- Air-L - lists.aoir.org

Aspen Tech Policy Hub Launches Projects on Improving Democracy Through Technology
by Betsy Cooper 06 Aug '20

06 Aug '20

Dear AoIR Listserv, It is my pleasure to introduce the fourth set of projects from our 2020 Fellowship class. The projects, focused on [1]Improving Democracy Through Technology, provide engaging tools to combat electoral disinformation, promote better communication between elected officials and their constituents, and build policy and design principles for automated advocates. We released the projects at our webinar yesterday; you can watch a video of the event [2]here. I invite you to read more about the projects below, and to check them out on our website: [3]Aspen Tech Policy Hub Projects. Please also join us by RSVPing for our next webinar, August 19 at 9am PT/12pm ET, on [4]Disaster Tech: Preparing for Unprecedented Crisis, focused on how tech policy can combat the climate crisis and provide new solutions for coordinated disaster response. The fellows will be joined by keynote speaker Carlos J. Castillo, FEMA's former Acting Deputy Administrator for Resilience. Warm Regards, Betsy Cooper Director, Aspen Tech Policy Hub Projects on Improving Democracy Through Technology [5]Combating Election Disinformation by Shining Light on Dark Ads Every day, tens of millions of Americans view political advertisements on social media that are disguised as unpaid content, also known as “dark ads.” According to researchers from New York University, between May 2018 and June 2019, more than half of Facebook pages that displayed U.S. political ads concealed the identities of their backers. The $1.1 billion spent on political ads on Facebook in that period makes plain that some political organizations are eager to sway the public’s vote without disclosing that they are paying for advertising. This project proposes two solutions: a series of actions that the Federal Election Commission (FEC) and Federal Trade Commission (FTC) could take to make online political ads more transparent and a game that educates potential voters about dark ads. [6]People Powered Policy City governments often struggle to obtain real-time feedback from their constituents on impending policy decisions. At the same time, constituents from disenfranchised communities often struggle to get the attention of elected officials to drive policy change. People Powered Policy (P3) is a website and strategy that encourages two-way communication between city governments and their constituents. Communities will have a place to share stories, thoughts, and questions about topics they care about, and the platform gives them a direct line to city staff. The platform also allows city officials to solicit input on policy questions and create feedback loops throughout the policymaking process. P3 is being piloted with the City of Oakland, and the project team hopes the model can scale across city governments. [7]Using Automated Advocates To Provide Legal Services at Scale The United States faces a crisis in its civil courts, where more than 80% of low-income households lack adequate legal representation. A promising new class of technology tools (“Automated Advocates”) can help close that gap, but regulatory complexity about who may practice law make it difficult for companies to build these tools and for regulators to distinguish good actors from bad. This project paves the way for the development of Automated Advocates by coalescing the field around a common definition and set of principles for Automated Advocates. It also recommends that regulators include and incentivize Automated Advocates in any state and national regulatory sandboxes. [8]Learn More CONTACT US [9]Twitter [10]Website [11]Email Address References 1. https://www.aspeninstitute.org/events/aspen-tech-policy-hub-demo-day-improv… 2. https://www.youtube.com/watch?v=pVgOdhaywW4&feature=youtu.be 3. https://www.aspentechpolicyhub.org/projects/ 4. https://www.aspeninstitute.org/events/aspen-tech-policy-hub-demo-day-disast… 5. https://www.aspentechpolicyhub.org/project/combating-election-disinformatio… 6. https://www.aspentechpolicyhub.org/project/people-powered-policy/ 7. https://www.aspentechpolicyhub.org/project/automated-advocates/ 8. https://www.aspentechpolicyhub.org/projects 9. https://www.twitter.com/AspenPolicyHub 10. https://www.aspentechpolicyhub.org/#/ 11. mailto:aspentechpolicyhub@aspeninstitute.org Unsubscribe: https://app.icontact.com/icp/mmail-mprofile.php?r=71217812&l=113004&s=0KZB&… This message was sent to air-l(a)listserv.aoir.org from betsy.cooper(a)aspeninstitute.org Betsy Cooper The Aspen Institute 2300 N Street, NW Suite 700 Washington, DC 20037

