Patricia Santos

• PhD in Information, Communication and Media Tech.
• Tenure track at Pompeu Fabra University

Most research on anonymity in computer-supported collaborative learning, which has reported both positive and negative outcomes, largely focuses on a fully anonymous login mode. In this context, further research is necessary to finetune the approach to the ‘login mode’ to optimise the potential benefits while mitigating the drawbacks. This study te...

Traditional data sources provide insufficient knowledge for measuring the United Nations Sustainable Development Goals (SDGs). Data related to SDGs are sourced primarily from global databases maintained by international organizations, national statistical offices and other government agencies. Recent studies show the value of using data from Citize...

This study explores the design and preliminary evaluation of the "Well-being Journey" (WB Journey), a digital tool aimed at enhancing student well-being within educational environments through tailored recommendations for students. The study examines the WB Journey prototype's user experience and its effectiveness in meeting learning analytics goal...

Traditional data sources provide insufficient knowledge for measuring the United Nations Sustainable Development Goals (SDGs). Data related to SDGs are sourced primarily from global databases maintained by international organizations, national statistical offices and other government agencies. Recent studies show the value of using data from Citize...

Human‐Centred Learning Analytics (HCLA) has emerged in the last 5 years as an active sub‐topic within Learning Analytics, drawing primarily on the theories and methods of Human‐Computer Interaction (HCI). HCLA researchers and practitioners are adopting and adapting HCI theories/methods to meet the challenge of meaningfully engaging educational stak...

The integration of science, technology, engineering and maths (STEM) activities into formal education is encouraged by policy makers to promote engineering and science studies among young people. Studies show that students would be more motivated if they connected STEM learning with real-world problems. We sought to understand how teachers used inf...

This chapter unfolds some elements of responsible research in the educational technology field and provides examples about how these elements have been considered in initiatives by the Interactive and Distributed Technologies for Education (TIDE) research group at Universitat Pompeu Fabra in Barcelona. First, it focuses on open science, an ongoing...

El interés y la práctica de la ciencia ciudadana (CC) ha aumentado en los últimos años. Esto ha derivado en el uso de páginas web como herramienta de comunicación, recolección o análisis datos o repositorio materiales y recursos. Desde una perspectiva educativa, se espera que al integrar información sobre proyectos de CC en un entorno educativo for...

Well-being has been considered an urgent vein of discussion in fields that intersect with Information and Communication Technologies. In this paper, we used a questionnaire adapted from the METUX (Motivation, Engagement, and Thriving in User Experience) model to explore how well a Computer-Supported Collaborative Learning (CSCL) tool’s interface sa...

We present a platform and a dataset to help research on Music Emotion Recognition (MER). We developed the Music Enthusiasts platform aiming to improve the gathering and analysis of the so-called “ground truth” needed as input to MER systems. Firstly, our platform involves engaging participants using citizen science strategies and generate music emo...

We present a platform and a dataset to help research on Music Emotion Recognition (MER). We developed the Music Enthusiasts platform aiming to improve the gathering and analysis of the so-called “ground truth” needed as input to MER systems. Firstly, our platform involves engaging participants using citizen science strategies and generate music emo...

It has been suggested that a group’s regulation in hybrid learning contexts is correlated to their social and emotional interactions (Isohätälä J, Näykki P, Järvelä S, Small Group Res 51(2):229–264, 2020). How these socio-emotional interactions influence collaboration has primarily been studied in formal learning contexts. However, the influence of...

Vast amounts of publicly licensed classical music resources are housed within many different repositories on the Web encompassing richly diverse facets of information—including bibliographical and biographical data, digitized images of music notation, music score encodings, audiovisual performance recordings, derived feature data, scholarly comment...

Abstract: This article describes three studies that looked into the impact of learning technologies on wellbeing, as well as the role that Learning Analytics can play in measuring and enhancing such an impact. To begin, ten Spanish researchers used the IEEE P7010 wellbeing metrics to analyse their products' wellbeing impact. They also responded to...

