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Can We Apply Learning Analytics Tools in Challenge Based Learning Contexts?
Abstract
The information and Communication Technologies changes how we interact with others and with the information. It can be really accessed at anytime and anywhere. Future professionals should be ready for this reality which requires changes in traditional teaching and learning methods. Challenge Based Learning is an example of them. This method poses challenges to students that they should solve employing the technology they use during their daily life. The evaluation of challenges solutions should take into account students’ final outcomes but also the interactions that take place between them. This could be very hard given the wide choice of tools that students can apply. Learning analytics tools could be a solution.
... The general purpose of this research was to investigate the first results of the implementation of the Tec21 Educational Model. The CBL courses were established, and the skills assessment tools were designed to verify their development [7,8,14,15]. A group of professors from the mechatronics and biotechnology engineering programs were trained to change their teaching styles and transform the content of their courses to a CBL format. ...
... A recent survey of engineering students who have dropped out of school indicated that a very common reason for leaving school is that their studies had no relevance in their lives, that is, they studied in a classroom a very abstract subject whose application remained in the classroom [14]. Increasingly, employers value and assess not the amount of knowledge that the students have acquired in the classroom but the skills and competencies that they have to join the workforce, which needs to remain competitive in a global market [14,15]. ...
... A recent survey of engineering students who have dropped out of school indicated that a very common reason for leaving school is that their studies had no relevance in their lives, that is, they studied in a classroom a very abstract subject whose application remained in the classroom [14]. Increasingly, employers value and assess not the amount of knowledge that the students have acquired in the classroom but the skills and competencies that they have to join the workforce, which needs to remain competitive in a global market [14,15]. The Tec21 model responds to this need by focusing not on the grades and classifications of the exams but on involving the students in work and activities that are relevant to real-life [15][16][17][18][19][20]. ...
In a world that changes very fast, it is necessary that educational models evolve at the same speed and that teachers are increasingly prepared and open to deal with current problems. Tecnológico de Monterrey has implemented the Tec21 Educational Model based on four fundamental pillars: (a) Challenge-Based Learning (CBL); (b) flexibility; (c) trained, inspiring teachers, and (d) memorable, integrated educational experiences. The purpose of this study was to evaluate the results of the implementation of CBL experiences in two engineering areas within the campus, namely, Mechatronics and Biotechnology. In this article, we first present how a group of teachers adopted CBL as a teaching technique, and second, we describe the implementation of flexible education with external training partners using CBL in “FIT” (Flexible Technology, Interactive) courses. We also analyze various ways to assess the impact of digital technology tools like CANVAS, REMIND, ZOOM, and eLUMEN on competencies. The results of this research indicated that students acquire more knowledge in CBL classes; however, the teachers require an adequate training program and must have previously designed proficiency assessment instruments. The testing of various evaluation instruments found that checklists and evaluation rubrics were the most suitable, objective, and transparent in CBL classes, according to the surveys of teachers and students.
... However, challenges of this type can be removed from the specificities of academic subjects (Conde et al. 2017) and are, in some cases, gently guided to course themes (Gaskins et al. 2015). The terms sustainability, and Sustainable Development Goals (SDGs) are also commonly used in many CBL studies, both as a competency (Bordonau, Olivella, and Velo 2017) and as a theme used in the design of the challenges Martinez and Crusat 2017). ...
... Technology is 'infused' within the lifecycles of CBL projects (Gaskins et al. 2015, 35;Quweider and Khan 2016), and is a recurring theme within the literature. For CBL students, technology supported communication with project stakeholders, engagement with the public, accessing and researching information, publishing outcomes, collaborative workspaces, computational applications and tools, and accessing module content through a VLE (Conde et al. 2017;Cruger 2018; Fidalgo-Blanco, Sein-Echaluce, and García-Peñalvo 2016; Lam 2016). For educators, technology tracked student interactions, evaluated student performance, provided a collaborative space for sharing course materials, and helped identify issues with student engagement and instructional design (Fidalgo-Blanco, Sein-Echaluce, and García-Peñalvo 2016; Nelson and Chesler 2009). ...
... However, CBL hackathons or competitions generally use only summative assessment (i.e. was the project effective). Both individual and team involvement was often assessed, and summative assessment also took into account communication with extra-academic actors; Conde et al. (2017) describe difficulties in measuring communication and developed an ad hoc tool to measure online activity. ...