1 0

Covering Controversial Issues in Online Teaching
by 崔玺 Xi Cui 06 Aug '20

06 Aug '20

Dear colleagues, My name is Dr. Xi Cui from the Communication Department, College of Charleston. I'd like to invite you to complete a short survey about online teaching. In the spring semester, the coronavirus pandemic suddenly forced almost all of us to switch to online teaching. Meanwhile, we have heard about calls from political groups to out professors by sharing the audio/videos of their “blatant indoctrination<https://twitter.com/charliekirk11/status/1241820673007161345?fbclid=IwAR16y…>” in online courses. Controversial issues are important vehicles of critical thinking and civic engagement. But online teaching also makes it easier to share the course content or out-of-context soundbites when controversial topics are covered. In this study, we want to understand how professors approach this dilemma. The survey will take you no more than 10 minutes to finish and your participation will be completely voluntary and anonymous. There will be no monetary compensation for the participation. However, we hope the insights gained from your answers can help us better serve the students, advance our professional mission, and meanwhile, protect ourselves. To participate, you must be the teacher of record (including tenure-track professors, visiting/adjunct professors, post-doc fellows, and graduate teaching assistants) of an undergraduate-level course in social sciences or humanities. If you are willing to participate in the survey, please follow the link below for more “informed consent” information. Survey link: bit.ly/TeachingControversy<http://bit.ly/TeachingControversy> Thank you very much! Regards, Xi Cui, PhD., Assistant Professor Department of Communication College of Charleston 66 George St. Charleston, SC 29424 Office Phone: 843-953-8128 Office Location: 305, 7 College Way

1 0

Re: [Air-L] Air-L Digest, Vol 193, Issue 5
by Gabriella Coleman, Dr. 05 Aug '20

05 Aug '20

Hi Maya (and all), Thanks Maya for the update :) and best of luck finishing the dissertation. That's exciting. Since a few people asked off list about how to best use the site, I thought I would say a little more about it as I've used it now for one semester (so not all that long). I don't find it useful to assign the site but have usually used particular entries in one of two ways: I will assign a piece or two as a reading/watching just as I would a podcast or movie or article and sometimes include the category page. For instance if we are doing something on geopolitics and hacking, I'd assign something like this https://hackcur.io/hackers-are-free-people-just-like-artists-who-wake-up-in… Or if I wanted to have students learn about liberation technologies, I'd maybe assign this piece on an early encryption program made by South African freedom fighters. https://hackcur.io/operation-vula/ We also watch videos in class together and then I have a student read the entry out loud and we then discuss. Some videos are better for public viewing together than others. It's a bit of a weird genre and we are still working on it and might also eventually move to long form essays but for now, they are smaller nuggets and written in a style that is accessible, and presumes no prior knowledge. Do feel free to reach out with suggestions of any kind. This is very much a work-in-progress. All best, Biella Hello, Thanks for the update on Hack_Curio Biella. It is nice to see interesting projects grow out of academic research, and see them being useful! And thank you for including my project in you list :-))) So let me just take the opportunity to flesh out some future plans and directions for A is for Another: A Dictionary of AI https://aisforanother.net This is on hiatus while I finish my dissertation; but after October, I will be putting together a classroom-based workshop/exercise format to suggest how students and teachers can work on writing entries. I will also have a submission form so that anyone who has an entry can submit something one-off. The dictionary's architecture requires that entries be put together in a certain way. Please do write to me if you have questions or suggestions for this project. Stay tuned Thank you. Best wishes, Maya On 2020-08-05 4:32 p.m., air-l-request(a)listserv.aoir.org wrote: > Send Air-L mailing list submissions to > air-l(a)listserv.aoir.org > > To subscribe or unsubscribe via the World Wide Web, visit > http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org > or, via email, send a message with subject or body 'help' to > air-l-request(a)listserv.aoir.org > > You can reach the person managing the list at > air-l-owner(a)listserv.aoir.org > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Air-L digest..." > ta > -- **** Curious about hackers and hacking? Check out Hack_Curio: https://hackcur.io/ It's a video exhibit about hackers designed for the classroom.

