We are very pleased to welcome you to the Thirteenth International Conference on Learning Analytics and Knowledge (LAK23), organized by the Society for Learning Analytics Research (SoLAR). With the aim of widening participation of the Learning Analytics (LA) community, this year’s conference is held in a hybrid format (face to face and online) between March 13th and 15th.

The theme for the 13th annual LAK conference is “Toward Trustworthy Learning Analytics.” This theme creates the opportunity to discuss several social and educational concerns that emerge from the design and implementation of LA solutions, such as privacy, fairness, and the development of learner autonomy. It invites researchers and practitioners to fully examine unintended consequences of using educational data and algorithms, including potential misuse and mis-interpretation; influence on society and education systems; ethics; privacy; transparency; and accountability. The theme also offers the opportunity for reflection on how the field can move towards a responsible education system that is established on a foundation of trust, reinforcing the use of algorithmic transparency to inform end users on how to interpret and enact LA information and recommendations.

Two excellent keynotes will address this theme across the complementary lenses of education, human-centered design, and data science. Yvonne Rogers is a Professor of Interaction Design, Director of University College London Interaction Centre (UCLIC) and Deputy Head of the Computer Science Department at UCL. Yvonne’s keynote will address the theme of interactive technologies that can enhance life by augmenting and extending everyday, learning and work activities. Ken Koedinger is a Professor of Human Computer Interaction and Psychology and Director of LearnLab at Carnegie Mellon University. Ken’s keynote will focus on the role of Learning Analytics in promoting Equitable Learning. A debate will also be held for the first time at the LAK conference. The debate will address the role of predictive learning analytics in addressing bias and inequity.  The debate will involve a range of engaging and experienced members of our community to raise and challenge current views.

This year, we received a large number of high-quality submissions this year across the Practitioner Track, Posters and Demonstrations, Workshops and Tutorials and to the Doctoral Consortium. After undergoing a rigorous selection process, we were pleased to accept 16 Practitioner Track Papers, 36 Posters, 6 Demos, 25 Workshops (17 to be imparted in-person, 6 Online, 2 offering both online and in-person attendance), and 13 participants to the Doctoral Consortium, each of which is represented in this Companion Proceedings. We are most grateful for all the hard work by the program committee of each one of the tracks, and their insightful and constructive comments and reviews. These proceedings could not have been possible without their generous help and support.

We would also like to emphasize our ongoing gratitude for the efforts made by all involved in our community. The past few years have been difficult due to the ongoing impact of COVID. We very much understand the complexity of work and life pressures impacting on our time commitments, and priorities. The high level of support and commitment shown by our colleagues to ensure that the presented and published papers have received high quality reviews and feedback is highly valued and appreciated. These are difficult times for us all and we want to thank you for the important efforts you have devoted that have allowed this conference to continue as a premier scientific event fostering the scholarly exchange of ideas of the highest caliber.

We hope that LAK23 participants and other readers of these proceedings will find value in the many varied contributions to the field of LA contained within. Although there is still much to be done to understand human behavior and social values within educational settings, we believe that this conference reinforces a culture that honors the diversity of learners and their need for fair and explainable data-based interventions. We invite both researchers and practitioners to continue a proactive dialogue beyond this conference, reflecting on how LA identifies and breaks down systemic barriers for inclusion by building trust among different educational stakeholders.

Isabel Hilliger
Pontificia Universidad Católica de Chile, Chile
Hassan Khosravi
University of Queensland, Australia
Bart Rienties
Open University, United Kingdom
Shane Dawson
University of South Australia, Australia

LAK23 Companion Proceedings

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