The application of Challenge-Based Learning (CBL) has increased in higher education institutions, fostering student transversal competencies, knowledge of sociotechnical problems, and collaboration with industry and community actors. However, a broad range of different frameworks, hybrid approaches, and educational interventions are using this term to define their approach. This lack of standardization creates definitional and conceptual challenges for the domain. A review of CBL literature was conducted to examine key characteristics, challenges and benefits, and educational factors. A total of 100 articles were reviewed using a qualitative thematic matrix. Results describe CBL benefits despite many institutional, practical and academic challenges. Although there was much variability in CBL approaches, eight common characteristics emerged from the literature. This research can support future research and implementation of CBL by providing a guiding conceptual framework and a preliminary classification of CBL approaches.
... The general purpose of this research was to investigate the first results of the implementation of the Tec21 educational model. CBL courses were established and skills assessment tools were designed to verify their development [7,8,14,15]. A group of engineering professors in mechatronics, mechanics and biotechnology served as mentors of the challenges and were trained to change their teaching style and transform the content to CBL; In addition, they were taught to apply different digital technological tools such as CANVAS, eLUMEN and REMIND. ...
... A recent survey of engineering students who dropped out of school indicated that a very constant reason for dropping out of school is because their studies have no relevance in their lives, that is, they study in a classroom a very abstract subject whose application ends up in the classroom [14]. Increasingly, employers of engineers promote sponsor stays, internships of higher level students to assess not the amount of knowledge acquired in the classroom, but the skills and competencies that the workforce needs to remain competitive in a global market [14,15]. ...
... A recent survey of engineering students who dropped out of school indicated that a very constant reason for dropping out of school is because their studies have no relevance in their lives, that is, they study in a classroom a very abstract subject whose application ends up in the classroom [14]. Increasingly, employers of engineers promote sponsor stays, internships of higher level students to assess not the amount of knowledge acquired in the classroom, but the skills and competencies that the workforce needs to remain competitive in a global market [14,15]. The Tec21 model responds to this need by focusing not on test scores and classifications, but on involving students in their work, in activities that are relevant to real life [15][16][17][18][19]. ...
... There are numerous works that have been carried out on the application of Moodle as an adaptive tool. [12], [13], [14]. ...
With the development of technology, with young people being the biggest consumers of it, the learning activity takes on different methods and approaches. Among these approaches, we can talk about virtual learning using learning management systems and the concept of flipped classroom. The Moodle platform represents one of these systems. In this paper, we analyze the teaching-learning process based on an adaptive flipped classroom applicable to both hybrid and virtual learning, which can be combined with the Moodle platform to provide students with content adapted to their level of knowledge and skills. Relates the experience with the use of Physics simulation software in the university environment, particularly applications of electromagnetism, optics and modern Physics. They are used as explanatory teaching material or for students to interact with the software at home. In addition, the implementation of the flipped classroom was carried out in the second year of the Industrial Engineering career of the regular daytime course following the methodological process that was presented.
... The steps are Big Idea, Essential Question, Challenge, Guiding Question, Guiding Activities and Resources, Analysis, Solution Development, Implementation and Evaluation. The challenge in CBL is real-word challenge, that aim to bring students 'closer to the real world' [35] increase motivation and engagement [36] by having an impact on their own lives [37] ...
The development of science and technology continue rapidly in the 21st century and industrial revolution 4.0 era. It has an impact on all aspects of life, including education sector. In education sector, 21st century give big impact such that the education must be able to produce human resources that have 21st century skills. One of the skills needed in the 21st century is basic literacy, including mathematics literacy. This research aims to examine challenge-based learning (CBL) with mathematical modelling activity on mathematics literacy skill. The research method used is a literature study that uses secondary data with search keywords according to the purpose. The data analysis technique consists of three stages, namely organize, synthesize, and identify. The results achieved are the learning steps for challenge-based learning with mathematical modelling activity based on the literatures that have been analyzed and the relationship between CBL and mathematical modelling on mathematical literacy skill. Based on the results and discussion, it was found that challenge-based learning with mathematical modelling activity can be an innovative learning to develop students' mathematics literacy skill. Further research is needed on the development of learning instruments and media integrated challenge-based learning with mathematical modelling activity.
... Tanto el resultado final, como el proceso, son igualmente importantes en el Aprendizaje Basado en Retos. Se debe evaluar el resultado final pero también la interacción entre los estudiantes (Conde et al., 2017). ...