1 0

teaching resource on hacking and digital hum resources for teaching
by Gabriella Coleman, Dr. 05 Aug '20

05 Aug '20

Hi AoiR If you, like us, are about to enter a year of teaching like no other, and you are hard at work re-thinking *everything* we might have a helpful resource : https://hackcur.io/ Hack_Curio is a video exhibit about hackers that covers a range of topics that precipitate out of hacking: disinformation; the visual culture of the last 40 years; media stereotypes; disability and technology; the economics of information; the history of computing; surveillance; whistle blowing and leaking; cyberpunk; gaming; equity and inclusion in computing and silicon valley...Each video comes paired with a paragraph or two written by a scholar, hacker, or journalist. The videos and entries are short but also try to a make a point or two which your students can learn from, take apart, rework, or expand on. By Sept we should have 60 entries. You can check out the full list here https://hackcur.io/the-list/ or explore the site by category or tags. If you use it, do tell us how it worked! Although there are more entries being written, we are taking a small break from soliciting entries so we can focus on putting together our syllabi but if you are interested in writing for us, please do reach out after September 15th. We have a collection of 100 + clips on all sorts of topics and plan on publishing for the next few years. If you have other digital-type resources you love and that work well in the classroom, we'd love to hear about them as well. A few others I really like are: The Eugenics Archive https://eugenicsarchive.ca/ A is for Another: A Dictionary of AI https://aisforanother.net/ Making Sense of Artificial Intelligence https://atozofai.withgoogle.com/intl/en-US/ Critical Media Project: https://criticalmediaproject.org/ All the best, Biella (along with Chris, Paula, and Nathan)

2 1

Any recommendation for "financial information systems" syllabus?
by M Nabi 05 Aug '20

05 Aug '20

Dear colleagues, This fall, I will be teaching an undergraduate course titled “Financial Information Systems”. Any recommendations for topics and resources would be greatly appreciated! Thank you. best wishes, Morteza

1 0

[Deadline Extended] — Call for Papers on Disinformation in the 2020 US Elections (Special Fall Issue) - HKS Misinformation Review
by Chtena, Natascha 05 Aug '20

05 Aug '20

Greetings, the Harvard Kennedy School (HKS) Misinformation Review has extended the deadline for its Special Fall Issue on “Disinformation in the 2020 US Elections” until 08/22/20. For more information please see the CFP below, or visit: https://misinforeview.hks.harvard.edu/wp-content/uploads/2020/08/Extended_C… Harvard Kennedy School (HKS) Misinformation Review Call for Papers - Extended Special Fall Issue: Disinformation in the 2020 US Elections Submission guidelines: https://misinforeview.hks.harvard.edu/submit/ Special Fall Issue: To be published September 30th (tentative) New Submission Deadline: August 22nd, 2020 Guest-Editors: * Ann Crigler, Professor of Political Science and Policy, Planning and Development, USC * Marion Just, William R. Kenan, Jr. Professor of Political Science, Wellesley College All papers will be widely distributed to a variety of stakeholders, including politicians, journalists, and researchers. Topics of particular interest include, but are not limited to: * Disinformation originating from domestic official sources * Disinformation and partisan polarization * International state-sponsored disinformation campaigns * The role of traditional media (TV, radio, newspapers, etc.) in interaction with online disinformation (amplification, etc.) * Disinformation and Elections-relevant wedge issues * Detection of online communities that spread, or are targeted by, SNS disinformation campaigns * Effects of disinformation on journalists’ norms and practices in covering the election * Behavioral effects of disinformation We invite concise, empirical papers from all disciplines and methodologies, including case studies, experimental research, qualitative/ethnographic research, data and network sciences. We are particularly interested in papers employing mixed-methodologies. All papers should be submitted to the Guest Editors, Ann Crigler and Marion Just. Please also CC the HKS Misinformation Review editorial desk at misinforeview(a)hks.harvard.edu<mailto:misinforeview@hks.harvard.edu> in your submission. For more information: mjust(a)wellesley.edu<mailto:mjust@wellesley.edu>, acrigler(a)usc.edu<mailto:acrigler@usc.edu> Best wishes, Natascha Natascha Chtena, Ph.D. achtena(a)hks.harvard.edu<mailto:achtena@hks.harvard.edu> Associate Editor, Harvard Kennedy School (HKS) Misinformation Review<https://mail.google.com/mail/u/1/#inbox/FMfcgxwHNqBJzCPvdkLQSQFkssfxFTlb> Research Fellow, Shorenstein Center on Media, Politics and Public Policy

