Big Data is having a dramatic impact on many aspects of our networked 21st Century lives.

New techniques are needed to access the volume of data that is available, to help us to make sense of it, and to productively leverage the terabytes (trillions) and petabytes (quadrillions) of available data. New measures can be derived from the thousands of data points per hour that are collected on individual learners as they learn, complete tests, and experience life. Big Data opens doors to investigate new questions about learning and assessment.

How can we discover and quantify important measures with sufficient reliability and validity? What data and measures should be preserved versus discarded? How can the archival data bases be organized in a sensible way for different stakeholders? What new quantitative techniques will emerge from the brave new world of Big Data? This conference will provide an opportunity for researches and practitioners to share their understandings of current processes and findings, as well as to look at opportunities for exploiting Big Data.




First call for


Opening of

1 MARCH 2018

Last day for

1 MAY 2018

Last day for early bird

1 JUNE 2018

Submission of
full papers


Rebecca Eynon


University of Oxford

Art Grasser


University of Memphis

Art Grasser





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Professor Rebecca Eynon is an Associate Professor and Senior Research Fellow at the University of Oxford, where she holds a joint appointment between the Department of Education and the Oxford Internet Institute (OII).  Rebecca is an Educational Sociologist, specialising in the relationships between social inequalities, learning and technology. She has published over 75 books, articles and reports including Teenagers and Technology (with Davies, 2013) and Education and Technology: Major Themes in Education (with Davies, 2015).

Her work has been supported by a wide range of funders including BECTA, the Bill and Melinda Gates Foundation, the British Academy, the EC, the ESRC, Google and the NominetTrust.

She has been co-editor of  Learning, Media and Technology  since 2011. Prior to joining Oxford in 2005 Rebecca held positions as an ESRC Postdoctoral Fellow, Department of Sociology, City University; as a Research Fellow, Department of Education, University of Birmingham and as a Researcher and Lecturer, Centre for Mass Communication Research, University of Leicester. Her current research (and forthcoming book with Oxford University Press) examines how the use of data in schools is shaping the future of education.


Dr. Graesser is a professor in the Department of Psychology and the Institute of Intelligent Systems at the University of Memphis, as well as an Honorary Research Fellow at University of Oxford. He received his Ph.D. in psychology from the University of California at San Diego.

His research interests question asking and answering, tutoring, text comprehension, inference generation, conversation, reading, problem solving, memory, emotions, artificial intelligence, computational linguistics, and human-computer interaction. He served as editor of the journal Discourse Processes (1996–2005) and Journal of Educational Psychology (2009-2014), as well as presidents of 4 societies, including Society for Text and Discourse (2007-2010), the International Society for Artificial Intelligence in Education (2007-2009), and the Federation of Associations in the Behavioral and Brain Sciences (2012-13).

He and his colleagues have developed and tested software in learning, language, and discourse technologies, including those that hold a conversation in natural language and interact with multimedia (such as AutoTutor) and those that analyze text on multiple levels of language and discourse (Coh-Metrix and Question Understanding Aid — QUAID).

He has served on OECD expert panels on problem solving, namely PIAAC 2011 Problem Solving in Technology Rich Environments, PISA 2012 Complex Problem Solving, PISA 2015 Collaborative Problem Solving (chair), and PIAAC Complex Problem Solving 2021.


Dr Michelle Meadows is Ofqual’s Deputy Chief Regulator and Executive Director for Strategy, Risk and Research

She is responsible for research that supports the development of high stakes assessment in general and vocational qualifications; successful delivery of reliable and valid public examinations; qualification design that stimulates high quality teaching and learning; and setting and maintaining examination standards. She is also responsible for the evidence-based regulation of standards over time and between awarding organisations in England.

Michelle has a PhD in psychology from the University of Manchester and is an Honorary Research Fellow of the Department for Education at the University of Oxford. Her research interests include quality of marking and she has conducted a range of research in this area, for example, exploring the impact of examiner characteristics such as teaching experience on marking reliability; examiner job satisfaction; and varying conceptualisations of ‘true mark’. She has also researched the wash back effects of qualification design on teaching and learning, for example, the impact of the introduction of additional stretch and challenge at A-level on teacher and learner behaviour, and the assessment of mathematical problem solving. Michelle has published work in academic books and journals, and has presented at national and international conferences.

Prior to May 2014 Michelle was Director of AQA’s Centre for Education Research and Practice and was a member of AQA’s Executive Board, responsible for ensuring that AQA’s strategy, products and policies were grounded in a robust research evidence base.

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