At the LAKathon 2021, we will focus on the following themes. Each theme has a group and assigned table in the virtual LAKathon room on GatherTown.
(Table A) Multimodal Learning Analytics
To support science, the GOFAIR initiative proposes researchers share their research data following the FAIR principles, which state that data should be findable, accessible, interoperable, and reusable. We argue that in the current state this initiative just puts an extra burden in the hands of researchers. To address this problem, in this LAKATHON Challenge we aim to design a system that allows researchers to plan, organize, store, share research activities, and publish research contributions following the GOFAIR principles. This challenge was proposed by Jan Schneider. Download the full proposal (in PDF).
(Table B) OERs Quality Prediction
This challenge focuses on Open Educational Resources (OER) quality predictions. These predictions are critical to offering high-quality learning resources effectively for learners in personalized open learning environments. In this challenge, we will work together to set up an OER quality prediction framework, and prototype a quality prediction model. This challenge was proposed by Gábor Kismihók. Download the full proposal (in PDF).
(Table C) Video Conferencing Analytics
Over the last decade, remote learning has started to become more and more common. However, the COVID-19 pandemic has quickly transformed into the most common educational format. Moreover, social and collaborative learning activities have been depicted as one of the main components of active learning, but authors have addressed that these activities might suffer during remote learning. In this challenge, we set ourselves to explore the potential of video conferencing analytics to support teachers implementing social and collaborative activities during remote learning. This challenge was proposed by José Ruipérez Valiente. Download the full proposal (in PDF).
(Table D) Privacy & Anonymisation
Higher Education’s response to COVID included an accelerated rush to scale online learning and related services. Online services generate digital traces that once processed trigger Learning Analytic Interventions. There are numerous reasons to anonymise or pseudo-anonymise the traces. For example, synthetic or anonymised data may be used to minimise ethical, legal, and privacy risks associated with the release of data to infrastructure developers, LA practitioners, and Lecturers. During this hackathon, we will review best practices, algorithms, and architectural design patterns. Furthermore, we will discuss trade-offs, such as traceability of individuals and usability for analysis. This challenge was proposed by Alan Berg. Download the full proposal (in PDF).
(Table E) Digital Infrastructures
With the spread of the Covid19 pandemic, the majority of educational institutions have had to move their courses online. In most institutions “emergency teams” have been established to cope with the unprecedented mission of moving most of the education online. Online learning, however, does not equal emergency distance teaching. Robust digital infrastructures must be set in place when online teaching is blended with a physical presence. Video conferencing tools have become a widespread practice for online communication and collaboration. However, many small and medium educational institutions still lack adequate digital infrastructures to support their online learning initiatives including HW, LMSs, safe cloud storage, intranet channels for internal communication, netiquettes and privacy-preserving policies, etc. This challenge was proposed by Daniele Di Mitri. Download the full proposal (in PDF).