El presente trabajo muestra los resultados de una innovación educativa basada en la aplicación simultánea del aprendizaje basado en retos y el aprendizaje interdisciplinario en un conjunto de cursos que de manera integrada trabajaron un proyecto interdisciplinar con aplicación en una comunidad rural mexicana. La experiencia se desarrolló durante un semestre con el trabajo integrado de 72 alumnos pertenecientes a 6 materias de diferentes programas de estudio de las áreas de negocios e ingeniería en el Tecnológico de Monterrey Campus Hidalgo, México. Esta iniciativa presenta una aproximación a la implementación de estrategias de aprendizaje donde los alumnos aplican sus conocimientos de manera interdisciplinaria en contextos reales, trabajando de la mano de organizaciones dispuestas a participar como socios estratégicos en la formación de los estudiantes, recibiendo a la vez, los resultados de la aplicación como una posible fuente de solución a sus problemas. Los resultados obtenidos en la experiencia demuestran que los alumnos valoran de la experiencia la posibilidad de aplicar de manera integrada y colaborativa conocimientos de diversas áreas y les genera un sentido de satisfacción el observar que su trabajo permite aportar en el desarrollo de organizaciones de impacto, con presencia en comunidades con múltiples necesidades, a la vez que desarrollan competencias relevantes para su futuro profesional.
... The Industry Internship and Project courses, which are mandatory to obtain the degree, are designed to develop both specific and cross-disciplinary competencies, with a particular focus on solving real-world problems. By presenting students with real-world problems, these courses aim to prepare them for the challenges they will face in the industry, while fostering essential competencies such as communication skills and teamwork (Conde et al., 2017). ...
... Indicators of the importance of active participation in learning are the new methods that have emerged (Alonso de Castro & García-Peñalvo, 2022;Conde-González et al., 2014), such as the Flipped Classroom, which improves the active participation of students by taking certain learning activities out of the classroom beforehand Khailova, 2017). Challenge-based learning (Conde et al., 2017) can also be considered a recent methodology to improve active (García-Peñalvo et al., 2019) and cooperative learning participation (Fidalgo-Blanco et al., 2016), as well as gamification (Llorens-Largo et al., 2016), where students learn with motivational techniques that are often used in games (Johnson et al., 2006;Morales Carbajal & Villa Angulo, 2019). ...
Education 4.0 is a model to meet the demands of Industry 4.0. This is achieved by developing competencies during the learning process that will later be used in Industry 4.0. The structural model proposed in this work has four components: Cloud Computing infrastructures (applied in the COVID-19 confinement period), active hybrid methodologies (applicable in face-to-face, online, and blended learning mode), technologies (through a technological ecosystem), and horizontal 4.0 competencies. One of the main factors differentiating industrial innovation from educational innovation in teaching is its scope. While the scope of industrial innovation is global (market sector), that of educational innovation in teaching is local (in the subject itself). This approach has several effects on educational innovation in teaching compared to industrial innovation: there is a great deal of repetition of experiences, the advances are not immediately incorporated into other educational contexts, and the impact is local. This paper analyzes evidence to rethink the scope of educational innovation in teaching, developing it under a global vision but applying it locally. The study was carried out utilizing a survey of teachers from different educational levels (university and non-university) and different countries. They were asked about the impact of student inactivity on learning and the indicators that, in their opinion, allow measuring the success of educational innovation to promote active learning. The responses indicate that the education sector has a shared vision of the impact of inactivity on learning and of the measurement indicators. The conclusion is that innovation applied to a specific academic subject can be approached globally across the entire education sector.KeywordsActive methodologiesActive learningEducational innovationMOOC
... BlockChain, Realidad Mixta, Realidad Aumentada Adaptativa, Inteligencia colectiva [8], Aula Invertida [9]- [11], Ecosistemas de aprendizaje [12], Learning Analytics [13], [14], Sistemas y Aprendizaje Adaptativos [11], [15], Gamificación, MOOC's [16]y Aprendizaje Servicio. ...
