María Jesús Rodríguez-Triana

María Jesús Rodríguez-Triana
Tallinn University | TLU · School of Digital Technologies

PhD

About

106
Publications
32,221
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Introduction
María Jesús Rodríguez-Triana received her PhD in Information and Communication Technologies from the University of Valladolid (Spain, 2014) for her thesis on learning design and learning analytics applied to computer-supported collaborative learning, receiving a PhD thesis award on educational technologies from the eMadrid programme. In 2014, she joined the REACT group at École Polytechnique Fédérale de Lausanne (EPFL, Switzerland) as a postdoctoral fellow and, since 2016, she is also a senior researcher at the Centre of Excellence in Educational Innovation of Tallinn University (Estonia). Her research lines address classroom orchestration, learning design, and learning analytics in ubiquitous learning environments, with special emphasis on collaborative and inquiry-based learning. Curren
Additional affiliations
August 2013 - December 2013
Université Joseph Fourier
Position
  • PhD Student
September 2008 - June 2014
Universidad de Valladolid
Position
  • PhD Student

Publications

Publications (106)
Conference Paper
Peer code review has proven to be a valuable tool in software engineering. However, integrating code reviews into educational contexts is particularly challenging due to the complexity of both the process and popular code review tools. We propose to address this challenge by designing a code review application (CRA) aimed at teaching the code revie...
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
While research ethics and developing respective competencies is gaining prominence in higher education institutions, there is limited knowledge about the learning process and scaffolding during such training. The global health crisis has made the need for facilitator-independent training materials with sufficient support even more pronounced. To un...
Conference Paper
Full-text available
Over the past decade, the use of chatbots for educational purposes has gained considerable traction. A similar trend has been observed in social coding platforms, where automated agents support software developers with tasks such as performing code reviews. While incorporating code reviews and social coding platforms into software engineering educa...
Article
Full-text available
Resumen Este trabajo identifica cinco grandes retos que enfrentan los modelos emergentes de construcción y creación de conocimiento en contextos digitales: la democratización de la educación y la toma en consideración de las cuestiones relacionadas con la diversidad en un sentido amplio; el impacto de la pandemia de la COVID-19 y sus implicaciones...
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....
Chapter
Full-text available
Mobile learning (m-learning) tools foster seamless learning environments that create new possibilities for practitioners to design innovative learning activities, as well as for students to learn in contextualised settings. Nevertheless, m-learning also entails difficulties as for instance, the aforementioned stakeholders should consider learning t...
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
As development of research ethics competencies is in the focus in higher education (HE) institutions, it is crucial to understand how to support the learning process during such training. While there is plenty of research on how to scaffold children’s learning of cognitive skills, there is limited knowledge on how to enhance collaborative case-base...
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...
Conference Paper
Full-text available
The use of Curriculum Analytics (CA) helps teachers, learners, as well as other institutional stakeholders to make evidence-based decisions at the program level to improve student success and reduce dropouts. This paper presents the first insights of a systematic literature review on Curriculum Analytics at Higher Education Institutions to determin...
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
Full-text available
Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). T...
Article
Full-text available
Promoted by the growing access to mobile devices and the emphasis on situated learning, location-based tools are being used increasingly in education. Multiple stakeholders could benefit from understanding the learning and teaching processes triggered by these tools, supported by data analytics. For instance, practitioners could use analytics to mo...
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
The original version of the book was inadvertently published with wrong values in Table 2B and Figure 2 in Chapter 31. The values of emission probability were corrected in ‘Table 2B: Emission Probability’ and ‘Fig. 2. HMM Probabilities from Table 1 & 2’, by replacing the wrong values of emission probability with the appropriate ones to justify the...
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
The smart classrooms of the future will use different software, devices and wearables as an integral part of the learning process. These educational applications generate a large amount of data from different sources. The area of Multimodal Learning Analytics (MMLA) explores the affordances of processing these heterogeneous data to understand and i...
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
Analysis of learning interactions can happen for different purposes. As educational practices increasingly take place in hybrid settings, data from both spaces are needed. At the same time, to analyse and make sense of machine aggregated data afforded by Technology-Enhanced Learning (TEL) environments, contextual information is needed. We posit tha...
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...
Preprint
Full-text available
Educational processes take place in physical and digital places. To analyse educational processes, Learning Analytics (LA) enable data collection from the digital learning context. At the same time, to gain more insights, the LA data can be complemented with the data coming from physical spaces enabling Multimodal Learning Analytics (MMLA). To inte...