1 0

Reminder: Share Experiences Teaching with Synchronous Tech during COVID19
by Patrick Lowenthal 04 Aug '20

04 Aug '20

Colleagues and I are investigating faculty experiences using synchronous video-based communication technology (e.g., Zoom, WebEx) and how recent experiences working from home and teaching at a distance might influence future use of communication technologies. The survey *takes five minutes*. This study involves no foreseeable serious risks. Leave any questions blank that make you feel uncomfortable or you would prefer to skip. Contact Patrick Lowenthal (208-426-2426 patricklowenthal(a)boisestate.edu) with questions or concerns about study. For questions about rights as a research participant, contact Boise State University Institutional Review Board, which focuses on protecting volunteers in research projects, M-F (8am-5pm) at 208- 426-5401 or Institutional Review Board, Office of Research Compliance, Boise State University, 1910 University Dr Boise ID 83725. Access the survey: https://boisestate.az1.qualtrics.com/jfe/form/SV_d5uVJxDSwvsZf6Z <https://secure-web.cisco.com/17ZneKuLqOr8Fr_W8u5sku3WDu_QcAetdslO3nj68w9SQz…> _______________________________ *Patrick R. Lowenthal, Ph.D.**Associate Professor & Co-Coordinator of Ed.D in Educational Technology* Department of Educational Technology, Boise State University http://patricklowenthal.com Recent Publications: --Thinking beyond Zoom <https://www.learntechlib.org/primary/p/216192/> --Does Class Size Matter? <https://www.tandfonline.com/doi/full/10.1080/08923647.2019.1610262>

1 0

Re: [Air-L] Digital ethnography, anyone? Join us Aug 5 on Instagram Live
by Annette Markham 04 Aug '20

04 Aug '20

Hello AoIR friends, I write from Australia, in the midst of our new lockdowns. …..sigh…… To pass the time at DERC (the Digital Ethnography Research Centre, centered at RMIT, Melbourne), we’ve launched a “DERC Research Takeover” for the next six weeks. If you’re in the mood to see our “work from home” spaces, learn more about what we’re doing, etc., you can follow us on Instagram, Twitter, or Facebook. This week, PhD scholar Marissa Willcox is the “DERC Researcher of the Week” and as part of her Takeover, she’s going to have a live Instagram interview with Zoë Glatt from LSE’s Digital Ethnography Collective. What’s not to like??!! --Annette *** DERC: Digital Ethnography Research Center @digitalethno on Twitter @DERCresearch on Instagram https://www.facebook.com/Digitalethnographyrc August 5, 2020, our #researcheroftheweek Marissa Willcox is hosting Zoe Glatt from the LSE Digital Ethnography Collective in an Instagram Live interview to talk about Zoe's research on YouTube and doing Digital Ethnography amid Covid19. This Wednesday at 5pm AUS EST (8 a.m. London) tune in through the DERC instagram profile to see the video hosted live. https://www.instagram.com/dercresearch/ ….and you can also watch it later…. ---. Annette N. Markham, PhD, Professor School of Media & Communication Acting Director, Digital Ethnography Research Center Publications, CV, Blog: https://annettemarkham.com Twitter: @annettemarkham ---.

