Research Track Instructions

Please Note:  The submission deadline has passed, papers are no longer being accepted

The following provides general instructions for authors who will be submitting academic papers and/or proposals that will be included in the ACM Proceedings, unless otherwise noted.

All proposals must be submitted online by 11:59 PM Pago Pago Time, SST on October 14, 2014. Due to the international nature of LAK, we will be utilizing American Samoa, Pago Pago Time, to globally standardize the deadline. Click here to find the time in your local time zone. Please check this page regularly for additional updates and details or follow the conference @lak15marist to get real-time updates. Any questions, please contact

Table of Contents

1. Submission Types And Format

2. Best Paper Award

3. Relevant Dates

4. Topics

5. How to Submit

6. Program Committee


The conference accepts the following type of submissions:

All documents must follow the ACM Proceedings Format. Please check the conference website for detailed author instructions for each type of submission. Submissions will be received and processed with EasyChair. The conference proceedings will include all accepted conference submissions except tutorial proposals, workshop papers and practitioner presentations (see note below).

The conference will also include a Doctoral Consortium, please visit the Doctoral Consortium Instructions for details.


The three full papers that obtain the highest scores from the reviewers will be "nominees for the best paper award". A committee composed by the program chairs of the current and past edition of the conference will choose the "best paper award" among the nominees. Both the nominees and the best paper award will be reflected in the proceedings.


  • 14 October 2014: Deadline for full/short papers, panel proposals, workshop proposals, tutorial proposals, demonstrations and posters (no extension will be considered).
  • 4 November 2014: Notification of acceptance for workshop and tutorial proposals.
  • 9 December 2014: Notification of acceptance for full/short papers, panel proposals, demonstrations and posters.
  • 1 February 2015: Final version of accepted papers due.
  • 16-20 March 2015: Conference.


LAK 2015 is seeking contributions in a wide variety of topics. We invite papers related to research, theory and practice – focusing on the growth of the field and community and the continuous improvement of learning from the usage and implementation of important data and analytical tools.

The following keywords will be used to classify submissions, and convey the breadth of topics covered.

Analytic Approaches, Methods, and Tools for sensemaking in learning analytics, including: algorithms, architectures, behavior modeling, case studies, clustering, computational linguistics, concept mapping, crowdsourcing, data integration, data mining, data sharing, research about design, discourse analysis, educational research methods, ethnography, ethnomethodology, evaluation methods, frameworks, grounded theory, information visualization, interfaces for learning analytics, knowledge representation, machine learning, natural language processing, predictive analytics, recommendation engines, semantic web, sequential analysis, social network analysis, social network visualization, statistical analysis, surveys, text mining, visual learning analytics

Theories and Theoretical Concepts for understanding learning, including: activity theory, actor-network theory, affordances, learning sciences, conceptual models of learning enabled by analytics, distributed cognition, networked individualism, reflective learning, situated learning, social capital, social learning, sociocultural theory, structuration theory, symbolic interactionism

Measures of Learning, Change and Success, including: accreditation, affect, emotions, and flow, analytic patterns, attendance and retention (as predictors of learning), attention, attitudes, collaboration and cooperation, community structure, comprehension/understanding, conceptual change, degree of competence, educational performance, expectations, learner behavior modeling, learning dispositions, metacognition, misconceptions, motivation, off-task behavior, organizational dynamics, participation, satisfaction, social dynamics

Learning Activities, Applications, and Interventions: adaptation, analytic tools for learners, argumentation, assessment, awareness, big data applications and opportunities, classroom orchestration, collaborative learning, course management systems, decision-support systems for learning, informing policy, instructor support, intelligent tutoring systems, interventions based on analytics, knowledge work, language learning, learning communities, learning environments enhanced with analytics, learning how to learn, lifelong learning, management of learning interventions or settings, mentoring, open data and data access for learners, pedagogical adjustment/intervention, personalization, predicting failure, professional development, quantified self, reflection, scaffolding and scripting, self-management of learning, student monitoring, teacher analytics, teaching learning analytics

Data sources: blogging, chats, haptic media & tangible computing, microblogging (twitter), mobile platforms, wearable computing, immersive learning environments, tutors, intelligent agents, online discussion forums, shared workspaces, social networking media, video, whiteboards, wikis, and face-to-face interaction supported by technology

These topics can be studied in a variety of learning scenarios whether: formal or informal; face-to-face, blended, or online settings. Proposals are welcome from any various application domains be it primary and secondary schools, higher education, corporate workplace or learning in governmental, military, health or commercial situations. Focus may be on distance or graduate education, mobile and ubiquitous learning, online communities, to name a few.