There are several awareness tools developed to research how to support different phases and modes of socio-emotional regulation of learning. Most of these tools have focused on only one mode of regulation (self-, co- or socially-shared) or on one phase (planning, monitoring or reflection) and have been tested in formal settings and at specific, res...

Online communities (OC) have several applications in the domain of education with a special focus on teacher professional development. The development of OC of teachers enables knowledge exchange, reflection on teacher practice, sharing of educational resources, and emotional support. Nevertheless, several barriers have been found to affect communi...

The understanding of the emotions in music has motivated research across diverse areas of knowledge for decades. In the field of computer science, there is a particular interest in developing algorithms to “predict” the emotions in music perceived by or induced to a listener. However, the gathering of reliable “ground truth” data for modeling the e...

Citizen Science (CS) projects provide a space for collaboration among scientists and the general public as a basis for making joint scientific discoveries. Analysis of existing datasets from CS projects can broaden our understanding of how different stakeholder groups interact and contribute to the joint achievements. To this end, we have collected...

Efforts are being made to add Computational Thinking (CT) to the curriculum of primary schools in order to develop student abilities to use computational tools to solve problems and better prepare them for an increasingly digital society. Distributed Practice (DP) and Retrieval Practice (RP) are evidence-based practices that have shown to lead to e...

This paper analyses a gamified collaborative formal–informal outdoor activity and uses the findings to inform the design of future mobile collaboration tools. We present a case study framed in two editions (in years 2018 and 2019) of a (math) gymkhana for 15- and 16-year-old students, during which small groups worked collaboratively outside school,...

COVID-19 thrust teachers into emergency online pedagogy. Teachers had to rapidly digitize their practices. A week into compulsory online teaching, we captured a snapshot of teacher experiences to identify their impressions of support received and the challenges they faced in relation to teaching remotely. We conducted a survey study with primary an...

Advances in the field of multimodal learning analytics (MMLA) research is often accomplished by actively exploring new technologies and techniques related to the collection and analysis of data. Exploration of ethical principles and procedures for governing the use of new technologies and techniques, however, is not as readily pursued. As collected...

The paper contributes to design discourse by drawing on Educational Design Research (EDR) that has been conducted into what we call a Zone of Possibility (ZoP) over the past seven years. We define a ZoP as a place where individuals can overcome the constraints of expectations and power structures to effect desired change. Specifically, this paper p...

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...

The turn toward the digital has opened up previously difficult to access musical materials to wider musicological scholarship. Digital repositories provide access to publicly licensed score images, score encodings, textual resources, audiovisual recordings, and music metadata. While each repository reveals rich information for scholarly investigati...

Social and Emotional Learning (SEL) has been found to positively affect academic performance and student behaviour. Nevertheless, the consideration of SEL is regularly omitted from teachers’ learning design processes. Soéle is a web-based application aiming to facilitate teacher inclusion of SEL-oriented components to their lessons – with an initia...

The importance of informal learning in modern, fast paced work environments has long been recognised. While technology support has been suggested for informal learning by individuals and in organisations, it is only more recently, that we have been able to study in more detail how technology can support such learning in real workplaces. This paper...

Participants in educational technology research regularly share personal data which carries with it risks. Informing participants of these data sharing risks is often only done so through text contained within a consent form. However, conceptualizations of data sharing risks and knowledge of responsible data management practices among teachers and...

This paper presents the SmartLET project, a coordinated research project funded by the Spanish Ministry of Science, Innovation and Universities, which just started in 2018. The main aim of this project is to provide support for the design and orchestration of Smart Learning Environments (SLEs) with the support of learning analytics and the Internet...

In this paper, we define the notion of the Hybrid Social Learning Network. We propose mechanisms for interlinking and enhancing both the practice of professional learning and theories on informal learning. Our approach shows how we employ empirical and design work and a Participatory Pattern Workshop to move from (kernel) theories via Design Princi...