1 0

CFP: The 11th International Conference on Learning Analytics & Knowledge (LAK21), April 11-15, 2021, Newport Beach, CA, USA
by Vitomir Kovanovic 04 Aug '20

04 Aug '20

The 11th International Conference on Learning Analytics & Knowledge The impact we make: The contributions of learning analytics to learning April 11-15, 2021, Newport Beach, California, USA https://lak21.solaresearch.org/ General Call The 2021 edition of The International Conference on Learning Analytics & Knowledge (LAK21) will take place in Newport Beach, California! LAK21 is organised by the Society for Learning Analytics Research (SoLAR) with location host University of California, Irvine. LAK21 is a collaborative effort by learning analytics researchers and practitioners to share learning analytics research and practice. The theme for the 11th annual LAK conference, "The impact we make: The contributions of learning analytics to learning". As academic fields concerned with the human condition develop and mature, their impact on advancing scientific understanding and practical application becomes an important marker of success. As an integrated and multi-disciplinary research topic, learning analytics is presented with questions regarding its contributions in two areas: 1. the respective fields from which it draws, 2. its own development as a research domain. Given the rapid global adoption of technology and online learning, due to COVID-19, we are additionally soliciting learning analytics research related to the classroom, teaching, learning, and organizational impact of this transition. The areas of research could include learning design practices, faculty and student response, and the role of learning analytics in supporting and informing the move to online for all stakeholders involved. The LAK conference is intended for both researchers and practitioners. We invite both researchers and practitioners of learning analytics to come and join a proactive dialogue around the future of learning analytics and its practical adoption. We further extend our invite to educators, leaders, administrators, government and industry professionals interested in the field of learning analytics and related disciplines. We are closely monitoring the COVID-19 global situation and are planning for multiple scenarios including face to face, blended or fully online. Conference theme and topics We welcome submissions from both research and practice, covering different theoretical, methodological, empirical and technical contributions to the learning analytics field. Specifically, this year, we invite contributors to think about how learning analytics is contributing to our understanding of learning and learning processes. Learning research occurs in many distinct academic fields, including psychology, learning sciences, education, neuroscience, and computer science. Since its inception, LA has reflected a tight coupling between research and practice. What has been the impact of the methods, the approaches, the studies, and related outputs of the LA field? For our 11th Annual conference, we encourage authors to address some of the following questions: 1. How is LA contributing to our understanding of learning? 2. What does impact mean in the context of online, blended, and in-classroom learning analytics? 3. How have learning-related discoveries and research by the LA field influenced learning practices? 4. What are the practical and scholarly implications of the presented work for the future? 5. What are the challenges of the presented work we need to address to improve its impact in the future? We also explicitly encourage research that validates, replicates and examines the generalisability of previously published findings, as well as the aspects of practical adoption of the existing learning analytics methods and approaches. Some of the topics of interest include, (but are not limited) are: Capturing Learning & Teaching: * Finding evidence of learning: Studies that identify and explain useful data for analysing, understanding and optimising learning and teaching. * Assessing student learning: Studies that assess learning progress through the computational analysis of learner actions or artefacts. * Analytical and methodological approaches: Studies that introduce analytical techniques, methods, and tools for capturing and modelling student learning. * Technological infrastructures for data storage and sharing: Proposals of technical and methodological procedures to store, share and preserve learning and teaching traces. Understanding Learning & Teaching: * Data-informed learning theories: Proposals of new learning/teaching theories or revisions/reinterpretations of existing theories based on large-scale data analysis. * Insights into specific learning processes: Studies to understand particular aspects of a learning/teaching process through the use of data science techniques. * Learning and teaching modeling: Creating mathematical, statistical or computational models of a learning/teaching process, including its actors and context. * Systematic reviews: Studies that provide a systematic and methodological synthesis of the available evidence in an area of learning analytics. Impacting Learning & Teaching: * Providing decision support and feedback: Studies that evaluate the impact of feedback or decision-support systems based on learning analytics (dashboards, early-alert systems, automated messages, etc.). * Practical evaluations of learning analytics efforts: Empirical evidence about the effectiveness of learning analytics implementations or educational initiatives guided by learning analytics. * Personalised and adaptive learning: Studies that evaluate the effectiveness and impact of adaptive technologies