Luis P. Prieto

Luis P. Prieto
Tallinn University | TLU · Centre for Innovation in Education

PhD

About

96
Publications
25,617
Reads
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1,920
Citations
Introduction
I am Senior Research Fellow and former Marie Curie Fellow, currently at the School of Educational Sciences in Tallinn University (Estonia). My research deals with the design and evaluation of educational technologies for everyday use in the classroom, including distributed learning environments, tangible UIs, and their analysis using mobile eye-tracking and ubiquitous sensors. I have participated in multiple EU research projects, authored more than 50 academic publications on these topics.
Additional affiliations
January 2014 - present
École Polytechnique Fédérale de Lausanne
Position
  • PostDoc Position
September 2012 - December 2013
Universidad de Valladolid
Position
  • PostDoc Position
January 2009 - September 2012
Universidad de Valladolid
Position
  • PhD Student

Publications

Publications (96)
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
Full-text available
Orchestrating collaborative learning (CL) is difficult for teachers as it involves being aware of multiple simultaneous classroom events and intervening when needed. Artificial intelligence (AI) technology might support the teachers’ pedagogical actions during CL by helping detect students in need and providing suggestions for intervention. This wo...
Article
Aim/Purpose: This paper explores an intervention approach (in the form of workshops) focusing on doctoral progress, to address the problems of low emotional well-being experienced by many doctoral candidates. Background: Doctoral education suffers from two severe overlapping problems: high dropout rates and widespread low emotional well-being (e.g....
Conference Paper
Full-text available
To understand and support teachers' design practices, researchers in Learning Design manually analyse small sets of design artifacts produced by teachers. This demands substantial manual work and provides a narrow view of the community of teachers behind the designs. This paper compares the performance of different Supervised Machine Learning (SML)...
Preprint
Aim/Purpose. Doctoral education still suffers from two severe overlapping problems: high dropout rates and low emotional wellbeing experienced by many doctoral candidates (e.g., depression or anxiety symptoms). Yet, there are few interventional approaches specifically designed to address them in the doctoral student population.Background. Among str...
Chapter
The usage of educational technologies does not necessarily imply the adoption of the pedagogical approaches they are designed to support. Existing works analysing learning design practices often focus on the usage metrics of the authoring platform, the authoring process or structural aspects of the designs themselves. While such usage metrics are u...
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
Monitoring and guiding multiple groups of students in face-to-face collaborative work is a demanding task which could possibly be alleviated with the use of a technological assistant in the form of learning analytics. However, it is still unclear whether teachers would indeed trust, understand, and use such analytics in their classroom practice and...
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
Certain educational contexts like lifelong learning have been comparatively understudied, due to the uniqueness of such learning processes, which make it difficult to ascertain generalizable models or average intervention effects. The ability to collect large amounts of data from a single learner longitudinally, throughout their lifelong trajectory...
Article
Orchestrating technology-enhanced learning is a difficult task, especially in demanding pedagogical approaches like inquiry-based learning (IBL). To foster effective teacher adoption, both the complexity of designing IBL activities and the uncertainty about the student learning path during enactment need to be addressed. Previous research suggests...
Article
Social practices are well-known mediators in the adoption of educational innovations during professional learning, as postulated by the Knowledge Appropriation Model (KAM). However, understanding how teachers adopt new pedagogical approaches at scale is often difficult due to the lack of evidence available about their daily practices. In that sense...
Article
Full-text available
Social practices are assumed to play an important role in the evolution of new teaching and learning methods. Teachers internalize knowledge developed in their communities through interactions with peers and experts while solving problems or co-creating materials. However, these social practices and their influence on teachers’ adoption of new peda...
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
Improving educational practice through reflection is one important focus of teacher professional development approaches. However, such teacher reflection operates under practical classroom constraints that make it happen infrequently, including the reliance on disruptive peer/supervisor observations or recordings. This article describes three desig...
Article
Full-text available
With the wide availability of mobile devices and the growing interest in social media, numerous applications have emerged to support student engagement in the classroom. There is conflicting evidence, however, on whether the engagement benefits of such applications outweigh their potential cost as a source of disaffection. To investigate these issu...
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...
