|Alan||Berg||Netherlands||University of Amsterdam|
|Adam||Cooper||United Kingdom||Tribal Group|
|Anne-Marie||Scott||Scotland||University of Edinburgh|
|Daniele||Di Mitri||Netherlands||Open University of the Netherlands|
|Gábor||Kismihók||Netherlands||University of Amsterdam|
|Kirsty||Kitto||Australia||University of Technology Sydney|
|Mathieu||d’Aquin||Ireland||National University of Ireland|
|Scott||Harisson||Germany||University of Siegen|
|Tanya||Dorey-Elias||Canada||Thompson Rivers University|
Alan Mark Berg, BSc, MSc, PGCE, has been the lead developer at Central Computer Services at the University of Amsterdam since 1998. In his famously scarce spare time, he writes, consults and is currently a PhD candidate in Learning Analytics. Alan has a bachelor’s degree, two master’s degrees, a teaching qualification, and quality assurance certifications. He has also coauthored two Packt Publishing books about Sakai (http://sakaiproject.org), a highly successful open source learning management platform used by millions of students around the world. Alan has also written two Books on continuous delivery. He has won a couple of awards, including the Sakai Fellowship and Teaching With Sakai Innovation Award (TWSIA).
Alan enjoys working with talent; this forces him to improve his own competencies. This motivation is why Alan enjoys working in energetic, open source communities of interest and with researchers in the field of LA. At the time of writing, he is on the board of directors of the Apereo Foundation.
Alan has supported six hackathons over the last years, including events at LAK15 and LAK16. He has helped structure the hackathons and delivered scalable synthetic data generation for Learning Record Stores via open source software. He wishes to provide continuation and support to the next generation of organizers and participants.
Adam is currently a data scientist with Tribal Group working with a range of UK post-compulsory education establishments on projects to pilot institutional adoption of predictive analytics for student support, as part of the Jisc Effective Learning Analytics programme. He will provide an instance of Tribal’s Student Insight product (dashboard and APIs) and bring expertise in undertaking learning analytics using Python, consuming data expressed using emerging interoperability standards. He was formerly a co-director of Cetis, the Centre for Educational Technology and Interoperability Standards, during which time he contributed to many of the interoperability initiatives in the field, and was a key figure in the EC-funded Learning Analytics Community Exchange project, which sought to build bridges between practitioners, research, and industry as a basis for productive progress in learning analytics.
Anne-Marie Scott is Deputy Director of Learning, Teaching and Web Services at the University of Edinburgh. Her background is in the development and management of academic IT services, particularly those used to support teaching and learning. Amongst her interests are scalable online learning platforms, learning analytics, blogging, and the use of media and the open web in teaching and learning.
Tanya is currently a Learning Consultant at Thompson Rivers University, Open Learning. Her interests include using data to improve learning design and learning opportunities for students, particularly those studying at a distance. Recently she has started looking at using Python to take a more open approach to the analysis of learning data. She was formerly a senior learning and quality manager for a large customer care company where she oversaw a series of data-supported projects to improve employee performance and global recruiting processes.
Mathieu is a Professor of Informatics specialised in data analytics and semantic technologies at the Insight Centre for Data Analytics of the National University of Ireland Galway. He was previously Senior Research Fellow at the Knowledge Media Institute of the Open University, where he led the Data Science Group. Hes is leading research and development activities around the meaningful sharing and exploitation of distributed information. He has worked on applying the technologies coming out of his research, especially Semantic Web/Linked Data technologies, in various domains including medicine, education especially through learning analytics, Smart Cities and the Internet of Things, personal data management, etc.
is a postdoc of knowledge management at the Leadership and Management Section of the Amsterdam Business School of the University of Amsterdam, the Netherlands. His research focuses on the bridge between education and the labor market, and entails topics such as learning analytics or vacancy mining and analysis.
Kirsty Kitto works in the Connected Intelligence Centre (CIC) at UTS, where she uses data to help people navigate an increasingly connected world. She is currently leading a project funded by the Australian government which is developing xAPI based solutions for instructors who want to teach “in the wild” beyond the LMS, and a grant funded by Graduate Careers Australia which is seeking to use xAPI to use learning analytics to help university students work towards developing evidence about their skills and capabilities in a chosen career.
Daniele Di Mitri
Daniele Di Mitri is a young PhD candidate in learning analytics at the Welten Institute, research centre for learning, teaching and technology of the Open University of the Netherlands (OUNL). Daniele holds a BSc degree in computer science and a MSc degree in artificial intelligence; his background encompasses a set of diverse experiences. At the age of 19, Daniele founded Dimstudio, web development startup; he was activist and member of the board of two European NGOs active in the field of lifelong learning and education. In 2015, he took part to, the Extreme Blue excellence research programme at IBM Benelux. In his current research at the OUNL, Daniele investigates the potentials of collecting and analysing multimodal data during practical learning scenarios. These data are collected through wearable sensors and internet of things devices and can capture modalities such as hands movement, gaze, gestures or physiological information like heart rate or brain waves. The multimodal data, if integrated with information about the learning context and activity, they can be used as input for automatically generated feedback and automatic formative assessment. These features can be embedded into intelligent and cognitive tutoring systems, that can personalise the learning experience based on individual learner’s characteristics, activity or context. To read more about Daniele, you can find his extended bio at http://dimstudio.org/about.
Niall Sclater is Consultant and Director at Sclater Digital, an educational technology consultancy. Previously he was Director of Learning and Teaching at the Open University, responsible for institutional strategy in areas such as educational technology and learning analytics. More recently he has been providing consultancy around learning analytics for several universities, and for Jisc, the UK’s expert body for digital technology and digital resources in higher education, further education, skills and research. He has been involved in the research, development and management of learning and teaching in higher education since 1992, and has recently written a book, “Learning Analytics Explained”, published by Routledge. Niall’s blog and details of his publications are at sclater.com.