based on learning analytics. Implementing Change in Learning & Teaching: * Ethical issues around learning analytics: Analysis of issues and approaches to the lawful and ethical capture and use of educational data traces; tackling unintended bias and value judgements in the selection of data and algorithms; perspectives and methods for value-sensitive, participatory design that empowers stakeholders. * Learning analytics adoption: Discussions and evaluations of strategies to promote and embed learning analytics initiatives in educational institutions and learning organisations. * Learning analytics strategies for scalability: Discussions and evaluations of strategies to scale the capture and analysis of information at the program, institution or national level; critical reflections on organisational structures that promote analytics innovation and impact in an institution. Conference tracks The conference has four different tracks with distinct types of submissions. Please see the submission guidelines page for more information about each track. 1. Research track The focus of the research track is on advancing scholarly knowledge in the field of learning analytics through rigorous reports of learning analytics research studies. The primary audience includes academics, doctoral students, postdoctoral researchers and other types of educational research staff working in different capacities on learning analytics research projects. Submission types for the research track are: * Full research papers (10 pages, ACM proceedings template) include a clearly explained substantial conceptual, technical or empirical contribution. The scope of the paper must be placed appropriately with respect to the current state of the field, and the contribution should be clearly described. This includes the conceptual or theoretical aspects at the foundation of the contribution, an explanation of the technical setting (tools used, how are they integrated into the contribution), analysis, and results. * Short research papers (6 pages, ACM proceedings template) can address on-going work, which may include a briefly described theoretical underpinning, an initial proposal or rationale for a technical solution, and preliminary results, with consideration of stakeholder engagement issues. 2. Practitioner and Corporate Learning Analytics track The Practitioner and Corporate Learning Analytics (PaC-LA) track is complementary to the research track and brings real-world experiences of adoption of learning analytics systems in education. PaC-LA participants include; 1) policy makers, project managers, department leads, instructional technologists, analysts, learning designers and other non-research staff; 2) developers, designers, analysts, and other representatives from commercial and industry entities, non-profit organizations, and government bodies. We consider this track an important vehicle to share experiences and learnings surrounding learning analytics implementations and related tools, programs, product development and researched-based product evaluations. Submissions for the PaC-LA track have a special format which emphasizes practical aspects of project implementations. All accepted submissions to the PaC-LA track will be published in the LAK21 Companion Proceedings and archived on the SoLAR website<https://www.solaresearch.org/>. Submission types for the PaC-LA track are: * PaC-LA Presentation Reports (2-page abstract, SoLAR companion proceedings template) are a way in which learning analytics implementations and/or related tools, products, product development and researched-based product evaluations in use by practitioners can be shared with the entire community. The reports include accounts and findings that stem from practical experience in implementing learning analytics projects. PaC-LA reports are presented alongside research track submissions as part of the main conference. Some of the goals of PaC-LA presentations are to 1) contribute to the conversation between researchers and practitioners around adoption and implementation of learning analytics, 2) provide insights from practice around factors affording or constraining learning analytics adoption and implementation, and 3) present effective learning analytics adoption strategies and approaches. * These presentations give PaC-LA participants a channel for sharing: * The background of why the a) project was implemented and/or b) product was developed * Data and research that drove the development of the project or product * Details about how the project or product has been implemented in a real-world environment * Findings from the project or product implementation including significance** * The submission form should include: * PaC-LA participant information (name, organization) * LAK Topic that the PaC-LA report is aligned with * Title (75 characters) * Abstract (50 words) * Background about why/how the project or product was developed (250 words) * Description of implementation (250 words) * Findings from project evaluation or product usage (250 words) The intent of the stream is to contribute to our collective understanding of the practices prominent in learning analytics adoption, what appears to be having impact, and why. Specifically, our interest is to explore the growing role of learning analytics in corporate learning, including the skills development needs of employees, alternative credentialing models, reliance on non-traditional education providers, and the impact of using data to guide corporate learning programs. As such, we encourage you, in your findings, to reflect on the stated purpose of your initiative and discuss learnings and outcomes from the initiative in light of these stated goals. We also encourage submissions where an initiative did not achieve what was expected, as we believe that such papers can also provide valuable knowledge to the community. While a detailed research paper is not required for submission, the more complete the abstract, including usage and impact, the higher the probability of being selected for inclusion. Further, while the stream is intended for non-researchers, we expect papers to still adhere to high standards of scholarly writing. ** significance should include a reflection on the importance of the reported initiatives in your paper to the broader LAK community. 