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...
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...
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
Despite the recent surge of interest in learning analytics (LA), their adoption in everyday classroom practice is still slow. Knowledge gaps and lack of inter-stakeholder communication (particularly with educational practitioners) have been posited as critical factors for previous LA adoption failures. Yet, what issues should researchers, practitio...
Article
Full-text available
Learning design tools aim at supporting practitioners in their task of creating more innovative and effective computer-supported learning situations. Despite there being a myriad of proposed tools, their use presents challenges that recent studies link with practitioners' varied pedagogical approaches and context restrictions, as well as with barri...
Conference Paper
In blended learning scenarios, evidence needs to be gathered from digital and physical spaces to obtain a more complete view of the teaching and learning processes. However, these scenarios are highly heterogeneous, and the varying data sources available in each particular context can condition the accuracy, relevance, interpretability and actionab...
Preprint
Full-text available
Despite the recent surge of research in learning analytics (LA), its adoption still is a slow and complex process. Previous research has identified the knowledge gaps and communication among different stakeholders (especially, at the practitioner level) as critical factors for successful adoption of LA innovations. This paper aims to address these...
Article
Full-text available
The pedagogical modelling of everyday classroom practice is an interesting kind of evidence, both for educational research and teachers' own professional development. This paper explores the usage of wearable sensors and machine learning techniques to automatically extract orchestration graphs (teaching activities and their social plane over time)...
Conference Paper
Students’ learning is ubiquitous. It happens wherever the learner is rather than being constrained to a specific physical or digital learning space (e.g. the classroom or the institutional LMS respectively). A critical question is: how to integrate and coordinate learning analytics to provide continued support to learning across physical and digita...
Preprint
Improving educational practice through reflection is one of the most widespread foci of teacher professional development (TPD) approaches. However, such teacher reflection is usually based on long-term recollection of classroom events, or on peer/supervisor observations and recordings that occur infrequently. This paper describes three design-based...
Conference Paper
Although not unheard of, there is a scarcity of intermediate-level concepts (not as generalizable as theories, but with an applicability wider than a single technology or intervention) in technology-enhanced learning (TEL) research. In this paper we propose ‘strong TEL concepts’, as intermediate-level bodies of design knowledge that are both ground...
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
Recent research suggests that training teachers as learning designers helps promote technology-enhanced educational innovations. However, little attention has been paid so far to the interplay between the effectiveness of Teacher Professional Development (TPD) instructional models promoting the role of “teachers as designers” and the capabilities (...
Article
Technology offers rich opportunities for learning across different physical and virtual spaces. However, most of current across-spaces proposals are either highly teacher-centered, inflexible in the students’ self-management of learning artifacts during the enactment, or allow the teacher little/no control of such students’ management of artifacts....
Article
Orchestration load is the effort a teacher spends in coordinating multiple activities and learning processes. It has been proposed as a construct to evaluate the usability of learning technologies at the classroom level, in the same way that cognitive load is used as a measure of usability at the individual level. However, so far this notion has re...
Conference Paper
Multimodal Learning Analytics (MMLA) captures, integrates and analyzes learning traces from different sources in order to obtain a more holistic understanding of the learning process, wherever it happens. MMLA leverages the increasingly widespread availability of diverse sensors, high-frequency data collection technologies and sophisticated machine...
Article
Full-text available
Education is experiencing a paradigm shift towards blended learning models in technology-enhanced learning (TEL). Despite the potential benefits of blended learning, it also entails additional complexity in terms of monitoring, awareness and reflection, as learning happens across different spaces and modalities. In recent years, literature on Learn...
Article
Full-text available
This paper presents a systematic literature review of the state-of-the-art of research on learning dashboards in the fields of Learning Analytics and Educational Data Mining. Research on learning dashboards aims to identify what data is meaningful to different stakeholders and how data can be presented to support sense-making processes. Learning da...
Conference Paper
The broad availability of mobile computing devices has prompted the apparition of social media applications that support teaching and learning. However, so far, there is conflicting evidence as to whether the benefits such applications provide in terms of engagement and interaction, outweigh their potential cost as a source of distraction. To help...
