Exploring Student Expectations and Confidence in Learning Analytics

Learning Analytics (LA) is nowadays ubiquitous in many educational systems, providing the ability to collect and analyze student data in order to understand and optimize learning and the environments in which it occurs. On the other hand, the collection of data requires to comply with the growing demand regarding privacy legislation. In this paper, we use the Student Expectation of Learning Analytics Questionnaire (SELAQ) to analyze the expectations and confidence of students from different faculties regarding the processing of their data for Learning Analytics purposes. This allows us to identify four clusters of students through clustering algorithms: Enthusiasts, Realists, Cautious and Indifferents. This structured analysis provides valuable insights into the acceptance and criticism of Learning Analytics among students.

A Convenient Infinite Dimensional Framework for Generative Adversarial Learning

In recent years, generative adversarial networks (GANs) have demonstrated impressive experimental results while there are only a few works that foster statistical learning theory for GANs. In this work, we propose an infinite dimensional theoretical framework for generative adversarial learning. Assuming the class of uniformly bounded $k$-times $\alpha$-H\"older differentiable and uniformly positive densities, we show that the Rosenblatt transformation induces an optimal generator, which is realizable in the hypothesis space of $\alpha$-H\"older differentiable generators. With a consistent definition of the hypothesis space of discriminators, we further show that in our framework the Jensen-Shannon divergence between the distribution induced by the generator from the adversarial learning procedure and the data generating distribution converges to zero. Under sufficiently strict regularity assumptions on the density of the data generating process, we also provide rates of convergence based on concentration and chaining.