Project

Clipit

Goal: ClipIt (http://clipit.es) is a social-collaborative web-based learning platform developed at the Rey Juan Carlos University within the European project Juxtalearn (Ref. FP7-ICT-2011-8). This social network is designed for video-based learning but can be used with any type of educational content learning. The project aims to arouse the curiosity of students and improve compression of thresholds concepts for the understanding of the subjects through a process where the student takes an active role. Students are the creators of the videos uploaded to the platform themselves and become authors of educational materials for their peers. Furthermore, it provides teachers with authoring tools to design activities revolving around threshold concepts, in which students are asked to perform and compose videos. ClipIt uses a reflective learning approach, scaffolded task-based activities, and peer feedback to stimulate engagement of content viewers and authors.

The learning process is structured around a set of steps. The teacher proposes threshold concepts to students for performing an educational video including its script, recording and editing phase. Teachers can also provide background materials related to the threshold concepts for easing the elaboration of the videos. When the educational video is ready, students can make it available to their peers in order to visualize and to discuss both the strengths and weaknesses. It helps them to improve and to understand what mistakes had or aspects have been overlooked. This reflective process and discussion process takes place in a safe environment and it supported by rubrics designed by the teacher.

During this process, students take an active role in their learning process that encourages their creativity while using educational technologies. Different teaching methods are applied to achieve a more active and creative teaching. These innovative teaching methods are flipped classroom because students is the creator of the videos where threshold concepts are explained in order to help the understanding of them to their peers; blended learning and peer review owing to the learning process are guided; mobile learning because students can work from different devices, project based learning as a project is proposed to students and work on it during different tasks, and finally, collaborative and cooperative learning at different levels (small working groups and joint class).

This platform has been used in several educational experiences in different countries: United Kingdom, Portugal, Sweden, Germany and Spain. More than 2000 learners from different educational levels (Primary School, Secondary School and University) have been involved in video-based learning activities using this platform.

Methods: Learning, Peer Education, Blended Learning, Flip Teaching, Social Learning, CSCL, flipped classroom