Article
Full-text available
"Teaching analytics" is the application of learning analytics techniques to understand teaching and learning processes, and eventually enable supportive interventions. However, in the case of (often, half-improvised) teaching in face-to-face classrooms, such interventions would require first an understanding of what the teacher actually did, as the...
Conference Paper
Full-text available
Research on learning dashboards aims to identify what data is meaningful to different stakeholders in education, and how data can be presented to support sense-making processes. This paper summarizes the main outcomes of a systematic literature review on learning dashboards, in the fields of Learning Analytics and Educational Data Mining. The query...
Article
Full-text available
Education is experiencing a paradigm shift towards blended learning models in technology-enhanced learning (TEL). Despite the potential benefits of blended learning, it also entails additional complexity in terms of monitoring, awareness and reflection, as learning happens across different spaces and modalities. In recent years, literature on Learn...
Article
Full-text available
The term 'orchestrating learning' is being used increasingly often, referring to the coordination activities performed while applying learning technologies to authentic settings. However, there is little consensus about how this notion should be conceptualised, and what aspects it entails. In this paper, a conceptual framework for orchestration-rel...
Conference Paper
Full-text available
Recent technological advances in mobile devices enable the connection of classrooms with other virtual and physical spaces. Some approaches aim at helping teachers carry out learning situations across such spaces. However, these proposals tend to be isolated from other activities in teachers’ current common practices, and do not allow teacher-contr...
Conference Paper
Full-text available
This paper fuses research on CSCL and collaborative design for learning. It reports a study located in a novel multi-surface environment, configured to support small teams who are designing for other people's learning. Despite growing awareness in the CSCL community of the importance of design in teachers' work, there has been very little empirical...
Article
During the last decades, educational contexts have transformed into complex technological and social ecologies, with mobile devices expanding the scope of education beyond the traditional classroom, creating so-called Ubiquitous Learning Environments (ULEs). However, these new technological opportunities entail an additional burden for teachers, wh...
Article
Different approaches have explored how to provide seamless learning across multiple ICT-enabled physical and virtual spaces, including three-dimensional virtual worlds (3DVW). However, these approaches present limitations that may reduce their acceptance in authentic educational practice: The difficulties of authoring and sharing teacher-created de...
Article
Full-text available
Modern classrooms are complex socio-technical spaces where multiple heterogeneous legacy tools and novel technologies coexist. The design and the study of such technological ecosystems (or of single technologies that have to integrate into one such ecosystem) is still under-researched, and we lack established conceptual tools to understand how a le...
Article
Teacher orchestration of technology-enhanced learning (TEL) processes plays a major role in students’ outcomes, especially in face-to-face classrooms. However, few studies look into the fine-grained details of how such orchestration unfolds, the challenges and cognitive overload that using technologies at a classroom level pose for teachers. This p...
Article
Multiple loci of control is one of the main affordances of tangible tabletop UIs due to their capability for simultaneous manipulation. However, there is a tension between the efficiency given by simultaneous manipulation and the need to coordinate and reect in group activity. We implemented a central point of control to synchronize the group work...
Article
Full-text available
Increasing affordability is making multi-tabletop spaces (e.g., in school classrooms) a real possibility, and first design guidelines for such environments are starting to appear. However, there are still very few studies into the usability of such multi-tabletop classrooms as a whole, considering well-established constructs such as cognitive load....
Article
Full-text available
Augmented paper has been proposed as a way to integrate more easily ICTs in settings like formal education, where paper has a strong presence. However, despite the multiplicity of educational applications using paper-based computing, their deployment in authentic settings is still marginal. To better understand this gap between research proposals a...
Conference Paper
Full-text available
This paper motivates and describes a workshop proposal for TEEM'14. The proposed workshop is aimed at participants interested in having a first contact with "learning design practices" for teaching planning. Such practices advocate the use of reflection, conceptualization and authoring scaffolds (that also include purpose-specific ICT tools) for ma...
Conference Paper
This demonstration paper presents the Integrated Learning Design Environment (ILDE). ILDE is being developed in the METIS project, which aims at promoting the adoption of learning design by providing integrated support to teachers throughout the whole design and implementation process (or lifecycle). ILDE integrates existing free- and open-source t...