Adolfo Ruiz-Calleja

Adolfo Ruiz-Calleja
Tallinn University | TLU · Center for Educational Technology

PhD

About

58
Publications
9,253
Reads
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394
Citations
Additional affiliations
April 2015 - July 2015
Kabul University
Position
  • Teacher
Description
  • Subject “Software Quality Assurance” (new subject). Master Program in Computer Science. 5 ECTS. Subject "Spanish culture". Spanish as a foreign language curriculum. 2 ECTS.
September 2014 - present
Tallinn University
Position
  • Teacher
Description
  • Course: "User modelling and recommender systems" (new subject). Master Program in Human-Computer Interaction. 5 ECTS
April 2014 - present
Tallinn University
Position
  • Researcher

Publications

Publications (58)
Article
Full-text available
There are several Information and Communication Technology (ICT) tool registries that support educators when searching ICT tools for their classrooms. A common problem in these registries is how their data is sustained, since educational descriptions of ICT tools are hard to create and maintain updated. This paper proposes SEEK-AT-WD, an infrastruc...
Article
The use of Information and Communication Technologies (ICT) tools to support learning activities is nowadays generalized. Several educational registries provide information about ICT tools in order to help educators in their discovery and selection. These registries are typically isolated and require much effort to keep tool information up to date....
Poster
Full-text available
The understanding of collaboration quality is crucial for teachers to become aware of the activities going on in the groups and also for identifying groups in need to offer support in CSCL (Computer-Supported Collaborative Learning). Multimodal data captured during CSCL activity in the classroom can facilitate a holistic understanding of collaborat...
Article
Full-text available
Background In the field of Learning Design, it is common that researchers analyse manually design artefacts created by practitioners, using pedagogically‐grounded approaches (e.g., Bloom's Taxonomy), both to understand and later to support practitioners' design practices. Automatizing these high‐level pedagogically‐grounded analyses would enable la...
Article
This paper presents Casual Learn, an application that proposes ubiquitous learning tasks about Cultural Heritage. Casual Learn exploits a dataset of 10,000 contextualized learning tasks that were semiautomatically generated out of open data from the Web. Casual Learn offers these tasks to learners according to their physical location. For example,...
Chapter
This paper presents a case study that analyzes the orchestration of a ubiquitous learning situation involving a teacher and 89 secondary-school students using Casual Learn. This case study allows us to illustrate how teachers can use Casual Learn to orchestrate ubiquitous learning situations to learn Cultural Heritage. During the case study, Casual...
Chapter
This demo paper presents SCARLETT, a Smart Learning Environment designed to track the evolution of learners across formal and informal contexts in order to provide personal support to learners. SCARLETT benefits from a variety of Technology Enhanced Learning systems and tools for collecting information about the students actions across physical and...
Article
This paper proposes a template-based approach to semi-automatically create contextualized learning tasks out of several sources from the Web of Data. The contextualization of learning tasks opens the possibility of bridging formal learning that happens in a classroom, and informal learning that happens in other physical spaces, such as squares or h...
Article
Despite the ubiquity of learning in workplace and professional settings, the learning analytics (LA) community has paid significant attention to such settings only recently. This may be due to the focus on researching formal learning, as workplace learning is often informal, hard to grasp and not unequivocally defined. This paper summarizes the sta...
Article
Full-text available
Multimodal Learning Analytics (MMLA) researchers are progressively employing machine learning (ML) techniques to develop predictive models to improve learning and teaching practices. These predictive models are often evaluated for their generalizability using methods from the ML domain, which do not take into account MMLA’s educational nature. Furt...
Chapter
Smart Learning promises the connection between formal and informal learning, but how to offer informal learning tasks related to formal learning is still a challenge. This demonstration paper presents CasualLearn, a smart learning application that bridges formal and informal learning to learn History of Art in the Spanish region of Castile and Leon...
Chapter
Full-text available
The estimation of collaboration quality using manual observation and coding is a tedious and difficult task. Researchers have proposed the automation of this process by estimation into few categories (e.g., high vs. low collaboration). However, such categorical estimation lacks in depth and actionability, which can be critical for practitioners. We...
Article
Full-text available
Mobile and Ubiquitous Learning (m/u‐learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported ben...
Article
Multimodal Learning Analytics (MMLA) systems, understood as those that exploit multimodal evidence of learning to better model a learning situation, have not yet spread widely in educational practice. Their inherent technical complexity, and the lack of educational stakeholder involvement in their design, are among the hypothesized reasons for the...
Article
Full-text available
When organizations create new knowledge and work practices as a reaction to challenges they face, they often have difficulty to adopt these new practices “on the ground”. One of the reasons is that in these cases, individual informal learning and collective knowledge creation are often insufficiently connected. In this paper, we investigate knowled...
