UNIVERSITY OF TECHNOLOGY SYDNEY
CONNECTED INTELLIGENCE CENTRE :: 3 LEARNING ANALYTICS PHD SCHOLARSHIPS of $35,000/pa AUD.
Learning Analytics for Writing Practices
Proposals are welcomed that address the use of writing-practice based learning analytics to support student learning. Writing practices, here, are broadly construed to include activities such as: Information seeking; reading; annotation; writing itself (both the process and the output); and self and peer assessment of writing. We invite proposals that address: experimental paradigms to investigate student writing; analytic techniques to explore semantic and meta-discourse properties of written outputs, and their relation to source documents; analysis of writing processes, including temporal analyses (further resources); and assessment tools to explore the best methods for feedback and constructive peer and self-assessment, or calibrated peer review (e.g. Balfour, 2013). We also welcome proposals with a focus on collaborative knowledge practices, including: co-writing; the giving of constructive formative feedback; and joint enterprise on the writing practices described above.
The learning analytics challenge is to research, design and evaluate techniques to make sense of the data traces produced from information seeking, discourse and writing. These should illuminate the relationships between the above activities, and provide feedback for learners and educators that can inform productive reflection and action.
This PhD will contribute intellectually and technically to the ongoing research program being developed around the Academic Writing Analytics platform. You will work in close collaboration with ‘clients’ from other faculties/units in UTS, and potentially industry partners, with opportunities for synergy with existing projects and tools as described on the CIC website.
Proposals are welcomed from candidates with a range of backgrounds and skills. We welcome proposals from language technologists, computational linguists and other computer or information science backgrounds, and from those with backgrounds in education, psychology, or related social science disciplines. All proposals should be trans-disciplinary in nature; orient your proposal to your particular strengths and interests, within the CIC context as a technology and innovation directed centre aiming at impact on student learning.