SIG 27 Conference 2022

30 August - 1 September 2022

Southampton, United Kingdom

Conference theme

The theme of the 2022 SIG 27 conference is “Online measures at the crossroad of ethical and methodological challenges”. Many researchers using online measures are facing ethical challenges in collecting data and methodological challenges in analysing data. During this conference we would like to focus on these challenges and as a community we can further try to tackle these challenges through discussion and collaboration. The conference will yield a great platform for discussion and exchange of experience with different online measures such as multimodal and multichannel process measures, eye-tracking, brain-imaging methods, psychophysiological measures such as EDA and heart rate variability, video data, log data, observational data and the challenges that come along with them.

Venue

Southampton Education School, University of Southampton

The University of Southampton is a research-intensive university, and a founding member of the Russell Group, originally formed as The Hartley Institution in 1862. The university today has a diverse student population of around 22,000 undergraduate and postgraduate students and around 5,000 members of staff. As a research university, Southampton strives to make an impact and tackle real-world issues by working with industry, governments, and other research institutions. Teaching and research activities are delivered across five faculties, and Southampton Education School sits within the Faculty of Social Sciences. The Education School was founded in 1899 and is now one of the UK’s highest-ranked research institutes for research impact. World-leading research is carried out across three research centres: Mathematics, Science, and Health Education; Centre for Research in Inclusion; and Leadership, Effective Education and Policy. The conference will take place on Highfield Campus, and we are really looking forward to welcoming you to our vibrant community at the University of Southampton.

Destination

The City of Southampton

Southampton is located in the county of Hampshire, on the Southern Coast of England, about 110km south-west of London. The city offers a range of cultural attractions, leisure facilities, retail opportunities, a diverse range of places to eat and drink, and plenty of green spaces to relax. Southampton is well known as being the departure point for the Titanic, of which the history can be explored at the SeaCity Museum. Nowadays, the port of Southampton welcomes some of the largest cruise ships in the world, and this waterfront location is well worth exploring.

For more information about the University of Southampton and the city, including how to get here and recommendations for accommodation: 

Important dates

  • 19/11/2021
    Submission opens
  • 04/02/2022
    Submission deadline
  • 11/02/2022
    Extended submission deadline
  • 15/04/2022
    Notification of acceptance
  • 13/05/2022
    Registration opens
  • 08/07/2022
    Registration deadline
  • 30/08/2022 - 01/09/2022
    Conference

Conference format

Currently, we aim for an in-person conference in Southampton. We understand that many conference delegates are concerned about the COVID pandemic and its implications for travelling and attending conferences in-person. You will also be aware that this a rapidly changing situation, and it is difficult to anticipate how the situation will progress. We understand also that delegates from some countries are in a situation where they have been advised not to travel. We will monitor the situation closely and will inform you in case of changes in the conference format. 

However, there is the possibility to present and attend online in the conference in case:

  • You are already participating in another SIG meeting during Summer 2022 
  • Your institution is in a low- or middle-income country according to the World Bank
  • You are an early career researcher who has already used up the academic year’s funds (please list the max funding available to you each academic year, the events you have already attended, and the net cost for attending each of those events)
  • There are travel restrictions by your institution or country

The hybrid conference will allow you to present and stream sessions. However, since we aim to organize the conference in-person we will not offer a platform such as gather town or provide social activities online.

Keynotes

Prof. Dr. Teresa Cerratto Pargman

Teresa Cerratto Pargman

Teresa Cerratto Pargman is a full professor of Human-Computer Interaction (HCI) at the Dept. of Computer and Systems Sciences at Stockholm University (SU) in Sweden. She is also a member of the Executive Committee and Associate Director of Societal Outreach at Digital Futures.

Her research is situated at the intersection of Educational Technology and Human-computer interaction (HCI). It seeks to contribute to the study of the increasing digitalization of everyday practices and mainly to reflect on the opportunities and challenges that this process brings to the education sector. Teresa is the PI of the research project: Ethical and Legal Challenges in Relationship to AI-Driven Practices In Higher Education. Together with international scholars, Teresa founded SOLAR’s Responsible Learning Analytics SIG.

