%0 Conference Paper %1 Gibson:2017:RWA:3027385.3027436 %A Gibson, Andrew %A Aitken, Adam %A Sándor, Ágnes %A Buckingham Shum, Simon %A Tsingos-Lucas, Cherie %A Knight, Simon %B Proceedings of the Seventh International Learning Analytics & Knowledge Conference %C New York, NY, USA %D 2017 %I ACM %K LAK17 feedback learninganalytics %P 153--162 %R 10.1145/3027385.3027436 %T Reflective Writing Analytics for Actionable Feedback %U http://doi.acm.org/10.1145/3027385.3027436 %X Reflective writing can provide a powerful way for students to integrate professional experience and academic learning. However, writing reflectively requires high quality actionable feedback, which is time-consuming to provide at scale. This paper reports progress on the design, implementation, and validation of a Reflective Writing Analytics platform to provide actionable feedback within a tertiary authentic assessment context. The contributions are: (1) a new conceptual framework for reflective writing; (2) a computational approach to modelling reflective writing, deriving analytics, and providing feedback; (3) the pedagogical and user experience rationale for platform design decisions; and (4) a pilot in a student learning context, with preliminary data on educator and student acceptance, and the extent to which we can evidence that the software provided actionable feedback for reflective writing. %@ 978-1-4503-4870-6

@inproceedings{Gibson:2017:RWA:3027385.3027436, abstract = {Reflective writing can provide a powerful way for students to integrate professional experience and academic learning. However, writing reflectively requires high quality actionable feedback, which is time-consuming to provide at scale. This paper reports progress on the design, implementation, and validation of a Reflective Writing Analytics platform to provide actionable feedback within a tertiary authentic assessment context. The contributions are: (1) a new conceptual framework for reflective writing; (2) a computational approach to modelling reflective writing, deriving analytics, and providing feedback; (3) the pedagogical and user experience rationale for platform design decisions; and (4) a pilot in a student learning context, with preliminary data on educator and student acceptance, and the extent to which we can evidence that the software provided actionable feedback for reflective writing.}, acmid = {3027436}, added-at = {2017-03-17T09:29:38.000+0100}, address = {New York, NY, USA}, author = {Gibson, Andrew and Aitken, Adam and S\'{a}ndor, \'{A}gnes and Buckingham Shum, Simon and Tsingos-Lucas, Cherie and Knight, Simon}, biburl = {https://www.bibsonomy.org/bibtex/2f3aea5f32d79bbc83b881c241adaa8c6/ereidt}, booktitle = {Proceedings of the Seventh International Learning Analytics \& Knowledge Conference}, doi = {10.1145/3027385.3027436}, interhash = {216c46f8dbaac0cc78aa86f838379d64}, intrahash = {f3aea5f32d79bbc83b881c241adaa8c6}, isbn = {978-1-4503-4870-6}, keywords = {LAK17 feedback learninganalytics}, location = {Vancouver, British Columbia, Canada}, numpages = {10}, pages = {153--162}, publisher = {ACM}, series = {LAK '17}, timestamp = {2017-03-17T09:29:38.000+0100}, title = {Reflective Writing Analytics for Actionable Feedback}, url = {http://doi.acm.org/10.1145/3027385.3027436}, year = 2017 }