Resumen Hasta hace poco, el profesorado que innovaba lo hacía para conseguir mejoras en el aprendizaje de su alumnado, lo hacía de forma vocacional, sin recursos y ayudas. Lo cierto es que a este profesorado poco le importaba que su experiencia fuese reconocida como innovación educativa por algún organismo externo. Le bastaba con conseguir sus objetivos. Actualmente hay un nuevo escenario basado en la necesidad de acreditar que el profesorado realiza innovación educativa. Esta acreditación es necesaria para recibir ayudas de la institución y, en algunos casos, para acceder a determinados puestos docentes. Independientemente del motivo por el que innova (por obligación o por vocación) es necesario garantizar que realmente está haciendo innovación educativa. Así podrá alcanzar las mejoras que necesita introducir en su aula de una forma eficaz y eficiente. Para saber si se está innovando hay que comprender qué es la innovación educativa y su alcance (primer punto). El alcance es lo que nos va a definir el grado de innovación real. Una vez definido el alcance se contemplan dos escenarios: el de las tendencias de innovación educativa (segundo punto) y el diseño de una innovación a partir de un método concreto (tercer punto). Finalmente veremos las características que definen a una buena práctica de innovación educativa, independientemente del escenario elegido. La charla se enmarca en la XIII Jornada Académica Virtual 20-21 organizada por el Vicerrectorado Académico de la Universidad Peruana Unión a celebrar del 9 al 12 de agosto de 2021. 1. Introducción. En este punto se dará una definición de innovación educativa, se propondrá un caso para su reflexión y a partir de la misma se definirá el alcance de la innovación. La figura 1 muestra una definición de innovación educativa y una reflexión para generar debate.
... El origen. Las distintas innovaciones que se aplican en el contexto docente tienen un origen variado, las hay que han nacido en la innovación tecnológica como por ejemplo Realidad Virtual Mixta, otras tienen un origen en la economía como Block-Chain, también las hay que han nacido en sectores concretos como la Gamificación y también las hay que tienen su origen en las nuevas formas de acceso a la información como Learning Analytics [1], [2]. Todas estas innovaciones requieren un esfuerzo de adaptación, suelen ser complicadas, costosas y con cierto riesgo en la obtención de resultados en el ámbito docente. ...
Los objetivos de este curso son:
• Dar pautas para aumentar la participación activa del alumnado en su aprendizaje.
• Conocer e identificar tipos de contenidos, tecnologías y actividades propias de la metodología Aula Invertida.
• Aplicar el modelo de Aula Invertida en contextos híbridos (online y presencial)
• Conocer y aplicar técnicas de Aprendizaje Personalizado en la metodología Aula Invertida.
• Diseñar y desarrollar un plan de acción personalizado adaptado a las distintas asignaturas de las personas participantes.
Los contenidos se estructuran en cuatro apartados:
• Qué es y qué no es Flip Teaching / Aula Invertida.
• Indicadores para medir la participación activa del alumnado.
• Ingredientes (tipos de contenidos), herramientas (tecnologías) y actividades: cómo elaborar la receta.
• Tipos de aprendizaje personalizado y su aplicación en el Aula Invertida.
La metodología del curso se basa en el modelo de Aula Invertida, de esta forma se tendrá un aprendizaje experiencial del propio modelo.
El curso se organiza en dos partes, cada una compuesta de dos bloques, uno asíncrono (“lección en casa”) y otro síncrono (“deberes en clase”).
En la primera sesión asíncrona (bloque 1) se trabajó con los indicadores de mejora que se desean obtener aplicando el Aula Invertida en cada asignatura de las personas participantes.
En la primera sesión síncrona (bloque 2) se ampliaron las características de los indicadores y se impartieron micro-lecciones sobre el método de Aula Invertida.
En la segunda sesión asíncrona (bloque 3) se trabajó con la identificación de actividades, TIC (Tecnologías de la Información y la Comunicación) y tipos de contenidos para diseñar una “lección en casa”.
En la segunda sesión síncrona (bloque 4) se mostraron ejemplos de Aula Invertida aplicada a lecciones magistrales, trabajo en equipo y laboratorios.
Las sesiones síncronas (bloques 2 y 4) se impartieron los días 11 y 13 de mayo de 2021.
En este documento se complementa la presentación utilizada, con enlaces y referencias bibliográficas de, mayoritariamente, trabajos realizados por el profesorado del seminario.