Conference Paper
Full-text available
Collaborative learning is a complex and multifaceted phenomenon which requires teachers to pay close attention to their students in order to understand the underlying learning process and to offer needed help. However, in authentic settings with multiple groups, it becomes extremely difficult for teachers to observe each group. This paper presents...
Conference Paper
Full-text available
Collocated collaboration in blended settings involves the usage of technology in addition to face-to-face interactions among participants (Martinez-Maldonado et al., 2017), enabling interactions across physical and digital spaces. LA solutions often rely only on interactions captured in the digital space, offering a partial picture of the learning...
Article
Full-text available
Smart Education requires bridging formal and informal learning experience. However, how to create contextualized learning resources that support this bridging remains a problem. In this paper, we propose to exploit the open data available in the Web to automatically create contextualized learning resources. Our preliminary results are promising, as...
Chapter
In learning situations that do not occur exclusively online, the analysis of multimodal evidence can help multiple stakeholders to better understand the learning process and the environment where it occurs. However, Multimodal Learning Analytics (MMLA) solutions are often not directly applicable outside the specific data gathering setup and conditi...
Conference Paper
Smart Education promises personalized learning experiences that bridge formal and informal learning. Our proposal is to exploit the Web of Data to automatically create learning resources that can be, later on, recommended to a learner based on her learning interests and context. For example, a student enrolled in an arts course can get recommendati...
Thesis
Full-text available
This Master thesis proposes a conceptual model for developing Curriculum Vitae (CV) for ICT vocational education in developing countries based on the example of Afghanistan. The thesis is based on the first phase of design-based research that results in a generic conceptual model for ICT ToR development. The research is trying to find out how Data...
Chapter
Multimodal Learning Analytics (MMLA) has sparked researcher interest in investigating learning in real-world settings by capturing learning traces from multiple sources of data. Though multimodal data offers a more holistic picture of learning, its inherent complexity makes it difficult to understand and interpret. This paper illustrates the use of...
Article
Full-text available
In this paper, we propose the Social Semantic Server (SSS) as a service-based infrastructure for workplace and professional learning analytics (LA). The design and development of the SSS have evolved over eight years, starting with an analysis of workplace learning inspired by knowledge creation theories and their application in different contexts....
Conference Paper
Full-text available
Despite the ubiquity of learning in the everyday life of most workplaces, the learning analytics community only has paid attention to such settings very recently. One probable reason for this oversight is the fact that learning in the workplace is often informal, hard to grasp and not univocally defined. This paper summarizes the state of the art o...
Article
Full-text available
p class="3">This paper presents We-Share, a social annotation application that enables educators to publish and retrieve information about educational ICT tools. As a distinctive characteristic, We-Share provides educators data about educational tools already available on the Web of Data while allowing them to enrich such data with their experience...
Conference Paper
Full-text available
This paper presents our experiences using a social semantic infrastructure that implements a semantically-enriched Actor Artifact Network (AAN) to support informal learning at the workplace. Our previous research led us to define the Model of Scaling Informal Learning, to identify several common practices when learning happens at the workplace, and...
Technical Report
Full-text available
This report provides a summary of the work done in Year 3 in the Learning Layers project from the perspective of Work Package 5 (WP5). The main objective of WP5 is to develop a Social Semantic Network (SSN) that enables situated and contextualized learning to support scaling of informal workplace learning and meaning making, as well as scaffolding...
Conference Paper
Full-text available
Informal learning at the workplace includes a multitude of processes. Respective activities can be categorized into multiple perspectives on informal learning, such as reflection, sensemaking, help seeking and maturing of collective knowledge. Each perspective raises requirements with respect to the technical support, this is why an integrated solu...
Conference Paper
Full-text available
This paper presents the potential of a social semantic infrastructure that implements an Actor Artifact Network (AAN) with the final goal of supporting learning analytics at the workplace. Two applications were built on top of such infrastructure and make use of the emerging relations of such a AAN. A preliminary evaluation shows that an AAN can be...
Article
This study critically reviews the recently published scientific literature on Linked Data proposals in the educational field. After systematically searching online bibliographic databases, 33 original works satisfied the scope and quality criteria, and thus were included in this review. Studies were classified with respect to TEL research areas; in...
Article
GLUE! is an integration architecture that allows teachers to easily set up an LMS environment with several external tools to carry out complex collaborative learning situations in distance settings. Though its effectiveness in alleviating the burden on teachers of deploying and enacting such situations has been studied elsewhere, there are no studi...