1. Go to the LAK15 EasyChair Submission system here:

2. All documents must follow the ACM Proceedings Format


Use a full paper to share substantial conceptual, technical and empirical contributions.


Use a short paper to share preliminary conceptual, technical and empirical contributions, or substantial contributions that can be reported briefly. Short papers can also share a design concept or tool that addresses a challenge of interest to interface designers, system architects and programmers.


Panels provide the chance for delegates to hear a range of speakers address a topical issue, e.g. diverse approaches to a problem, or a debate a hot topic. Submit up to 4 pages in the conference paper format suitable for publication in the proceedings, including an introduction to the nature and importance of the issue to be addressed and panelists' position statements. Submit 2 additional pages (not to be published in the proceedings) with the names and qualifications of confirmed panelists and discussants and a summary of how your panel format will ensure that there is interaction between panelists rather than consisting of a collection of disconnected talks.


Workshops (16-17 March, 2015) provide the opportunity to explore learning theory, analytics, methods and tools in depth. Workshops should be designed to take advantage of the interactivity afforded by this format, and should not consist merely of a day of talks. They may include for example, experience sharing and brainstorming, interactive demonstrations, data analysis by multiple analysts, problem solving sessions, and a few short and/or enlightening presentations. The length of the workshop sessions can range from a half to a full day (consisting of two to four 1.5 hour blocks between breaks). Please outline the significance of the topic, the workshop format, and your track record.


Tutorials (also 16-17 March, 2015) provide the chance to take participants deep into a specific tool or technique in which you are experienced, or an introduction to a topic/class of tools. The time could range from a 1.5 hour session to a full day (consisting of two to four 1.5 hour blocks between breaks). 


Use a tool demonstration to describe a software you want to demonstrate, and the expected interactions with conference participants. Demonstrators should be prepared to interact with several conference participants at a time in an interactive and not excessively scripted manner.


Posters are suitable for describing late-breaking results or for engaging conference participants in discussion of preliminary ideas or findings.



Society for Learning Analytics Research (SoLAR) - 

Conference Organizing Co-Chairs
Josh Baron, Marist College, USA
Grace Lynch, SoLAR
Nicole Maziarz, Marist College, USA
Conference Program Co-Chairs
Paulo Blikstein, Stanford University, USA
Agathe Merceron, Beuth University of Applied Sciences Berlin, Germany
George Siemens, University of Texas - Arlington, USA

Practitioner Chair
Alan Berg, University of Amsterdam, The Netherlands
Workshops and Tutorials Chairs 
Christopher Brooks, University of Michigan, USA
Negin Mirriahi, University of New South Wales, Australia
Demonstrations and Posters Chairs
Gregory Dyke, Université de Lyon, France
Marcelo Worsley, Stanford University, USA
Doctoral Consortium Chairs
Katherine Maillet, Institut Mines-Télécom, Télécom Ecole de Management, France
Simon Buckingham Shum, University of Technology Sydney, Australia
Daniel Suthers, University of Hawaii, USA
Stephanie Teasley, University of Michigan, USA

Program Committee

Ebrahim Bagheri, Ryerson University, Canada
Ryan S.J.D. Baker, Columbia University Teachers College, USA

Marie Bienkowski, SRI International, USA
Paulo Blikstein, Stanford University, USA
François Bouchet, Université Pierre et Marie Curie (UPMC), France
Christopher Brooks, University of Michigan, USA
Peter Brusilovsky, University of Pittsburgh, USA
Simon Buckingham Shum, University of Technology Sydney, Australia
Ted Carmichael, University of North Carolina at Charlotte, USA
Cristian Cechinel, UFPel - Federal University of Pelotas, Brazil
Rebeca Cerezo, University of Oviedo, Spain
Ming Chiu, University at Buffalo – SUNY, USA
Kenneth Chung, University of Sydney, Australia
Linda Corrin, University of Melbourne, Australia
Ben Daniel, University of Otago, New Zealand
Shane Dawson, University of South Australia, Australia

Maarten De Laat, Open University of The Netherlands

Carlos Delgado Kloos, Universidad Carlos III de Madrid, Spain

Michel Desmarais, Ecole Polytechnique de Montreal, Canada

Stefan Dietze, L3S Research Center, Germany
Pierre Dillenbourg, Ecole Polytechnique Fédérale de Lausanne,  Switzerland
Yannis Dimitriadis, University of Valladolid, Spain

