@article {2015,
	title = {Analysing content and patterns of interaction for improving the learning design of networked learning environments},
	journal = {British Journal of Educational Technology},
	year = {2015},
	month = {03/2015},
	abstract = {<p>Learning Analytics constitutes a key tool for supporting Learning Design and teacher-led inquiry into student learning. In this paper, we demonstrate how a Social Learning Analytics toolkit can combine social network analysis and content analysis for supporting a global and formal teacher inquiry. This toolkit not only supports teachers in improving the organisation of the learning process but also generates important input to improve the students{\textquoteright} reflection on their own learning. Our examples show how combinations of different levels of analysis can provide deep insight in the learning process. We report a case study that exemplifies the main features of our approach and the kind of outcomes that can be obtained. Commenting and rating processes on videos are analysed based on user traces from a social learning platform. Finally, we point out implications on the learning design for networked learning environments in general.</p>
},
	issn = {1467-8535},
	doi = {10.1111/bjet.12264},
	url = {http://dx.doi.org/10.1111/bjet.12264},
	author = {Haya, Pablo A. and Daems, Oliver and Malzahn, Nils and Castellanos, Jorge and H. Ulrich Hoppe}
}
@conference {daems_oliver_evaluating_????,
	title = {Evaluating the Interaction around Student-generated Videos in an Online Learning Environment},
	booktitle = {Proceedings of the 3rd international workshop on Teaching Analytics IWTA-2013 at EC-TEL},
	year = {2013},
	address = {Cyprus},
	author = {Oliver Daems and Haya, Pablo and Nils Malzahn and Castellanos, Jorge and Hoppe, H. Ulrich}
}
