Alejandro Andrade Lotero is a Research Scientist II at ACTNext. Alejandro holds a PhD in Learning Sciences and Inquiry Methodology from Indiana University and a master’s in education from PUJ, Bogota, Colombia. His research has focused on modeling and supporting embodied learning using multimodal analytics as well using natural language processing tools to automatically represent the way students collaborate and learn together. Before joining ACTNext, Alejandro worked as a Data Scientist in Research Technology, Data Science and Analytics also at ACT, specifically as part of the Automated Scoring team that maintains and develops CRASE—ACT’s automated scoring engine.
At ACTNext, Alejandro participates in various projects related to Collaborative Problem-Solving, assessing Socio-Emotional Learning from online behaviors, A4C Algorithm for Change, and Automated Passage Generation.
Andrade, A., Danish, J. A. & Maltese, A.V. (2017). A Measurement Model of Gestures in an Embodied Learning Environment: Accounting for Temporal Dependencies. Journal of Learning Analytics, 4(3), 18-45. DOI: http://dx.doi.org/10.18608/jla.2017.43.3
Andrade, A., Georgen, C., & Stucker, M. (2017). Exploring a text-mining approach as rapid prototyping tool for formative assessments in inquiry-based online learning. In Smith, B.K., Borge, M., Lim, K.Y., & Mercier, E. (Eds.), Making a Difference—Prioritizing Equity and Access in CSCL. Proceedings of the Computer Supported Collaborative Learning Conference CSCL 2017, (Vol. pp. TBA). Philadelphia, PE USA: The International Society of the Learning Sciences. (Best Student Paper Award Nominee)
Andrade, A. (2017). Understanding student learning trajectories using multimodal learning analytics within an embodied-interaction learning environment. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference, pp. 70-79. ACM, Vancouver, British Columbia, CA.
Andrade, A., Lotero-Botero, A., & Andrade-Londoño, E. (2017). La hipótesis de los cuadros de significado en la solución de problemas matemáticos [The Frames of Meaning Hypothesis: Children’s Mathematical Problem-Solving Abilities]. Revista Latinoamericana de Investigación en Matemática Educativa, 20(1), 1-32. DOI: 10.12802/relime.17.2012
Andrade, A., Delandshere, G., & Danish, J. A. (2016). Using multimodal learning analytics to model student behavior: a systematic analysis of epistemological framing. Journal of Learning Analytics, 3(2), 265–289. http://dx.doi.org/10.18608/jla.2016.32.14
Danish, J. A., Saleh, A., Andrade, A., & Bryan, B. (2016). Observing complex systems thinking in the zone of proximal development. Instructional Science, 45(1), 5-24. http://dx.doi.org/10.1007/s11251-016-9391-z
Andrade, A., & Santo, R. (2016). Advancing learning visualizations: Situated action networks as scalable representations of learning in social settings. In C. K. Looi, J. Polman, U.
Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS 2016) (Vol. 1, pp. 434-441). Singapore: International Society of the Learning Sciences.
Andrade, A. (2015). Using situated-action networks to visualize complex learning. In Lindwall, O., Häkkinen, P., Koschman, T. Tchounikine, P. & Ludvigsen, S. (Eds.) Exploring the material conditions of learning: Opportunities and challenges for CSCL, Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference, (Vol. 1, pp. 372 – 379). Gothenburg, Sweden: The International Society of the Learning Sciences.
Danish, J. A., Enyedy, N., Saleh, A., Lee, C., Andrade, A. (2015). Science through technology enhanced play: Designing to support reflection through play and embodiment. In Lindwall, O., Häkkinen, P., Koschman, T. Tchounikine, P. & Ludvigsen, S. (Eds.) Exploring the material conditions of learning: Opportunities and challenges for CSCL, Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference, (Vol. 1, pp. 332 – 339). Gothenburg, Sweden: The International Society of the Learning Sciences