3. Posters and Demos * Posters (3 pages, SoLAR companion proceedings template) represent i) a concise report of recent findings or other types of innovative work not ready to be submitted as a full or short research paper or ii) a description of a practical learning analytics project implementation which may not be ready to be presented as a practitioner report. Poster presentations are part of the LAK Poster & Demo session, and authors are given a physical board to present and discuss their projects with delegates. Alternatively, a poster submission may be work that you prefer to present interactively. * Interactive demos (200 words abstract in SoLAR companion proceedings template + 5 min video) provide opportunities to communicate interactive learning analytics tools. Interactive demonstrations are part of the LAK Poster & Demo session, and presenters are given table space and demonstrate their latest learning analytics projects, tools, and systems. Use demos to communicate innovative user interface designs, visualisations, or other novel functionality that tackles a real user problem. Tools may be at an early concept demonstrator stage or relatively mature, all the way through to products. While LAK encourages participation from commercial analytics partners, interactive demos should be built around actual field experience, results, and feedback. Submissions for conceptual products or for products that have not been used by instructors and/or students are unlikely to be accepted. 4. Pre-conference event track The focus of pre-conference events is on providing space for new and emerging ideas in learning analytics and their development. Events can have either research or practical focus and can be structured in the way which best serves their particular purpose. The types of submissions for the pre-conference event track are: * Workshops (4 pages, SoLAR companion proceedings template) provide an efficient forum for community building, sharing of perspectives, training, and idea generation for specific and emerging research topics or viewpoints. Successful proposals should be explicit regarding the kind of activities participants should expect, for example from interactive/generative participatory sessions to mini-conference or symposium sessions. * Tutorials (4 pages, SoLAR companion proceedings template) aim to educate stakeholders on a specific learning analytics topic or stakeholder perspective. Proposals should be clear what the need is for particular knowledge, target audience and their prior knowledge, and the intended learning outcomes. Review process LAK21 will use a double-blind peer review process for all submissions except those for the doctoral consortium (as they include a letter of reference from the principal supervisor) and demos. Similar to the previous year, LAK21 will have a rebuttal phase for full and short research papers in which authors will be given five days to respond to remarks and comments raised by reviewers in a maximum of 500 words. Rebuttals are optional, and there is no requirement to respond. Authors should keep in mind that papers are being evaluated as submitted and thus, responses should not propose new results or restructuring of the presentation. Thus, rebuttals should focus on answering specific questions raised by reviewers (if any) and providing clarifications and justifications to reviewers. Finally, the conference timeline allows for rejected submissions to be re-submitted in revised form as workshop papers. Proceedings publication Accepted full and short research papers will be included in the LAK21 conference proceedings published and archived by ACM. Other types of submissions (posters, demos, workshops, tutorials, practitioner reports and doctoral consortium) will be included in the open access LAK companion proceedings, archived on SoLAR's website. Please note at least one of the authors must register for the conference by the Early bird deadline before the paper can be included in the ACM Proceedings or LAK Companion Proceedings. Important dates Note: all dates are 23:59 GMT-12 (AOE Time zone<https://www.worldtimeserver.com/time-zones/aoe/>) Submission deadlines: * 1 Oct 2020: Deadline for full and short research papers, practitioner reports, and workshop/tutorial proposal submissions * 14 Oct 2020: Deadline for doctoral consortium submissions * 1 Nov 2020: Deadline for posters and interactive demo submissions * 14 Nov 2020: Deadline for full and short research paper rebuttal (submissions open 8 Nov 2020) submissions * 8 Jan 2021: Deadline for workshop paper submissions (submissions open 1 Nov 2020) * 20 Dec 2020: Deadline for camera-ready versions of all accepted submissions Acceptance notifications: * 21 Oct 2020: Notification of acceptance for workshops and tutorials * 1 Dec 2020: Notification of acceptance for full and short research papers, practitioner reports, posters/demos, doctoral consortium * 20 Jan 2021: Notification of acceptance for workshop papers Conference and registration dates: * 28 Jan 2021: Early-bird registration closes at 11:59pm PST * 11-15 Apr 2021: LAK21 conference, Newport Beach, California