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Project log

Estefanía Martín
added 7 research items
This courseware contribution describes the work done based on a social networking platform for educational purposes. The main task of the students will be creating videos related to concepts of inheritance. One of the main roles of the platform is to facilitate communication and discussion among students during the video creation process. Students thought that private discussion forums and video rating were the most useful tools. In addition students are satisfied with the learning experience.
We live immersed in a technological world. Learning is not an exception; most classrooms are equipped with multiple devices intended to improve the learning process for students. Especially for novice teachers, there is a need to provide usable technological tools that help them with their counterpart teaching tasks. This paper presents a set of teacher authoring tools to facilitate the tasks of identifying learning tricky topics, noting student difficulties, and creating quizzes for knowledge evaluation. The resulting quizzes, generated by these tools, are used at the start of learning activities, where students explain tricky topics by creating educational videos that use juxtaposition, and which are then shared and commented among peers.
In the educational context, there is an increasing interest in learning networks. Recommender systems (RSs) can play an important role in achieving educational objectives. Although we can find many papers focused on recommendation techniques and algorithms, in general, less attention has been dedicated to social factors that influence the recommendation process. This process could be improved if we had a deeper understanding of the social factors that influence the quality or validity of a suggestion made by the RS. This work elucidates and analyses the social factors that influence the design and decision-making process of RSs. We conducted a survey in which 126 undergraduate students were asked to extract which are the main factors for improving suggestions when they are interacting with an Online Social Network (OSN) or in an Educational Social Network (ESN). The results show that different factors have to be considered depending on the type of network.
Pablo A. Haya
added a research item
Learning Analytics constitutes a key tool for supporting Learning Design and teacher-led inquiry into student learning. In this paper, we demonstrate how a Social Learning Analytics toolkit can combine social network analysis and content analysis for supporting a global and formal teacher inquiry. This toolkit not only supports teachers in improving the organisation of the learning process but also generates important input to improve the students' reflection on their own learning. Our examples show how combinations of different levels of analysis can provide deep insight in the learning process. We report a case study that exemplifies the main features of our approach and the kind of outcomes that can be obtained. Commenting and rating processes on videos are analysed based on user traces from a social learning platform. Finally, we point out implications on the learning design for networked learning environments in general.
Jaime Urquiza-Fuentes
added 2 research items
STEM (Science, Technology, Engineering and Math) education is currently receiving much attention from governments and educational institutions. Our work is based on active learning and video-based learning approaches to support STEM education. Here we aimed to increase student’s engagement through reflective processes that embrace video film-making, and subsequent on-line discussion and evaluation of those videos. We propose a group engagement score that takes into account both individual activity and similarity of participation, thus allowing corrective actions to be taken when unengaged students or groups are identified. We tested these ideas using our own social learning platform that combines the principal features of Social Networks with tools that facilitate collaborative learning design. This platform stimulates students’ learning by means of two main reflective processes: participatory production and peer-review. We evaluated this platform and the learning approach it supports in an Object Oriented Programming course and identified interesting differences between group engagement and video ratings. Our principal conclusion is that greater teacher and student awareness of the ongoing activities and group engagement are needed
Video-based learning is a widely used approach for teaching. This paper investigates how this approach could be improved with other well known methodology: computer supported collaborative learning (CSCL). The integration of both approaches results in a creative and engaging educational activity, collaborative film-making. This task is supported by a platform developed as a social network During the design of the platform, opinions of teachers and students were taken into account. Both, teachers and students, agreed that this approach helps students to understand threshold concepts. In addition, students identified useful facilities in the platform like group-private workspaces or commenting tools. Students' satisfaction was high, in fact they recommend the use of this approach in more subjects.
Estefanía Martín
added 2 research items
This paper describes two datasets extracted from a video-based educational experience using a social and collaborative platform. The length of the trial was 3 months. It involved 111 students from two different courses. Twenty-nine came from Computer Engineering (CE) course and 82 from Media and Communication (M&C) course. They were organised into nine interdisciplinary groups. Each group included three or four CE students and eight or nine M&C students. An additional group filmed the making of. This group has only M&C students. Four teachers supervised the trial. The total number of meaningful events was 2984.
This dataset was extracted from a video-based educational experience using a social and collaborative platform. The length of the trial was 3 months. It involved 111 students from two different courses. 29 came from Computer Engineering (CE) course and 82 from Media and Communication (M&C) course. They were organized into 9 interdisciplinary groups. Each group included 3 or 4 CE students and 8 or 9 M&C students. An additional group was in charge of the making of. This group has only M&C students. Besides, 4 teachers were supervising the trial. The total number of meaningful events was 2984.
Pablo A. Haya
added a project goal
ClipIt (http://clipit.es) is a social-collaborative web-based learning platform developed at the Rey Juan Carlos University within the European project Juxtalearn (Ref. FP7-ICT-2011-8). This social network is designed for video-based learning but can be used with any type of educational content learning. The project aims to arouse the curiosity of students and improve compression of thresholds concepts for the understanding of the subjects through a process where the student takes an active role. Students are the creators of the videos uploaded to the platform themselves and become authors of educational materials for their peers. Furthermore, it provides teachers with authoring tools to design activities revolving around threshold concepts, in which students are asked to perform and compose videos. ClipIt uses a reflective learning approach, scaffolded task-based activities, and peer feedback to stimulate engagement of content viewers and authors.
The learning process is structured around a set of steps. The teacher proposes threshold concepts to students for performing an educational video including its script, recording and editing phase. Teachers can also provide background materials related to the threshold concepts for easing the elaboration of the videos. When the educational video is ready, students can make it available to their peers in order to visualize and to discuss both the strengths and weaknesses. It helps them to improve and to understand what mistakes had or aspects have been overlooked. This reflective process and discussion process takes place in a safe environment and it supported by rubrics designed by the teacher.
During this process, students take an active role in their learning process that encourages their creativity while using educational technologies. Different teaching methods are applied to achieve a more active and creative teaching. These innovative teaching methods are flipped classroom because students is the creator of the videos where threshold concepts are explained in order to help the understanding of them to their peers; blended learning and peer review owing to the learning process are guided; mobile learning because students can work from different devices, project based learning as a project is proposed to students and work on it during different tasks, and finally, collaborative and cooperative learning at different levels (small working groups and joint class).
This platform has been used in several educational experiences in different countries: United Kingdom, Portugal, Sweden, Germany and Spain. More than 2000 learners from different educational levels (Primary School, Secondary School and University) have been involved in video-based learning activities using this platform.