2nd International Workshop on Learning Analytics in Schools

 Monday March 4th, 2019

A full-day workshop co-located with LAK19: The 9th International Conference on Learning Analytics & Knowledge, March 4-8, 2019. 

The LAK conference has always welcomed work from the K-12 school sector, but to date, has been dominated by higher education. To rebalance this, LAK18 ran a successful inaugural K-12 workshop. Over 60 people attended, the vast majority being teachers and analysts from the schools sector, plus ed-tech companies, most of them first timers at LAK. While being expert with conventional school data, most school staff were just beginning to consider the potential of data science approaches, and even fewer had experience with analytical techniques that use the new forms of digital data generated by student activity in digital learning environments. Building on this event, SoLAR is keen to forge stronger links with the K-12 analytics community, so we are delighted to announce this workshop for LAK19.

You are warmly invited to join us to learn from leading researchers and practitioners in the field, and to share your own experiences, insights, and questions. The target audience for this workshop includes school leaders, teachers, and researchers.

You will leave with:

  • Examples of how to work with and combine data from multiple digital learning environments
  • Ideas for working with traditional data (e.g., test scores and attendance) in new ways (e.g., joint analysis and sensemaking activities)
  • Strategies for collaborating with end-users (e.g., teachers) to ensure that data products are beneficial to them

An invitational program has been designed around the following activities:

  • Ignite talks from leading analytics researchers
  • Collaborative, hands-on sessions geared toward developing meaningful data products
  • Tools and techniques that you can take with you to activate data as a resource for improvement




Simon Buckingham Shum (University of Technology Sydney & SoLAR Executive)

History of and rationale for this workshop: SoLAR, LAK & K-12


Workshop Overview

Andrew Krumm (Digital Promise)

  • Goals for the Workshop
  • Improving how we work with “new” and “old” data
    • How can we use “new” granular, event-level data from digital learning environments?
      • Examples from research and practice
    • How can we work with “old” data in new ways?
      • ASU’s Decision Theatre
  • Frameworks and examples
    • Improvement science, collaborative data-intensive improvement

Ignite talks (5-10 min each and. Q&A)

  • Sweet San Pedro (ACT)
  • Elizabeth Owen (Age of Learning)
  • Mingyu Feng (WestEd)
10:15-10:30 Share your thoughts and reflections
10:30-11:00 Refreshments

Hands-on activity (Aligning data products and purposes)

Kristen DiCerbo (Pearson)


Ignite Talks (5-10 mins each and. Q&A)

  • Edith Gummer (Arizona State University)
  • Mutlu Cukurova (University College London)
12:30-1:00 Lunch
1:00-2:00 & 2:00-3:00

Concurrent Sessions

Rotate through “Decision Theatre and education data” / “Improvement science tools and data”

Decision Theatre and education data

Joe O’Reilly (Arizona State University)

Improvement science tools and data

Jojo Manai (Carnegie Foundation for the Advancement of Teaching) and Andrew Krumm (Digital Promise)

3:00-3:30  Refreshments
3:30-4:15 Thoughts, reflections, and wrap-up


To confirm your place, go to the LAK19 registration page and select this workshop ($125 inc lunch). Special rate hotel rooms are also available.

Workshop Chairs

Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, and Director of the Connected Intelligence Centre which is developing analytics to build transferable graduate attributes. He has been active in the field of Learning Analytics since the inaugural LAK11, was Program Chair for LAK12/LAK18, co-chaired the LAK18 Analytics in Schools Workshop, and is a former Vice-President of the Society for Learning Analytics Research.

Mutlu Cukurova is a Lecturer of Digital Technologies in Education at UCL Knowledge Lab, University College London. As a learning scientist, he is particularly interested in researching the potential of learning analytics and educational technologies to continuously support and evaluate learners’ skill development and conceptual understanding. His previous research and publications broadly address the pressing social-educational challenge of preparing people for the workplace of the future that will require a great deal more than the routine cognitive skills currently prized by many education systems. 

Mingyu Feng is a Senior Research Associate at WestEd where she directs data analytics projects and large-scale efficacy studies. Her area of interest includes design, development, implementation and efficacy of educational technology programs, as well as analytics based on data from such programs to make inferences of learner’s cognitive and non-cognitive skill status, behavioral patterns as well as learning proficiency. She has been active in the field of AI in education, and educational data mining and learning analytics since 2005, including serving as the Program Co-Chair for EDM 2016.  

Andrew Krumm is the Director of Learning Analytics Research at Digital Promise where he specializes in developing data-intensive research-practice partnerships with educational organizations of all types. As a learning scientist working at the intersection of school improvement and data-intensive research methods, Andrew has worked to develop tools and strategies that partnerships between researchers and practitioners can use to engage in collaborative data-intensive improvement efforts. Many of these tools and strategies are detailed in a newly published book: Learning analytics goes to school: A collaborative approach to improving education.

Jojo Manai is the director of the Analytics and Collaborative Technology teams (ACT) at the Carnegie Foundation for the Advancement of Teaching. He oversees the core capacities that support all Networked Improvement Communities: analytics, developmental evaluation, design and development, program technologies and improvement research, as well as the development of technology solutions for a wide range of collaboration tools to facilitate the work of Carnegie’s programs. In addition, ACT supports Carnegie’s partners by developing and promoting an infrastructure facilitating the culling and synthesis of the best of learning from scholarship and practice, rapidly develop and test prospective improvements, deploy those that work best into schools and classrooms, and add practical knowledge to continuously improve the performance of educational systems.

Important Dates

All deadlines areĀ 23:59 GMT-11

Submission deadline for main track categories (Research, Practitioners, Workshops, Tutorials and Doctoral Consortium) 1 October 2018
Notification of acceptance for Workshops and Tutorials 15 October 2018
Accepted Workshop Open for Submission 29 October 2018
Notification of acceptance for Research, Practitioners, Doctoral Consortium 19 November 2018
Submission deadline for Posters/Demos and Workshop Papers 3 December 2018
Camera-ready papers for ACM Proceedings: Full Research Papers and Short Research Papers 17 December 2018
Notification of Acceptance for Posters/Demos and Workshop Papers 4 January 2019
Early-bird registration closes 8 January 2019
Camera-ready papers for Companion Proceedings 4 February 2019
LAK19, Tempe, Arizona 4-8 March 2019