This paper proposes a methodology which attempts to address the barriers to the development of successful educational design research through a process which identifies gaps in current practices and devises innovations to target them. Educational design research assumes an ambitious position: a dual commitment to understand and contribute to both t...

Social learning networks enable the sharing, transfer and enhancement of knowledge in the workplace that builds the ground to exchange informal learning practices. In this work, three healthcare networks are studied in order to understand how to enable the building, maintaining and activation of new contacts at work and the exchange of knowledge be...

The Internet-mobile device enabled social networks of today stand accused of being so called 'weapons of mass distraction' or worse. However, we point out that modern fears about the dangers of social networking are overdone. The paper goes on to present three phases of mobile learning state-of-the-art that articulate what is possible now and in th...

This paper proposes a framework which attempts to address the barriers to the development of successful educational design research through a process which identifies gaps in current practices and devises innovations to target them. Educational design research assumes an ambitious position: a dual commitment to understand and contribute to both the...

The contributions for this Special Collection on ‘Ideas in Mobile Learning’ expand on the trends explored in the successful ‘Bristol Ideas in Mobile Learning Symposium’ which ran on the 6th and 7th March, 2014 (see Cloudworks, 2014; BIML, 2014). Four papers in this Special Issue are expanded versions of presentations at the Bristol Symposium. Taken...

Being able to connect informal and formal learning experiences is the key to successful apprenticeships. For instance the knowledge emerging out of practice should be used to extend and refine formal leaning experiences, and vice versa. Currently such scenarios are not supported appropriately with technology in many different domains. This paper fo...

We present KnowBrain (KB), an open source Dropbox-like knowledge repository with social features for informal workplace learning. KB enables users (i) to share and collaboratively structure knowledge , (ii) to access knowledge via sophisticated content-and metadata-based search and recommendation, and (iii) to discuss artefacts by means of multimed...

For some decades, professional Q&A forums have been used as a mainstream way of sharing practices between novices and experts. Several forums have had time to develop their own communities and habits, which made them a suitable place to explore patterned epistemic practices. In this paper we look at the social recognition, help seeking and informal...

In this paper we define the notion of the Hybrid Social Learning Network. We propose mechanisms for interlinking and enhancing both the practice of professional learning and theories on informal learning. Our approach shows how we employ empirical and design work and a participatory pattern workshop to move from (kernel) theories via Design Princip...

Authentic assessment is important in formal and informal learning. Technology has the potential to be used to support the assessment of higher order skills particularly with respect to real life tasks. In particular, the use of mobile devices allows the learner to increase her interactions with physical objects, various environments (indoors and ou...

Authentic assessment is important in formal and informal learning. Technology has the potential to be used to support the assessment of higher order skills particularly with respect to real life tasks. In particular, the use of mobile devices allows the learner to increase her interactions with physical objects, various environments (indoors and ou...

Over the last few years the use of mobile technologies has brought the formulation of location-based learning approaches shaping new or enhanced educational activities. Involving teachers in the design of these activities is important because the designs need to be aligned with the requirements of the specific educational settings. Yet, analysing t...

Workplace learning happens in work processes in the context of work, is multi episodic, often informal, problem based and takes place on a just in time basis. While this is a very effective means of delivery, it also does not scale very well beyond the immediate context. We review three types of technologies that have been suggested to scale learni...

The objective of Work Package 6 (WP6: “Architecture and Integration”) in the Layers project is to enable fast and flexible deployment of tools and technology in the application partner environments by providing a unified, configurable, lightweight, and distributed infrastructure. During the first project year WP6 has focused on a small-scale...

In this paper, we argue that there is much that we can learn from the past as we explore the issues raised when designing innovative social media and mobile technologies for learning. Like the social networking that took place in coffee houses in the 1600s, the Internet-enabled social networks of today stand accused of being the so-called “weapons...