Hendrik Drachsler, Open University of the Netherlands
Erik Duval, Departement Computerwetenschappen, K.U.Leuven, Belgium

Gregory Dyke, Université de Lyon, France

Rebecca Ferguson, The Open University, UK

Dragan Gasevic, Athabasca University, Canada

Janice Gobert, WPI, USA

Sean Goggins, University of Missouri - Columbia, USA
Sten Govaerts, EPFL, Switzerland

Art Graesser, University of Memphis, USA
Sabine Graf, Athabasca University, Canada

Wolfgang Greller, Vienna University of Education, Austria
Marek Hatala, Simon Fraser University, Canada

Caroline Haythornthwaite, University of British Columbia, Canada

Eelco Herder, L3S Research Center, Germany

Ulrich Hoppe, University Duisburg-Essen, Germany

Zoran Jeremic, Ryerson University, Canada
David Jones, University of Southern Queensland, Australia
Jelena Jovanovic, University of Belgrade, Serbia
Charalampos Karagiannidis, University of Thessaly, Greece
Pythagoras Karampiperis, National Centre for Scientific Research "Demokritos" (NCSR), Greece
Judy Kay, The University of Sydney, Australia

Kinshuk, Athabasca University, Canada

Ralf Klamma, RWTH Aachen University, Germany

Joris Klerkx, Katholieke Universiteit Leuven, Belgium

Eitel Lauria, Marist College, USA
Nancy Law, University of Hong Kong
Tobias Ley, Tallinn University, Estonia
Stefanie Lindstaedt, Graz University of Technology & Know-Center, Austria
Lori Lockyer, Macquarie University, Australia

Phillip Long, Centre for Educational Innovation & Technology, Univ. of Queensland, Australia
Steve Lonn, University of Michigan, USA
Vanda Luengo, Joseph Fourrier University, Grenoble, France
Katherine Maillet, Institut Telecom Sudparis, France

Taylor Martin, Utah State University, USA
Alejandra Martínez, University of Valladolid, Spain

Riccardo Mazza, University of Lugano/University of applied sciences of southern Switzerland
Gordon McCalla, University of Saskatchewan, Canada
Agathe Merceron, Beuth University of Applied Sciences Berlin, Germany
Negin Mirriahi, University of New South Wales, Australia
Tanja Mitrovic, Intelligent Computer Tutoring Group, University of Canterbury, Christchurch, New Zealand
Erik Moody, Marist College, USA
Jad Najjar, Eummena & Al-Quds University, Belgium
Xavier Ochoa, Escuela Superior Politécnica del Litoral, Ecuador
Abelardo Pardo, University of Sydney, Australia
Zack Pardos, University of California Berkeley, USA
Mykola Pechenizkiy, Department of Computer Science, Eindhoven University of Technology, Eindhoven, The Netherlands
Niels Pinkwart, Humboldt University of Berlin, Germany
Matthew Pistilli, Purdue University, USA 
Christophe Reffay, Ecole Normale Supérieure de Cachan, France
Peter Reimann, The University of Sydney, Australia

Christoph Rensing, Technical University Darmstadt, Germany
Tim Rogers, University of South Australia, Australia
Cristobal Romero, Department of Computer Sciences and Numerical Analysis, University of Cordoba, Spain
Carolyn Rose, Carnegie Mellon, University, USA
Demetrios Sampson, Univ of Piraeus & CERTH, Greece
Andreas Schmidt, Karlsruhe University of Applied Sciences, Germany

Hans-Christian Schmitz, IDS Mannheim, Germany

Bruce Sherin, Northwestern University, USA
Miguel-Angel Sicilia, University of Alcalá, Spain

George Siemens, University of Texas - Arlington, USA
Marcus Specht, Open University of the Netherlands, The Netherlands
John Stamper, Carnegie Mellon University, USA

Ross Strader, Stanford University, USA
Daniel Suthers, University of Hawaii, USA

Karen Swan, University of Illinois Springfield, USA
Stephanie Teasley, University of Michigan, MI, USA
Stefan Trausan-Matu, "Politehnica" University of Bucharest, Romania

Katrien Verbert, Vrije Universiteit Brussel, Belgium
John Whitmer, California State University, USA

James Willis, Purdue University, USA
Phil Winne, Simon Fraser University, Canada
Alyssa Wise, Simon Fraser University, Canada

Marcelo Worsley, Stanford University, USA

Kalina Yacef, University of Sydney, Australia
Michael Yudelson, Carnegie Learning, Inc., USA

Amal Zouaq, Royal Military College of Canada