Book
This book constitutes the proceedings of the 26th International Conference on Collaboration Technologies and Social Computing, CollabTech 2020. The conference was scheduled to take place in Tartu, Estonia, in September 2020. It was held virtually due to the COVID-19 pandemic. The 10 full and 5 work-in-progress papers presented in this volume were c...
Book
The chapters: “Designing an Online Self-Assessment for Informed Study Decisions: The User Perspective”; “Living with Learning Difficulties: Two Case Studies Exploring the Relationship Between Emotion and Performance in Students With Learning Difficulties”; “Applying Instructional Design Principles on Augmented Reality Cards for Computer Science Edu...
Chapter
Full-text available
Mobile and ubiquitous learning models have been widely adopted in technology-enhanced learning (TEL) practices. Apart from potential benefits, these models introduce additional complexity in designing, monitoring and evaluating learning activities, as learning happens across different spaces. In recent years, literature on learning design (LD) and...
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...
Article
Full-text available
The increasing concern about ethics and integrity in research communities has brought attention to how students and junior academics can be trained on this regard. Moreover, it is known that ethical behaviour and integrity not only involve individual but also group norms and considerations. Thus, through action research and participant observation,...
Article
Full-text available
In this paper, we introduce the knowledge appropriation model as an analytical framework to study co-creation processes in School-University Partnerships. The model explains transformative learning processes in the context of innovation adoption in organizations, communities, groups and individuals and how they are interconnected. We demonstrate th...
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...
Conference Paper
Full-text available
Despite the traction gained by the open data movement and the rise of big data and learning analytics in education, there is limited support for researchers in education to generate, access, and share experimental data using openly-available digital education platforms. To explore how this gap could be addressed and elicit requirements, we conducte...
Article
Full-text available
Learning Design, as a field of research, provides practitioners with guidelines towards more effective teaching and learning. In parallel, observational methods (manual or automated) have been used in the classroom to reflect on and refine teaching and learning, often in combination with other data sources (such as surveys and interviews). Despite...
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...
Chapter
Full-text available
Temporal analysis of learning data is attracting the interest of researchers, and a growing body of Learning Analytics (LA) research applies lag sequential analysis. However, lack of methodological frameworks that guide the data gathering and analysis poses multiple conceptual, methodological, analytical and technical challenges. While observation...
Article
The field of learning design studies how to support teachers in devising suitable activities for their students to learn. The field of learning analytics explores how data about students' interactions can be used to increase the understanding of learning experiences. Despite its clear synergy, there is only limited and fragmented work exploring the...
Conference Paper
Full-text available
The need to ensure privacy and data protection in educational contexts is driving a shift towards new ways of securing and managing learning records. Although there are platforms available to store educational activity traces outside of a central repository, no solution currently guarantees that these traces are authentic when they are retrieved fo...
Presentation
Full-text available
Symposium: Advancing in Methodological Resources. Coordinator: M. Teresa Anguera CIPE 2018 Logroño (Spain)
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...
Article
Science, Technology, Engineering and Mathematics (STEM) education is recognized as a top school education priority worldwide and Inquiry-based teaching and learning is identified as a promising approach. To effectively engage students in Inquiry tasks, appropriate guidance should be provided, usually by combining digital tools such online labs and...
Article
Full-text available
Learning analytics (LA) and lesson observations are two approaches frequently used to study teaching and learning processes. In both cases, in order to extract meaningful data interpretations, there is a need for contextualization. Previous works propose to enrich LA datasets with observation data and to use the learning design as a framework to gu...
Conference Paper
Full-text available
When students participate in computer-mediated learning, their activities are often recorded for learning analytics and educational data mining purposes. While handling student data has associated privacy concerns and is often subject to legal regulations, there is a limited understanding of how educational data is currently managed in practice. To...
Presentation
Full-text available
When students participate in computer-mediated learning, their activities are often recorded for learning analytics and educational data mining purposes. While handling student data has associated privacy concerns and is often subject to legal regulations, there is a limited understanding of how educational data is currently managed in practice. To...
Conference Paper
Full-text available
Location-based games have the power to transform specific environments into thematic learning experiences. However, their learning content is often managed only by developers and users cannot create their own content, or customize existing ones. This issue affects specific related actors, like teachers, who cannot make use of these technologies to...
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...