... Las tendencias nos indican lo que está llegando o lo que está por llegar, aunque esto no significa que se vayan a quedar en nuestras aulas. Hay tendencias que responden a demandas históricas del profesorado, otras a demandas de la sociedad y otras permiten cambiar totalmente el enfoque de los procesos de formación y aprendizaje [10] Ejemplos de tendencias BlockChain, Realidad Mixta, Realidad Aumentada Adaptativa, Inteligencia colectiva [11], Aula Invertida [12]- [15], Ecosistemas de aprendizaje [16], Learning Analytics [17], [18], Sistemas y Aprendizaje Adaptativos [14], [19], Gamificación, MOOC's [20]y Aprendizaje Servicio. ...
El objetivo de la charla es transmitir que realizar y aplicar innovación educativa en las aulas es un proceso necesario, sencillo, que puede ayudarnos en el progreso profesional científico. La realidad actual es que el profesorado que innova lo hace por vocación, por su alumnado y por la mejora del aprendizaje. Pero este proceso conlleva un esfuerzo para el profesorado, esfuerzo que no es compensado con subidas salariales ni con una repercusión en el progreso científico. A pesar de estas condiciones cada vez hay más profesorado que decide aplicar innovación educativa en sus asignaturas, así como universidades que prestan servicios para potenciar la aplicación de la innovación educativa docente. Por esta situación es necesario conocer métodos que permitan realizar y aplicar innovación de tal forma que: Se optimice el esfuerzo del profesorado. Garantizar la consecución de las mejoras. Que se consiga realizar una buena práctica. Se pueda publicar la experiencia de innovación educativa docente en contextos científicos. Y todo ello con un coste igual o menor al que llevaría aplicar la innovación educativa sin este tipo de métodos. Este trabajo complementa al mapa de conceptos utilizado en el curso. Se puede acceder al mismo a través de la dirección web: https
... Educational data research is becoming highly relevant in massive online courses [9], especially MOOCs (Massive Open Online Courses) [10-13] and SPOCs (Small Private Online Courses) [14][15][16]. Educational data is also the basis for learning analytics [17][18][19], with an increasing focus on the way educational data is presented [20][21][22], how users interact with the data [23][24][25][26], and data privacy and security [27][28][29][30]. ...
... LA can also be used in personalized learning by directing and guiding students to position them at the core of the designing learning process to increase their engagement [35]. Furthermore, learning analytics can be used to change traditional teaching methods and perused challenge base learning that might impact the final outcome [36]. This has the potential to take education to the next level. ...
... • Son numerosos los trabajos que se han realizado en la aplicación de Moodle como herramienta adaptativa para aplicarla a la formación personalizada [10], [29], [30] Su lema es "la lección en casa y los deberes en clase figura . Es una de las últimas tendencias en innovación educativa. ...
Moodle fue una tendencia de innovación educativa en la década de los 90, pero ahora mismo no está en ninguna lista de las tendencias actuales. ¿Esto significa que no puedo utilizar Moodle en innovación educativa? O, lo que es lo mismo, ¿si utilizo Moodle no hago innovación educativa? En esta charla responderemos a estas preguntas. Para animar al profesorado a asistir, les adelanto la respuesta: Sí se puede hacer innovación educativa con Moodle pero ¿qué papel tiene? ¿qué tipo de innovación se puede hacer? Y además ¿ esa innovación se podría publicar en una revista científica? También responderemos a estas preguntas, pero eso sí, durante la ponencia Palabras clave: Innovación Educativa, Moodle
... BlockChain, Realidad Mixta, Realidad Aumentada Adaptativa, Inteligencia colectiva [5], Aula Invertida [6]- [8], Ecosistemas de aprendizaje [9], Learning Analytics [10], [11], Sistemas y Aprendizaje Adaptativos [8], [12], Gamificación, MOOC's [13]y Aprendizaje Servicio. ...
Una tendencia de innovación educativa es una nueva tecnología, metodología o producto que tiene grandes posibilidades de impactar en el modelo educativo produciendo una mejora del mismo. Una misma tendencia tiene dos puntos de análisis que son convergentes: el tecnológico y el metodológico. Desde el punto de vista tecnológico las tendencias se identifican por la novedad e impacto de la tecnología. Algunos ejemplos son: BlockChain, Realidad aumentada adaptativa y Ecosistemas de aprendizaje. Bajo este punto de vista, Moodle no se suele considerar una tendencia de innovación educativa. Sin embargo, en el contexto educativo las tendencias se centran más en el cambio del modelo de aprendizaje. Por ejemplo con las tendencias como: Aula Invertida, Gamificación, Aprendizaje adaptativo, Evaluación por evidencias o Inteligencia colectiva se centran en el cambio metodológico en el aula. Bajo este enfoque metodológico, Moodle es la plataforma reina en el mundo de las tendencias de innovación educativa. Eso sí, es un reinado silencioso y poco conocido. En esta charla se mostrarán las tendencias en innovación educativa más relevantes en el contexto del aula y el papel de Moodle como facilitador del éxito en la implantación de las mismas. Palabras clave. Tendencias de Innovación Educativa, Método MAIN, Aprendizaje Adaptativo, BlockChain, Habito Activo.