1 0

Reminder - Improving Democracy Through Technology August 5, 9am PT
by Betsy Cooper 03 Aug '20

03 Aug '20

Reminder: August 5 Webinar - Improving Democracy Through Technology Our society faces deep challenges in terms of equity. Historically rooted issues in terms of access to resources, democratic representation, and discrimination unfortunately still affect our world, and the technology and policy spheres are no exception. How might we harness, design, and think about how to use technology to achieve policy changes that would begin to mitigate these effects? We write to remind you that this Wednesday August 5, 9-10am PT, our Aspen Tech Policy Hub Fellows will showcase their projects focused [1]Improving Democracy Through Technology. Our fellows, [2]Amy Wilson, [3]Liz Allendorf, [4]Matthew Volk, and [5]Jessica Cole will be presenting their projects focused on combating electoral disinformation, automated advocates, and bringing a digital transformation to local politics. Following the presentations, we are thrilled to be joined by [6]Justice Mariano-Florentino Cuéllar, who will give a keynote address. It’s not too late to register; sign up now: [7]Improving Democracy Through Technology. [8]RSVP This conversation is part of the Aspen Tech Policy Hub’s Demo Day Video Series. Please visit [9]our website to learn more about our series and RSVP for other events and learn about our [10]past fellow projects here. CONTACT US [11]Twitter [12]Email Address [13]Website References 1. https://www.aspeninstitute.org/events/aspen-tech-policy-hub-demo-day-improv… 2. https://www.aspentechpolicyhub.org/team/amy-wilson/ 3. https://www.aspentechpolicyhub.org/team/elizabeth-allendorf/ 4. http://aspentechpolicyhub.org/team/matthew-volk/ 5. https://www.aspentechpolicyhub.org/team/jessica-cole/ 6. https://www.courts.ca.gov/28724.htm 7. https://www.aspeninstitute.org/events/aspen-tech-policy-hub-demo-day-improv… 8. https://aspeninst.zoom.us/webinar/register/WN__8lQLdxwS7ysiKrkS89UOg 9. https://www.aspentechpolicyhub.org/fellows-release-interactive-policy-proje… 10. https://www.aspentechpolicyhub.org/projects/ 11. https://www.twitter.com/aspenpolicyhub 12. mailto:aspentechpolicyhub@aspeninstitute.org?subject=Newsletter Question 13. https://www.aspentechpolicyhub.org/ Unsubscribe: https://app.icontact.com/icp/mmail-mprofile.php?r=71217812&l=113004&s=0KZB&… This message was sent to air-l(a)listserv.aoir.org from aspentechpolicyhub(a)aspeninstitute.org Betsy Cooper Aspen Tech Policy Hub 2300 N Street, NW Suite 700 Washington, DC 20037

1 0