Half-day workshop “Bringing together writing tool design, writing analytics and writing pedagogy”, Learning Analytics and Knowledge Conference 2020 Frankfurt
Video, Papers and resources
- Yoram M. Kalman and Laura K Allen: “Towards a Taxonomy of Writing Activities“.
- Huda Alrashidi, Thomas Daniel Ullmann, Samiah Ghounaim, and Mike Joy: “A Framework for Assessing Reflective Writing Produced Within the Context of Computer Science Education”.
- Liqin Zhang, Howard Spoelstra, Marco Kalz: “Argument component identification and its application in feedback on Dutch essays”.
- Leticia Farias Wanderley and Carrie Demmans Epp: “Identifying negative language transfer in writing to increase English as a Second Language learners’ metalinguistic awareness”.
- Jovita M. Vytasek, Alexandra Patzak, Philip H. Winne: “Writing Analytics to Support Integration of Multiple Texts“
Within digital writing tools, writing analytics are used to gather and analyze data for research, and to provide automated feedback for writers and insights for instructors. Much of what writing analytics has to offer has been garnered for the purposes of automating evaluation and scoring, leaving an application gap for writing tools that support pedagogies aiming to develop effective writing strategies. This interactive half-day workshop will bring together writing pedagogy researchers, writing instructors, writing tool developers, and writing analytics specialists in order to explore the potential contributions of their respective fields in the development of effective digital writing environments.
Design and timing of the workshop
Welcome: Short introduction(s) of participants (5 minutes)
Overview: Short overview of the field (15 minutes)
Input-phase: Short statements of accepted papers along three lines: (60 minutes)
1. Perspective – writing tool developers/ users.
2. Perspective – writing practice/ pedagogy.
3. Perspective – writing analytics.
Working phase: Discussion within the three groups along the suggested following questions (What are good current practices? Where do we want to be in 2-3 years? What do we need from the other groups to get there?) (45 minutes)
Results: Presentations from all three groups (10 minutes per group, 30 minutes in total.)
Discussion/ synthesis and future steps: All three groups to take part in a discussion plenum, Discussion of the future developments of WA, its application, and the wider WA community (45 minutes).
Call for Papers
The aim of this proposed LAK Writing Analytics Workshop is to draw upon the results of previously held meetings, as well as the most recent research, and to bring together writing tool developers, writing analytics specialists, and writing pedagogy instructors and researchers in order to discuss (1) current practices in their respective fields, (2) opportunities, research questions and corresponding designs for collaborative work, and (3) design choices for future tool development and/or writing analytics research agendas that could be informed by current and prospective developments.
We invite contributions on key discussion topics in Writing Analytics including (but not limited to) the following. We particularly encourage contributions that foster (interdisciplinary) exchange among writing tool developers, writing analytics specialists, and writing pedagogy instructors and researchers.
- Which tools (existing or in development) collect data suitable for writing analytics? What data is collected and for what purposes, how is it analyzed, and for whom?
- Which writing analytics methods (including data visualization) are currently being employed, for which audiences, and for what purposes?
- What are the current foci and states of developments and uses of automated and digitally-mediated feedback on writing processes and strategies? How can we create better synergies among writing tool developers, writing analytics specialists and practitioners, and writing pedagogy researchers?
Bringing together theory and practice, writing theorists (e.g., Graham & Perin, 2007) have proposed ways to foster the learning of academic writing.
- In what ways can Writing Analytics support the learning of academic writing, and what are the implications for writing tool developers?
- What are the new findings in writing research that can potentially draw on computerized support?
- What are contextual and institutional drivers for writing analytics? What opportunities or risks do these offer?
- How can the integration of writing tools that include the use of writing analytics techniques in class be supported?
- Are there any lessons for writing analytics common to secondary and higher educational writing contexts that are also appropriate across different geographical contexts?
To present your work in the workshop, please submit an anonymized short paper (2 pages maximum including references but without authors names and affiliation). You must use the LAK template. All submissions will be blind reviewed. Accepted presentations will be published in LAK 2020 companion proceedings and linked to the website. Participation without presenting your work is open to everybody. All submissions should be emailed to firstname.lastname@example.org by 15 December 2019 with the subject line ‘LAK 2020 Writing analytics workshop submission’.
Selected contributions will be invited to extend their work and submit it to the Journal of Writing Analytics to be published in a 2020 or 2021 issue.
30 October 2019: Workshop call for participation announced
15 December 2019: Workshop papers submission deadline
9 January 2020: Notifications sent out (prior to early-bird registration deadline of 20 January 2019)
31 January 2020: Final version of paper due for LAK Companion Proceedings
24 March 2020 – Writing Analytics Workshop at LAK20, Frankfurt, 13.30-17.00
- Christian Rapp, ZHAW, School of Management and Law, Center for Innovative Teaching and Learning, Winterthur, Switzerland, email@example.com
- Susan Lang, Center for the Study and Teaching of Writing, The Ohio State University, Columbus, Ohio, USA, firstname.lastname@example.org
- Antonette Shibani, Faculty of Transdisciplinary Innovation, University of Technology Sydney, Australia, email@example.com
- Kalliopi Benetos, TECFA Educational Technologies Unit, University of Geneva, Geneva, Switzerland, firstname.lastname@example.org.
- Chris Anson, North Carolina State University, email@example.com.