Be Careful What You Wish For! Learning Analytics and the Emergence of Data-Driven Practices in Higher Education

With the pervasive use of learning management systems facilitating access to and storage of large-scale datasets, higher education institutions (HEI) have started to pay attention to the promises entrenched in big data and data mining techniques to support learning, teaching, and administrative activities in more efficient ways. In this context, HEIs, particularly in the USA, the UK, and Australia, are deploying learning analytics systems to understand better and support student learning. Even elsewhere, we see vast investments in learning management systems that enable learning behavior analysis by capturing student data on their academic interactions. However, embracing learning analytics practices in higher education raises a series of ethical considerations regarding how data is collected and by whom, how it is used, and for what purpose.

This talk introduces the research and development field of learning analytics, provides examples of how learning analytics systems are deployed, and critically discusses the opportunities and concerns that arise when unprecedented measuring tools mediate teacher-student interactions in higher education.

Assoc. Prof. Dr. Kshitij Sharma

Kshitij Sharma

Kshitij Sharma is an Associate Professor at Norwegian Institute of Science and Technology at Trondheim, and the Academic Director of AI Transparency Institute.

His background is in the area of Human-Computer Interaction and Collaborative/cooperative learning. In particular, his doctoral work was in the area of using multimodal data (EEG, eye-tracking, facial expressions, audio, dialogues, blood pressure, skin conductance, heart rate) to explain the differences between and predict, experts and novice groups; good and poor students; functional and non-functional groups. The main context for the application of his research has been education. His research interests are primarily in the area of Applied Machine Learning, Artificial Intelligence, and Human-Computer Interaction (HCI) with a heavy emphasis on groups’ behavior and physiological data such as eye-tracking, EEG, facial expressions (theoretical and practical methods in digital interaction). He seeks to understand relations between users’ data (EEG, eye-tracking, system log data, users’ actions) and the profile of the user (expertise, motivation, strategy, performance) based on empirical experimentation (controlled experiments) and mixed methods analysis (utilizing a multitude of digital technologies). The knowledge gained from these studies is then used to provide feedback to the group or adapt to the needs of the group in a proactive manner. For this effort, in his studies, he has combined eye-tracking and users’ actions to provide more comprehensive results through data science, statistics, and machine learning practices.

Scaling up the knowledge from Multimodal Learning Analytics

Most research on e-learning technology uses clickstreams and questionnaires as their primary source of quantitative data. Combining multimodal data (MMD) with advanced computational analyses enables us to understand and support complex learning phenomena. For example, eye-tracking data and the different linguistic and prosodic features of speech can inform us about the students’ expertise or video data can tell us about their engagement. These insights can enable actionable feedback to be provided to the learners.  However, many studies in the MMLA domain have been carried out in restricted settings with limited generalizability to online learning scenarios. There are certain limitations in the terms of ethical considerations of the use cases of various data modalities such as EEG, eye-tracking and facial videos. In this talk I will discuss various methodological, theoretical and ethical aspects about how we can start scaling-up the findings of MMLA studies. I will also talk about how we can achieve generalization across different study in a relatively wider set of contexts than standalone studies.

Prof. Dr. Lars-Erik Malmberg

Lars-Erik Malmberg

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford, UK.

He has more than 75 publications (peer-reviewed articles, book chapters, and reports). He was Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intraindividual approaches to learning processes, and modelling of intensive longitudinal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development. He applies advanced quantitative models to the investigation of substantive research questions in education. Links between education phenomena and physiology are explored in the Emerging Field Group “The potential of biophysiology for understanding learning and teaching experiences”.

Analysis of intensive longitudinal data: Emerging designs and models

There is large interest in intensive longitudinal data analysis in educational research. Datasets can include self-reports or multiple-reporter data (e.g., observed on-task behaviour, diaries, experience sampling, ecological momentary assessment), task-data (e.g., trace-data, executive functioning), real-time ambulatory data (e.g., accelerometer, electrodermal activity, eye-tracking), or mixtures of these. In my talk I will focus on challenges researchers face, including (1) designing the time-structure for data-collection, (2) data-aggregation for matching of time-scales of variables, and (3) specifying appropriate statistical models. Time-series-based Dynamic Structural Equation Models (DSEM) are emerging, adding to the tool-box of existing techniques, e.g., Multilevel Structural Equation Models (MSEM) and Multilevel Models (MLM). In the talk, I will illustrate intensive longitudinal designs and models with on-going research, in order to highlight their relevance for understanding processes in educational research. Overall, findings from process-studies can promote the conceptualization of individualized / personalized learning and teaching.