The overall objective of WP2 (work-package of Learning Layers, the European research project in Technology Enhanced Learning) is one of designing solutions for scaffolding learning in networks. Specifically, this means developing designs and tools to scaffold help seeking learning in a networked workplace context. This paper presents the conceptual...

Visits to museums and city tours have been part of higher and secondary education curriculum activities for many years. However these activities are typically considered “less formal” when compared to those carried out in the classroom, mainly because they take place in informal or non-formal settings. Augmented Reality (AR) technologies and smartp...

In this paper, we argue that there is much that we can learn from the past as we explore the issues raised when designing innovative social media and mobile technologies for learning. Like the social networking that took place in coffee houses in the 1600s, the Internet-enabled social networks of today stand accused of being the so-called “weapons...

The combination of an educational technology standard for assessment with an open web map service (WMS) enables the creation of new types of questions to enhance the assessment of geographical skills. The potential of using multimedia maps allows for inclusion of new questions not possible with paper-based tests. By answering such questions and int...

This design narrative describes the use of QTI-Google Maps e-questionnaires to assess geography-related skills. The class was a group of 14-16 years-old students in the secondary school Duc de Montblanc in Rubí, Catalonia (Spain). The teacher of Geography and History was used to using a range of materials to teach geography: text book, paper-based...

In situ learning activities are recently becoming of higher interest in education because they facilitate contextualized learning experiences. A particular case is the creation of learning routes containing geo-located questions. In this line, teachers are increasingly more interested in getting involved in the design of such learning experiences a...

Mobile devices are increasingly being used in lifelong learning. However, while older learners are active members of the lifelong learning system, little research has been aimed at understanding how m-learning can provide them with successful learning experiences. In this paper we address the question if m-learning can foster the acceptance and upt...

While several technological advances have been suggested to scale learning at the workplace, none has been successful to scale informal learning. We review three theoretical discourses and suggest an integrated systems model of scaffolding informal workplace learning that has been created to tackle this challenge. We derive research questions that...

Fostering contextual learning in situ outdoors is one of the main opportunities favored by mobile computing. Of particular interest is the application of the Global Positioning Service (GPS) to geolocate educational resources. However, geolocating resources is not enough to support learning activities where students explore and interact with the ou...

This paper contributes a new model for Design Research that extends existing approaches by taking into account the neglected areas of design seeking and scaling in the underexplored area of workplace informal learning; we place an emphasis on design that is based on a new empirically base. We use PANDORA as an exemplary case study to identify and i...

This paper describes three real scenarios framed in different formal and informal contexts and subject matters where mobile technologies are used to augment the physical space for assessment in situ purposes. The scenarios use the QuesTInSitu app, which enables the creation and enactment of routes with geolocated questions.

Computer-Supported Collaborative Blended Learning (CSCBL) scripts are complex learning situations in which formal and informal activities conducted at different spatial locations are coordinated and integrated into one unique learning setting through the use of technology. We define a conceptual model identifying four factors to be considered when...

Mobile technologies are currently being applied to facilitate the development of learning activities in diverse spaces beyond the classroom. Indoors and outdoors spaces are augmented with located digital Educational Resources (ER) through specific technologies that provide a sensory input to smart phones that can indicate position and, thus, enable...

One of the most relevant difficulties faced by first-year undergraduate students is to settle into the educational environment of universities. This paper presents a case study that proposes a computer-assisted collaborative experience designed to help students in their transition from high school to university. This is done by facilitating their f...

Portable and interactive technologies are changing the nature of collaborative learning practices and open up new possibilities for Computer Supported Collaborative Learning (CSCL). Now, activities occurring in and beyond the classroom can be combined and integrated leading to a new type of complex collaborative blended learning scenarios. However,...

Test-based assessment tools are mostly focused on the use of computers. However, advanced Information and Communication Technologies, such as handheld devices, opens up the possibilities of creating new assessment scenarios, increasing the teachers’ choices to design more appropriate tests for their subject areas. In this paper we use the term Comp...

