Adolfo Ruiz-Calleja

• PhD
• Researcher at Tallinn University

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...

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....

Multimodal learning analytics (MMLA) research has shown the feasibility of building automated models of collaboration quality using artificial intelligence (AI) techniques (e.g., supervised machine learning (ML)), thus enabling the development of monitoring and guiding tools for computer-supported collaborative learning (CSCL). However, the practic...

The Multimodal Learning Analytics (MMLA) research community has significantly grown in the past few years. Researchers in this field have harnessed diverse data collection devices such as eye-trackers, motion sensors, and microphones to capture rich mul-timodal data about learning. This data, when analyzed, has been proven highly valuable for under...

Multimodal Learning Analytics researchers have explored relationships between collaboration quality and multimodal data. However, the current state-of-art research works have scarcely investigated authentic settings and seldom used video data that can offer rich behavioral information. In this paper, we present our findings on potential indicators...

Multimodal Learning Analytics researchers have explored relationships between collaboration quality and multimodal data. However , the current state-of-art research works have scarcely investigated authentic settings and seldom used video data that can offer rich be-havioral information. In this paper, we present our findings on potential indicator...

Multimodal Learning Analytics (MMLA) solutions aim to provide a more holistic picture of a learning situation by processing multimodal educational data. Considering contextual information of a learning situation is known to help in providing more relevant outputs to educational stakeholders. However, most of the MMLA solutions are still in prototyp...

Multimodal Learning Analytics (MMLA) has enabled researchers to address learning in physical settings which have long been either overlooked or studied using observational methods. With the use of sensors, researchers have been able to understand learning through an entirely new perspective (e.g., analyzing heart-rate variability to find collaborat...

Multimodal Learning Analytics (MMLA) has been progressively used to develop tools that can capture group activities and support teachers during collaborative learning with monitoring in the classroom. However, the development of tools that can also guide teachers with intervention strategies is still an under-explored area of research in MMLA. In t...

Cultural Heritage learners can highly benefit from ubiquitous learning approaches that connect in-classroom activities with active on-site learning opportunities. However, teachers face the problem that the current landscape of technological support for learning Cultural Heritage mostly consists of mobile applications for informal contexts, complet...

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...

When MultiModal Learning Analytics (MMLA) are applied in authentic educational scenarios, multiple stakeholders (such as teachers, researchers and developers) often communicate to specify the requirements of the envisioned MMLA solution. Later on, developers instantiate the software solution for the MMLA data processing needed, as per the stakehold...

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...

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,...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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....

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...