Programme

Book of abstracts

Session guidelines

Submissions

Submission guidelines


Submissions will be opened from the 19th of November 2021 untill the 4th of February 2022 (midnight CEST). We welcome the following submission types:

  • Single paper presentation
  • No-or-not-so-perfect-data roundtables
  • Interactive poster presentation
  • Symposium 

An active EARLI account is needed in order to submit and present a proposal. If you do not have an EARLI account yet, you can create an EARLI account free of charge here. Each presenter and discussant of a symposium needs an active EARLI account as well in order to submit a symposium. 

Single paper presentation

paper

 

Single paper presentations can be used to showcase finished work. Abstracts that do not contain data could be accepted as presentations, but only if they form an added value for the program (e.g., discussions of methodological issues). For research plans, posters are more appropriate and for work in progress, no-or-not-so-perfect-data rountables are most suitable.

Presentations are a maximum of 10 minutes with 10 minutes for discussion.

NoNSPD roundtable

roundtable

 

No-or-not-so-perfect-data roundtables present work in progress, and aim to act as a starting point for discussions regarding design, analysis and other issues related to working with process measures.

NoNSPD sessions allow for 10 minute project introductions that end with a discussion starter or question and 20 minutes for discussion.

Interactive poster

poster

 

The poster session will provide researchers with an opportunity to discuss their research plans with participants. Posters will be left to hang for the whole conference, and participants will be asked to be available for questions and discussion during the interactive poster session. Posters are the most appropriate format for research plans because they allow for optimal interactivity. 

Symposium

symposium

 

For symposia, we require high quality submissions where the contributions form a coherent whole. The submission consists of 3 abstracts plus an additional abstract that explains the overarching goal of the symposium and the discussant involved. Reviewers will be required to judge the symposium as a whole as well as individual contributions. If the quality of the symposium as a whole is insufficient, we can decide to invite individual contributions to present or bring a poster, based on the ranking of individual contributions.

Symposia consist of 3 presentations (either NoNSPD or single paper) and a discussion and take 1.5 hours. Presentations should come from at least 2 different countries.

Review guidelines


Reviewers will be asked to judge the scientific quality, the suitability for the conference and the suitability of the chosen format. The submissions will be divided among reviewers based on expertise (keywords in the EARLI system) and reviewers will receive a maximum of 3 submissions to review. 

Signing up as a reviewer

  1. Log in with your EARLI credentials at https://www.earli-eapril.org/my-reviews 
  2. Go to the “Upcoming Review Dates”
  3. Go to “SIG 27 Conference 2022”
  4. Click “I want to become a reviewer for this conference”

Getting access to your submissions to review 

Log in with your EARLI credentials at https://www.earli-eapril.org/my-reviews and you will see the submissions you need to review under “My reviews”. 

Registration

Registration process


Registration for the conference is now open!

Please use the following link to register for the conference: https://go.soton.ac.uk/el4

The deadline for the registration is 8th July 2022.

The registration fees for the in-person and online attendance can be found below.

Registration fees


In-person participation

  • EARLI member £ 250
  • Non-member £ 300
  • JURE member, non-member student or low-GDP (non-)member* £ 200

Conference dinner ticket is not included in the fee. 

Online participation

  • EARLI member £ 50
  • Non-member £ 65
  • JURE member, non-member student or low-GDP (non-)member* £ 25

* Low- or middle-income country according to the World Bank (scroll down to the bottom of the page).

Sponsors

iMotions

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University of Southampton

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Tobii Pro

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Committee

Conference chairs

Nora McIntyre

SIG coordinator SIG 27

University of Southampton, United Kingdom 

Ian Coombs

University of Southampton, United Kingdom 

 

Local conference committee

Amy Peters

University of Southampton, United Kingdom 

Contact the local organizing team: sig27earli@soton.ac.uk

 

International conference committee

Tiina Törmänen

JURE coordinator SIG 27

University of Oulu, Finland

Leen Catrysse

SIG coordinator SIG 27

Open Universiteit, the Netherlands