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Andrew Gibson

Research Fellow, Connected Intelligence Centre
Dip Teach (BCAE), BEdSt (UQ), GradDip InfTech, PhD (QUT)
+61 2 9514 7931


Knight, S., Martinez-Maldonado, R., Gibson, A. & Shum, S.B. 2017, 'Towards mining sequences and dispersion of rhetorical moves in student written texts', ACM International Conference Proceeding Series, pp. 228-232.
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© 2017 ACM. There is an increasing interest in the analysis of both student's writing and the temporal aspects of learning data. The analysis of higher-level learning features in writing contexts requires analyses of data that could be characterised in terms of the sequences and processes of textual features present. This paper (1) discusses the extant literature on sequential and process analyses of writing; and, based on this and our own first-hand experience on sequential analysis, (2) proposes a number of approaches to both pre-process and analyse sequences in whole-texts. We illustrate how the approaches could be applied to examples drawn from our own datasets of 'rhetorical moves' in written texts, and the potential each approach holds for providing insight into that data. Work is in progress to apply this model to provide empirical insights. Although, similar sequence or process mining techniques have not yet been applied to student writing, techniques applied to event data could readily be operationalised to undercover patterns in texts.
Gibson, A., Shum, S.B., Aitken, A., Tsingos-Lucas, C., Sándor, Á. & Knight, S. 2017, 'Reflective writing analytics for actionable feedback', ACM International Conference Proceeding Series, pp. 153-162.
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© 2017 ACM. 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.
Gibson, A.P. & Kitto, K. 2015, 'Analysing reflective text for learning analytics : an approach using anomaly recontextualisation', Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, Fifth International Conference on Learning Analytics And Knowledge, ACM, Poughkeepsie, NY, USA, pp. 275-279.
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Reflective writing is an important learning task to help foster reflective practice, but even when assessed it is rarely analysed or critically reviewed due to its subjective and affective nature. We propose a process for capturing subjective and affective analytics based on the identification and recontextualisation of anomalous features within reflective text. We evaluate 2 human supervised trials of the process, and so demonstrate the potential for an automated Anomaly Recontextualisation process for Learning Analytics.
Gibson, A., Kitto, K. & Willis, J. 2014, 'A cognitive processing framework for learning analytics', ACM International Conference Proceeding Series, pp. 212-216.
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Incorporating a learner's level of cognitive processing into Learning Analytics presents opportunities for obtaining rich data on the learning process. We propose a framework called COPA that provides a basis for mapping levels of cognitive operation into a learning analytics system. We utilise Bloom's taxonomy, a theoretically respected conceptualisation of cognitive processing, and apply it in a flexible structure that can be implemented incrementally and with varying degree of complexity within an educational organisation. We outline how the framework is applied, and its key benefits and limitations. Finally, we apply COPA to a University undergraduate unit, and demonstrate its utility in identifying key missing elements in the structure of the course. Copyright © 2014 by the Association for Computing Machinery, Inc.
Koopman, B., Zuccon, G., De Vine, L., Bakharia, A., Bruza, P., Sitbon, L. & Gibson, A. 2013, 'ADCS reaches adulthood: An analysis of the conference and its community over the last eighteen years', ACM International Conference Proceeding Series, pp. 34-41.
How influential is the Australian Document Computing Symposium (ADCS)? What do ADCS articles speak about and who cites them? Who is the ADCS community and how has it evolved? This paper considers eighteen years of ADCS, investigating both the conference and its community. A content analysis of the proceedings uncovers the diversity of topics covered in ADCS and how these have changed over the years. Citation analysis reveals the impact of the papers. The number of authors and where they originate from reveal who has contributed to the conference. Finally, we generate co-author networks which reveal the collaborations within the community. These networks show how clusters of researchers form, the effect geographic location has on collaboration, and how these have evolved over time. Copyright 2013 ACM.

Journal articles

Willis, J., Crosswell, L., Morrison, C., Gibson, A.P. & Ryan, M. 2017, 'Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers', Teachers and Teaching: Theory and Practice, pp. 1-16.
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Many early-career teachers (ECTs) begin their teaching careers in rural and remote schools in Australia, and do not stay long, with consequences for their own lives, and for their students, schools and communities. By understanding how first-year ECTs navigate personal (subjective) and contextual (objective) conditions, opportunities to disrupt patterns of ECT attrition may be found. This paper explores the online longitudinal reflections from two rural ECTs. Margaret Archer's three dimensions of reflexivity were used to analyse what personal, structural and cultural resources were activated by ECTs as they discerned and deliberated the costs of being a rural ECT. The potential for school leaders and mentors to support rural ECTs through dialogic reflexivity, that is the opportunity to discern and deliberate priorities with others, is identified as a role that is significant for ECT support but not straightforward. Prompts for dialogic reflexivity are proposed.
Gibson, A., Kitto, K. & Bruza, P. 2016, 'Towards the Discovery of Learner Metacognition from Reflective Writing', Journal of Learning Analytics, vol. 3, no. 2, pp. 22-36.
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Morrison, C.M., Willis, J., Crosswell, L. & Gibson, A. 2014, 'Turning points in narratives of research design: Research innovation stimulating unique responses to existing challenges for beginning rural teachers', Journal of Educational Enquiry, vol. 13, no. 1, pp. 3-17.
This paper explores methodological turning points in researching narratives of early career resilience mediated by the complexities of remote teaching. Innovative, flexible and discursive research design facilitated exploration of emerging narratives using digital technologies. Data were regularly interrogated with participant-researchers to reveal the undercurrents of imbued meaning. Dialogue with participant-researchers enhanced interpretations of data plots and text-based explanations of narrative turning points, providing valuable insights throughout analysis. Reflections on the affordances and tensions in this process illustrate the significance of innovation but also the complexities associated with online collaboration. Consequently, empowering the participant-researchers throughout the life of the research was critical in understanding their narratives of teaching. © University of South Australia.


Gibson, A.P. 2017, 'Reflective Writing Analytics at UTS:CIC'.
Presentation to University of Queensland Learning Analytics Group on the Connected Intelligence Centre work on Reflective Writing Analytics.
Gibson, A.P. 2017, 'Writing Analytics at the Connected Intelligence Centre'.
A presentation on the Connected Intelligence Centre approach to Writing Analytics, given to the Learning Analytics research group at Teachers College Columbia University in New York City.
Gibson, A.P. 2017, 'Reflective Writing Analytic: Approaches to the Computational Analysis of Reflective Writing and Some Applications'.
Presentation to New York University Steinhardt on Reflective Writing Analytics.
Buckingham Shum, S., Knight, S., Gibson, A.P., Ryan, P. & Aitken, A. 2016, 'Writing Analytics to Improve Formative Feedback'.
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