Different sources of data about students, ranging from static demographics to dynamic behavior logs, can be harnessed from a variety sources at Higher Education Institutions. Combining these assembles a rich digital footprint for students, which can enable institutions to better understand student behaviour and to better prepare for guiding students towards reaching their academic potential. This paper presents a new research methodology to automatically detect students "at-risk" of failing an assignment in computer programming modules (courses) and to simultaneously support adaptive feedback. By leveraging historical student data, we built predictive models using students' offline (static) information including student characteristics and demographics, and online (dynamic) resources using programming and behaviour activity logs. Predictions are generated weekly during semester. Overall, the predictive and personalised feedback helped to reduce the gap between the lower and higher-performing students. Furthermore, students praised the prediction and the personalised feedback, conveying strong recommendations for future students to use the system. We also found that students who followed their personalised guidance and recommendations performed better in examinations.

Apart from being able to support the bulk of student activity in suitable disciplines such as computer programming, Web-based educational systems have the potential to yield valuable insights into student behavior. Through the use of educational analytics, we can dispense with preconceptions of how students consume and reuse course material. In this paper, we examine the speed at which students employ concepts which they are being taught during a semester. To show the wider utility of this data, we present a basic classification system for early detection of poor performers and show how it can be improved by including data on when students use a concept for the first time. Using our improved classifier, we can achieve an accuracy of 85% in predicting poor performers prior to the completion of the course.

This Research Full Paper implements a framework that harness sources of programming learning analytics on three computer programming courses a Higher Education Institution. The platform, called PredictCS, automatically detects lowerperforming or "at-risk" students in programming courses and automatically and adaptively sends them feedback. This system has been progressively adopted at the classroom level to improve personalized learning. A visual analytics dashboard is developed and accessible to Faculty. This contains information about the models deployed and insights extracted from student's data. By leveraging historical student data we built predictive models using student characteristics, prior academic history, logged interactions between students and online resources, and students' progress in programming laboratory work. Predictions were generated every week during the semester's classes. In addition, during the second half of the semester, students who opted-in received pseudo real-time personalised feedback. Notifications were personalised based on students' predicted performance on the course and included a programming suggestion from a topstudent in the class if any programs submitted had failed to meet the specified criteria. As a result, this helped students who corrected their programs to learn more and reduced the gap between lower and higher-performing students.

This work presents a comparative study of existing and new techniques to detect knee injuries by leveraging Stanford's MRNet Dataset. All approaches are based on deep learning and we explore the comparative performances of transfer learning and a deep residual network trained from scratch. We also exploit some characteristics of Magnetic Resonance Imaging (MRI) data by, for example, using a fixed number of slices or 2D images from each of the axial, coronal and sagittal planes as well as combining the three planes into one multi-plane network. Overall we achieved a performance of 93.4% AUC on the validation data by using the more recent deep learning architectures and data augmentation strategies. More flexible architectures are also proposed that might help with the development and training of models that process MRIs. We found that transfer learning and a carefully tuned data augmentation strategy were the crucial factors in determining best performance.

Abstract. This paper presents a new approach to automatically detecting lower-performing or "at-risk" students on computer programming modules in an undergraduate University degree course. Using historical data from previous student cohorts we built a predictive model using logged interactions between students and online resources, as well as students' progress in programming laboratory work. Predictions were calculated each week during a 12-week semester. Course lecturers received student lists ranked by their probability of failing the next computerbased laboratory exam. At-risk students were targeted and offered assistance during laboratory sessions by the lecturer and laboratory tutors. When we group students into two cohorts depending on whether they failed or passed their first laboratory exam, the average margin of improvement on the second laboratory exam between the higher and lowerperforming students was four times higher when our predictions were run and subsequent laboratory support targeted at these students, compared to students from the year our model was trained on.

In this work, we propose a new methodology to profile individual students of computer science based on their programming design using a technique called embeddings. We investigate different approaches to analyze user source code submissions in the Python language. We compare the performances of different source code vectorization techniques to predict the correctness of a code submission. In addition, we propose a new mechanism to represent students based on their code submissions for a given set of laboratory tasks on a particular course. This way, we can make deeper recommendations for programming solutions and pathways to support student learning and progression in computer programming modules effectively at a Higher Education Institution. Recent work using Deep Learning tends to work better when more and more data is provided. However, in Learning Analytics, the number of students in a course is an unavoidable limit. Thus we cannot simply generate more data as is done in other domains such as FinTech or Social Network Analysis. Our findings indicate there is a need to learn and develop better mechanisms to extract and learn effective data features from students so as to analyze the students' progression and performance effectively.

This paper presents a retrospective analysis of students' use of self-regulated learning strategies while using an educational technology that connects physical and digital learning spaces. A classroom study was carried out in a Data Structures & Algorithms course offered by the School of Computer Science. Students' reviewing behaviors were logged and the associated learning impacts were analyzed by monitoring their progress throughout the course. The study confirmed that students who had an improvement in their performance spent more time and effort reviewing formal assessments, particularly their mistakes. These students also demonstrated consistency in their reviewing behavior throughout the semester. In contrast, students who fell behind in class ineffectively reviewed their graded assessments by focusing mostly on what they already knew instead of their knowledge misconceptions.

Abstract. This paper presents a methodology to analyze large amount of students' learning states on two math courses offered by Global Freshman Academy program at Arizona State University. These two courses utilised ALEKS (Assessment and Learning in Knowledge Spaces) Artificial Intelligence technology to facilitate massive open online learning. We explore social network analysis and unsupervised learning approaches (such as probabilistic graphical models) on these type of Intelligent Tutoring Systems to examine the potential of the embedding representations on students learning.