... BlockChain, Realidad Mixta, Realidad Aumentada Adaptativa, Inteligencia colectiva [5], Aula Invertida[6]- [8], Ecosistemas de aprendizaje [9], Learning Analytics [10], [11], Sistemas y Aprendizaje Adaptativos [8], [12], Gamificación, MOOC's [13]y Aprendizaje Servicio. ...
En numerosas ocasiones las tendencias se ven como algo lejano, algo que está por venir y por tanto, de momento, no es aplicable en nuestras aulas. Nada más lejos de la realidad, éstas se pueden aplicar de forma inmediata. En función del objetivo y estrategia de uso, la aplicación de las tendencias será costosa y compleja. En otros casos barata y sencilla. En este artículo se definen un conjunto de procesos que permitirán: • Clasificar las tendencias en función de la "proximidad de aplicación en el aula". • Aplicar un proceso para seleccionar las que se integren de forma más adecuada con el objetivo de la innovación educativa docente a aplicar. • Describir un método de aplicación de las tendencias de innovación educativa en el aula. El método MAIN. Nota importante. Esta charla es una nueva versión del documento
... BlockChain, Realidad Mixta, Realidad Aumentada Adaptativa, Inteligencia colectiva [7], Aula Invertida[8]- [10], Ecosistemas de aprendizaje [11], Learning Analytics [12], [13], Sistemas y Aprendizaje Adaptativos [10], [14], Gamificación, MOOC's [15]y Aprendizaje Servicio. ...
La aparición de nuevas tendencias es continua, variada, numerosa y, en algunos casos, fugaz. Ante esta situación, siempre cabe plantearse cuáles de ellas pueden indicar realmente el camino futuro. Algunas tendencias servirán para mejorar el camino que se está recorriendo, otras permitirán vislumbrar las metas a las que se pretenda llegar y otras, ni tan siquiera se utilizarán. En esta ponencia se identificarán tendencias y se analizarán las mismas en base a escenarios de cambio donde el profesorado y el centro educativo pueden interactuar. Palabras clave. Tendencias de Innovación Educativa, Aprendizaje Adaptativo, BlockChain, Habito Activo. ¿Qué es una tendencia de innovación educativa? Una tendencia en innovación educativa es una nueva tecnología, metodología o producto que tiene grandes posibilidades de impactar en el modelo educativo produciendo alguna mejora [1]. Las tendencias nos indican lo que está llegando o lo que está por llegar, aunque esto no significa que se vayan a quedar en nuestras aulas. Hay tendencias que responden a demandas históricas del profesorado, otras a demandas de la sociedad y otras permiten cambiar totalmente el enfoque de los procesos de formación y aprendizaje [2] ¿Para qué sirven las tendencias de innovación educativa? ¿Es algo más que un desfile de moda? Es habitual que en cualquier congreso internacional sobre innovación educativa una de las conferencias plenarias verse sobre tendencias de innovación educativa. En ella se muestran tecnologías, metodologías, procesos o productos que no nos dejarán indiferentes. Unas tendencias nos producirán admiración, otras, desconfianza y algunas, indiferencia. Pero, además, siempre imaginamos cómo sería la aplicación de esa tendencia en nuestro contexto docente.
... These tools are aimed at leveraging the digital traces that team members leave while interacting, either face-to-face, or while collaborating through computer interfaces (e.g. online systems) [4]. However, a recent review of the past 10 years in the area of CSCW concluded that most awareness tools are limited to facilitate communication flow, shared storage and synchronisation [10] rather than supporting metacognition or reflection based on teamwork evidence. ...
This paper presents a rule-based approach to automatically associate low-level actions of team members -performed on a tabletop-based open-ended concept mapping application-with higher order sub-processes. We illustrate the approach by presenting and discussing two versions of the same visual representation of the identified sub-processes: visualisations completely crafted by humans versus those automatically crafted by our rule-based algorithm. We describe our lessons learnt and discuss the potential of our approach, challenges encountered and possible avenues for future work.