This paper presents a customizable system used to develop a collaborative multi-user problem solving game. It addresses the increasing demand for appealing informal learning experiences in museum-like settings. The system facilitates remote collaboration by allowing groups of learners to communicate through a videoconferencing system and by allowin...

Test-based e-Assessment approaches are mostly focused on the assessment of knowledge and not on that of other skills, which could be supported by multimedia interactive services. This paper presents the QTIMaps model, which combines the IMS QTI standard with web maps services enabling the computational assessment of geographical skills. We introduc...

The introduction of portable devices in education opens up new possibilities for Computer Supported Collaborative Learning (CSCL) by providing advanced learning scenarios with activities in different spatial locations. However, organizing and structuring collaborative learning flows in these innovative scenarios represents also a workload for pract...

Llobet, L., Santos, P. (2009) NewAPIS source code – QTI v2.1 engine, TENCompetence Project. Available under the GNU GPL licence, Copyright TENCompetence Foundation.

Llobet, L., Santos, P. (2009) NewAPIS QTI v2.1 engine (stand-alone version), TENCompetence project. Available under the three clause BSD licence, copyright TENCompentence Foundation

for dissemination)

The number of users and platforms of 3D virtual worlds has grown in the last years. This growth is due to the hardware performance and software development that increase the features of these worlds. 3D virtual worlds are a powerful media for instruction and education. They can be used both to create an environment where students can learn or where...

Sharples, P., Popat, K., Llobet, L., Santos, P., Hernandez-Leo, D., Miao, Y., Griffiths, D. & Beauvoir, P. (2009) TENCompetence Learning Design Toolkit, Runtime component, ccsi_v3_2_10c_v1_4 This release is composed of three files corresponding to CopperCore Service Integration (CCSI) v3.2-10cv1.4, the SLeD3 player v1.4, and the Wookie Widget servi...

In e-learning, a large diversity of patterns are proposed for different types of target users (e.g. teachers, developers, etc.), although in some cases these potential users are not clearly defined. The context of study in this chapter is focused on Computer Assisted Assessment (CAA) processes. Within the large number of methods to assess learning,...

This paper presents a case study where students collaboratively answer a test using wikis in a real educational scenario. The paper explains the methods used to obtain information about the collaborative work done by the students for answering the test. This information can be used by teachers to have some indicators about the collaborative skills...

This paper describes a computer assisted assessment (CAA) case study within the context of an adult school for lifelong learners. The case study shows how to apply eQuestionnaires in competence oriented scenarios, especially for self-assessment activities (where learners have to know their proficiency level in order to further develop a competence)...

The Catalan cooperative Doblevia aims at improving their human resource management infrastructure by incorporating functionalities to support the lifelong competence development of their employees / cooperative members. The TENCompetence system seems to be a good candidate to achieve their requirements. This paper exposes how Doblevia has carried o...

The emergence of the Web 2.0 technologies in the last years have changed the way people interact with knowledge. Services for cooperation and collaboration have placed the user in the centre of a new knowledge building space. The development of new second generation learning environments can benefit from the potential of these Web 2.0 services when...

With the aim of facilitating teachers the use of good techniques in computer assisted assessment, this paper proposes the integration of rubric functionalities in an editor compliant with the IMS question and test interoperability specification (QTI). Teachers can organize the information of an e-questionnaire using the QTI-rubric approach. They ca...

These server applications provide runtime support for IMS-LD Units of Learning, widget based services for Units of Learning, and IMS-QTI. Available under the three clause BSD licence, Copyright TENCompetence Foundation. The used CopperCore service has a GPL license.

Santos, P., Carralero, M., Hernández-Leo, D., & Blat, J. (2010). Complementing the Human Resource Management infrastructure of the Doblevia cooperative using TENCompetence. In D. Griffiths, & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open workshop (pp. 85-95). Novembe...