The LILE2018 papers are published online as part of the WebSci18 Companion Proceedings.


Vrije Universiteit Amsterdam, BelleVUe building, De Boelelaan 1091, 1081 HV Amsterdam, (Room: BelleVUe 0H-20).


  • 10:00 – 10:10 Gathering & welcome
  • 10:10 – 11:10 Keynote: “Using Blockchains to Open Higher Education” by John Domingue
  • 11:10 – 12:30 Paper Session I
    • Simone Kopeinik, Almonzer Eskandar, Tobias Ley, Dietrich Albert and Paul Seitlinger: Adapting an open source social bookmarking system to observe critical information behaviour [BEST PAPER AWARD WINNER]
    • Sven Lieber, Ben De Meester, Anastasia Dimou and Ruben Verborgh: Linked Data Generation for Adaptive Learning Analytics Systems
    • Tatiana Person, Iván Ruiz-Rube and Juan Manuel Dodero: Exploiting the Web of Data for the creation of mobile apps by non-expert programmers
  • 12:30 – 13:30 Lunch
  • 13:30 – 14:30 Keynote “Measurement and support of self- and social regulated learning in advanced learning technologies” by Inge Molenaar
  • 14:30 – 15:50 Paper Session II
    • Anett Hoppe, Peter Holtz, Yvonne Kammerer, Ran Yu, Stefan Dietze and Ralph Ewerth: Current Challenges for Studying Search as Learning Processes
    • Ran Yu, Ujwal Gadiraju and Stefan Dietze: Detecting, Understanding and Supporting Everyday Learning in Web Search
    • Seren Yenikent, Brett Buttliere, Besnik Fetahu and Joachim Kimmerle: Wikipedia Article Measures in relation to Content Characteristics of Lead Sections
  • 15:50 – 16:00 Wrap up and best paper award
  • From 16:00: WebSci2018 welcome reception and poster session


Keynote by John Domingue

  • Prof. John Domingue is the Director of the Knowledge Media Institute at The Open University and the President of STI International, a semantics focused networking organization. He has published over 250 refereed articles in the areas of Semantics and the Web and his current work is focused on: the relationship between Linked Data, rich media, the Future Internet and education; supporting personal wellbeing and health through wearable sensors and semantic technologies and how blockchains, the technology underpinning crypto-currencies like Bitcoin can enhance educational value ecosystems. Learn more about John’s Blockchain activities here.   He currently serves as: the OU representative to W3C; the Chair of the Steering Committee for the ESWC Conference Series and the Project Coordinator for the European funded European Data Science Academy. From 2008-2012 he served as a member of the Future Internet Assembly Steering Committee which helped coordinate the activities of over 150 EU projects with a combined budget of over 500M Euros. He is a founder and Director of the ESWC Summer School and serves on the editorial board for the Applied Ontology Journal. More details of his work can be found here.

  • Title: “Using Blockchains to Open Higher Education”

  • Abstract:
    Blockchains are best known as the technological underpinning for the Bitcoin cryptocurrency highlighted for its potential to revolutionise the financial world. For example, World Economic Forum survey in 2015 found that those polled believe that there will be a tipping point for the government use of blockchain by 2023. The reach of blockchain technology, however, will go beyond the financial sector however, through the use of ‘smart contracts’ which allow business and legal agreements to be stored and executed online.
    At the Open University, over the last few years, we have been conducting experiments in a number of domains including in OU teaching. In particular, we believe that blockchains are a technology which can open up higher education and empower learners and teachers. In this talk I will cover how we moving towards this ambition and specifically how we have been using blockchains to manage micro-accreditation (including badging), ePortfolios and peer accreditation in a variety of settings. I will also outline our initiatives to setup national and international blockchain networks and how blockchains could herald the emergence of Uber-style universities.

Keynote by Inge Molenaar

  • PhD Inge Molenaar has master degrees in both Cognitive Psychology and International business. She received her PhD in educational sciences at the University of Amsterdam, and currently is an assistant professor at the Learning & Plasticity group of the Behavioural Science Institute at Radboud University Nijmegen. Her main interests are technology empowered innovation in education that facilitate students’ talent development. Her research focuses on the application of data from online learning environments, apps and games (learning analytics) in understanding how regulation of learning unfolds over time. Temporal analyses offer a powerful way to make new steps towards innovative learning designs. In this respect, it is relevant to note that Inge Molenaar was a guest editor of a recent special issue in Metacogntion and Learning about the temporal and sequential characteristics of self and socially regulated learning. She is a member of the editorial board of metacognition and learning and has received several grants from the Dutch Science Foundation, the European Union and several national bodies. Relevant for the current project are her research on developing intelligent tutors (Atgentive, EU project) for adaptive scaffolding of self-regulated learning. She (co)supervises various PhD and master projects related to the current proposal.

  • Title: “Measurement and support of self- and social regulated learning in advanced learning technologies”

  • Abstract: The increased use of advanced learning technologies (ALTs) is not only an opportunity for supporting learning, but also new source for data collection. Online (multiple) data stream(s) provides a fundamentally new approach to the measurement of S(S)RL during learning. The goal of this lecture  to discuss: a) How we gather and analyze trace data to measure students’ SRL during learning? and b) How these measurements can be used to support learners’ self- and socially regulated learning in ALTs? This is the focus of research in the adaptive learning lab (ALL) and of our international collaborators in the Earli Center of Innovative Research. First, I will discuss the theoretical background and current empirical status around the measurement and support of S(S)RL in ALTs. Second, I will elaborate on two projects we are currently working on in the adaptive learning lab.

    1. The VENI project investigates variation in children’s’ effort and accuracy while learning math in an adaptive learning technology. Students learning in ALTs on tablets leave rich traces of data that capture many details of their learning process (Gašević et al., 2015). Although ALTs successfully use student data to adjust instruction to learners performance, they fail to use captured data to support self-regulated learning (Winne & Baker, 2015). We are exploring what “moment-by-moment learning curves” (Bakker et al. 2103)  reveal about students’ self-regulated learning and whether these curves can be used as personalized dashboard to guide young learners regulation.
    2. The STULE project aims to support secondary vocational students in task oriented reading and the regulation thereof. Students work in groups and their reciprocal peer tutoring is guided by a macro-script. The script focusses on eliciting group discussions around task perception and the selection of appropriated reading strategies. Currently we are in the processes of developing a classifier to automatically detect the students’ strategy use during reading.


The #LILE2018 best paper award was kindly sponsored by and has been awarded to: Simone Kopeinik, Almonzer Eskandar, Tobias Ley, Dietrich Albert and Paul Seitlinger: Adapting an open source social bookmarking system to observe critical information behaviour.