MOOCs. One day Tutorial, Proceedings, 11th International Conference on Computer Supported Collaborative Learning. Gothenburg, Sweden.

2014

Corrin, L. (2014, September). Helping students to stay up, mobile and personal: Enhancing the delivery of feedback through learning analytics dashboards. Riding Giants: How to innovate and educate ahead of the wave. 21st Annual Conference of the Association for Learning Technology UK. University of Warwick, UK.

de Barba, P. (2014, November). Massive Open Online Courses (MOOCs), learning analytics, and the future of higher education. Future of International Higher Education Workshop. Universitas 21. The University of Nottingham, Ningbo, China.

de Barba, P., Ainley, M.D. & Kennedy, G. (2014, June). The role of motivation and participation in predicting performance in MOOCs. Presentation at the International Conference on Motivation. Helsinki, Finland.

2013

Jones, D. & Coffrin, C. (2013, August). Assessing at scale in MOOCs. Paper presented at the Criterion Conference, Transforming Assessment in a Digital Era. Melbourne, Australia.

Conference Posters

2015

Corrin, L., & de Barba, P. (2015). How do students interpret feedback delivered via dashboards? In P. Blikstein, A. Merceron, & G. Siemens (Eds.), Proceedings of the 5th International Conference on Learning Analytics and Knowledge (pp. 430-431). New York: ACM.

Milligan, S. (2015). Learning Skills for the Digital Era. Poster presented at the Coursera Partners Conference 2015. University of California, California, USA.

Ringtved, U., Milligan S. (2015). Trust, technology and feedback in peer assessment frameworks in MOOCs. Poster presented at the 11th International Conference on Computer Supported Collaborative Learning. Gothenburg, Sweden.

2014

Griffin, P., & Milligan, S. (2014). Leading the charge: research engagement in the 21st century. Poster presented at The University of Melbourne Science of Learning Centre Big Day Out. Adelaide, Australia. https://amstandards.files.wordpress.com/2015/05/moocparticipantvnofmoocvn2.pdf

Keynote Presentations

2015

Kennedy, G. (2015, May). Following footprints: Analysing students' digital interactions. Inaugural Professorial Dean’s Lecture. Melbourne Graduate School of Education, The University of Melbourne, Australia.

Milligan, S. (2015, June). Keynote presentation. Learning Anaytics Summer Institute, Society for Research on Learning Analytics. Aalborg University, Aalborg, Denmark.

2014

Kennedy, G. (2014, November). Personal analytics: Getting off the deficit path. Keynote presentation at the Australian Learning Analytics Summer Institute 2014. University of Technology, Sydney, Australia.

Kennedy, G. (2014, June). Learning Analytics: Pathways and patterns for personalization. Keynote presentation for the Australian Council of Deans of Science, Teaching & Learning Conference. Melbourne, Australia.

Invited Presentations, Panels and Workshops

2015

Corrin, L. (2015, October). Improving student engagement and success through learning analytics dashboards. Invited presentation for Blended Learning 2015. Sydney, Australia.

Corrin, L. (2015, October). Enhancing Learning and Teaching using Learning Analytics. Invited workshop for Blended Learning 2015. Sydney, Australia.

Corrin, L. (2015, September). Learning analytics: the student perspective. Invited presentation for the University of New South Wales Learning Analytics Research. Sydney, Australia.

Corrin, L. (2015, June). MOOC research at the University of Melbourne. Invited presentation for the MOOC Research Summit 2015.  University of Michigan, US.

Kennedy, G. (2015, March). Data driven pedagogy: Stories of using an analytical approach to course improvements. Invited presentation at the Coursera Partners Conference 2015. University of California, California, USA.

Milligan, S. (2015, March). Tips and tricks for MOOC developers. Panel presentation at the Coursera Partners Conference 2015. University of California, California, USA.

2014

Corrin, L. (2014, November). Completing the Loop: Returning meaningful learning analytic data to teachers. Plenary Panel for OLT Project Updates, Australasian Learning Analytics Summer Institute. University of Technology, Sydney.

Kennedy, G.E. (2014, July). Data mining interactions in a 3D immersive environment for real-time feedback during simulated surgery. Invited presentation for the Human Performance Wing. Wright-Patterson Airforce Base, Dayton, USA.

Milligan, S. (2014, November). Measurement science and learning analytics: Why they need each other. Panel presentation at Letting the Data Speak for Itself, Australian Learning Analytics Summer Institute. University of Technology, Sydney, Australia.

Milligan, S. (2014, October). Rethinking Assessment: Lessons from MOOCs. Invited presentation at the Rethinking Assessment & Learning in Australia Conference #12, Global Mindset. Sydney, Australia.

2013

Kennedy, G. (2013, September). MOOCs: What we know, what we don't know and what they are not. Invited presentation for the RMIT Learning and Teaching Expo. Melbourne, Australia.

Other Presentations

2015

Corrin, L. & de Barba, P. (2015, May). Visualising feedback: Students’ interpretation of learning analytics dashboards. Presentation for the Innovations in Teaching and Learning Seminar Series. Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia.

Milligan, S. (2015, February). Measuring learning in MOOCs. Presentation at the Measurement of Learning Workshop, Science of Learning Centre Seminar series. ACER, Melbourne, Australia.

2014

Milligan, S. (2014, November). Learning and Teaching Forum. National Workshop of the Education Services Australia and National Schools Interoperability Program. Melbourne, Australia.

2013

Coffrin, C. (2013, September). Discrete optimization MOOC: First impressions. Presentation for the Innovation in Teaching and Learning Seminar Series. Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia.

de Barba, P. (2013, September). Autonomous learning and motivation in online courses: the MOOC study. Presentation for the Innovations in Teaching and Learning Seminar Series. Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia.

Research reports

2015

Colvin, C., Rogers, T., Wade, A., Dawson, S., Gasevic, D., Buckingham Shum, S., Nelson, K., Alexander, S., Lockyer, L., Kennedy, G., Corrin, L., & Fisher, J. (2015). Student retention and learning analytics: A snapshot of Australian practices and a framework for advancement. Final report for OLT commissioned project.