Conference Paper
Full-text available
This paper presents the design and development of WeShare, a social annotation application that allows educators to search, create and enrich descriptions of Information and Communication Technologies (ICT) tools from the Web of Data. As many others social applications, We-Share allows educators to publish information about the ICT tools they use i...
Article
The integration of external tools in Virtual Learning Environments (VLEs) aims at enriching the learning activities that educational practitioners may design and enact. This paper presents GLUE!, an architecture that enables the lightweight integration of multiple existing external tools in multiple existing VLEs. GLUE! fosters this integration by...
Article
Full-text available
This paper discusses the lightweight integration of external applications in different learning environments like LMSs, PLEs or MOOCs using the GLUE! architecture. Also, the current status of GLUE! is presented, describing the particularities of integrating external applications in Moodle, LAMS and MediaWiki. Finally, the paper gives instructions t...
Conference Paper
SEEK-AT-WD is an open Linked Data-based registry of educational tools that crawls the Web of Data to obtain tool metadata, thus significantly reducing the overall effort of data generation and maintenance. Since SEEK-AT-WD is an infrastructure, there is a need of end-user applications that can consume these data and provide additional value to the...
Conference Paper
Full-text available
This paper presents a case study of the usage of GLUE!, a loosely-coupled architecture that enables the integration of external tools in VLEs. The case study is a collaborative learning situation carried out through a VLE, but involving several external tools. GLUE! is used to instantiate and enact this situation in two authentic experiments. Evalu...
Conference Paper
Full-text available
The main objective of this paper is to illustrate the instantiation and enactment of a collaborative learning situation that requires the integration of three external tools, in two different VLEs (Moodle and LAMS), with GLUE!. GLUE! facilitates the instantiation of collaborative activities, reducing the time and effort educators need for the creat...
Conference Paper
Full-text available
Several approaches have addressed the consistency and automatic enactment dimensions of CSCL scripts with data flow, but they have not appropriately tackled the problem of reusing such learning designs. For instance, workflow-based solutions such as LeadFlow4LD only capture particular case behaviors, instead of describing generic data flow situatio...
Conference Paper
Several educational organizations provide Information and Communication Technology (ICT) tool registries to support educators when selecting ICT tools for their classrooms. A common problem is how to populate these registries with descriptions of ICT tools that can be useful for education. This paper proposes to tackle it taking advantage of the in...
Conference Paper
In order to support educators when selecting ICT tools, several educational organizations provide ICT tool registries whose functionality is limited by the data they contain. These registries could reduce the cost of creating and updating their datasets obtaining ICT tool descriptions from the Web of Data. However, some problems hinder the educatio...
Chapter
Full-text available
Existing Educational Modeling Languages (EML), and especially the IMS LD specification, does not appropriately address data flow among Computer Supported Collaborative Learning (CSCL) activities. Several solutions proposed in the literature, have tackled the important dimensions of data flow automation or the consistency of design, but they have no...
Conference Paper
Full-text available
LAMS is a well-known learning platform that enables the design, enactment and realization of sequenced collaborative learning activities. However, LAMS lessons are limited by a small set of built-in tools. Few works have so far tried to add new tools to LAMS, mainly due to the high development effort required. GLUE! (Group Learning Uniform Environm...
Conference Paper
Full-text available
The integration of existing educational computer-based tools is a current research trend aimed at increasing the range of learning situations that can be supported by most widely adopted Virtual Learning Environments (VLEs). Nevertheless, due to the technological and functional heterogeneity of both tools and VLEs, there is an integration cost that...
Conference Paper
Full-text available
Uno de los aspectos más importantes que deben considerar las propuestas de integración de herramientas externas en Entornos de Aprendizaje Virtual (VLE), son los requisitos de seguridad que impone cada VLE y cada herramienta a la hora de permitir el acceso a su funcionalidad. El objetivo debe ser que los educadores y estudiantes puedan acceder de f...
Conference Paper
The number of learning situations that can be carried out in a VLE (Virtual Learning Environment) can be improved by the integration of third-party external tools. Before the integration takes place, it is compulsory to retrieve some information, both to select the most appropriate tool to support an specific situation and to be able to integrate i...

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Projects

Projects (3)
Project
Support evidence-based teaching and learning practices by collecting, processing, analyzing and reporting multimodal evidence of learning by taking contextual information of authentic learning scenarios.
Project
The goal of this project is to build a collaboration detection system to detect taces of collaborative behavior in classroom settings to support teachers in monitoring collaborative activities.
Project
Bridging the gap between educational science and everyday classroom practice, using different flavors of learning and teaching analytics. See http://ceiter.tlu.ee/ for further information.