... This innovative approach is called Learning Analytics [16]. Therefore, the MAIN functional model is the same, independently of using a questionnaire or a learning analytics system [2,20], since the function and mission of the technology are the same: to obtain information about the student's learning process. ...
Planning any educational innovation experience, foreseeing its results, following an effective and efficient application of the method, and even transferring it, may be difficult due to its creative character. The MAIN method (Method for Applying Innovation in educatioN) is a modeling method that allows the planning, implementation, and dissemination of educational Innovation. This work presents the different steps that make up the method above: the used methodology, the included duties, the needed effort, the technological background, and its impact prediction. This paper presents a specific application of the MAIN method to solve the absence of active learning in students, and it uses the Flip Teaching method, as well as a scientific dissemination strategy of that innovation.
This Chapter contains five micro-level case studies that examine CBL within specific educational practices, for example, within a particular academic discipline. Case Study One explores CBL used in the master's level course Information Management and Digitalization at UiS. Case Study Two presents an innovative approach to learning dubbed “An inGenious Way of Learning,” at Linköping University, alongside a parallel implementation at the University of Stavanger. Case Study Three, also at Linköping University, details the application of CBL in sustainability education. Case Study Four showcases the implementation of CBL in a multidisciplinary integrated project at the Universidad de Sevilla. Finally, Case Study Five, again from Linköping University, explores the integration of CBL in Project Management and Organisation studies.
En el contexto del Plan de Formación Docente del Profesorado 2021-2022 de la Universidad de Salamanca se imparte el curso El Ecosistema de Información Científica y el Perfil Digital del Investigador, de 10 horas de duración, celebrado entre el 3 y el 15 de junio de 2022.
Los objetivos de este curso son:
Conocer distintas herramientas y redes sociales para promocionar las publicaciones científicas en Internet y obtener indicadores para la evaluación de la investigación.
Adquirir conocimientos básicos sobre marca personal investigadora en la red.
Ofrecer un protocolo para definir la identidad digital del investigador.
Los contenidos del curso son:
Introducción
Ciencia abierta
Reputación científica
Identidad digital de un investigador y sus dimensiones
Protocolo para crear la identidad digital del investigador
Otros componentes del ecosistema de información científica
Conclusiones
El curso “Identidad digital del personal investigador” se impartió entre los días 4 y el 11 de mayo de 2022 de forma online organizado por la Universidad de Burgos en su Plan de Formación del Profesorado en el Curso 2021-2022.
Los objetivos de este curso son:
• Conocer distintas herramientas y redes sociales para promocionar las publicaciones científicas en Internet y obtener indicadores para la evaluación de la investigación.
• Adquirir conocimientos básicos sobre marca personal investigadora en la red.
• Ofrecer un protocolo para definir la identidad digital del investigador.
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 state of the art of Workplace Learning Analytics (WPLA), extracted from a two-iteration systematic literature review. Our in-depth analysis of 52 existing proposals not only provides a descriptive view of the field, but also reflects on researcher conceptions of learning and their influence on the design, analytics and technology choices made in this area. We also discuss the characteristics of workplace learning that make WPLA proposals different from LA in formal education contexts and the challenges resulting from this. We found that WPLA is gaining momentum, especially in some fields, like healthcare and education. The focus on theory is generally a positive feature in WPLA, but we encourage a stronger focus on assessing the impact of WPLA in realistic settings.
Recent advances in information and communication technologies
(ICTs) have fostered the development of new methods
and tools for exploring the increasingly large amounts of
data that come from pedagogical domains. These data
have the potential to transform education into a personalized
experience that meets the needs of each individual
student. Educational data research is becoming highly
relevant in massive online courses, especially MOOCs
(Massive Open Online Courses) and SPOCs (Small
Private Online Courses). Educational data are also
the basis for learning analytics, with an increasing
focus on the way educational data are presented,
how users interact with the data, and data privacy
and security.
Resumen
Curso impartido en la Universidad del País Vasco. Euskal Herriko Unibertsitatea. 20 y 21 de Enero de 2020. Este texto contiene las principales diapositivas utilizadas en las presentaciones teóricas junto con enlaces a videos o explicaciones adicionales con referencias a trabajos de investigación (principalmente del autor). Así mismo se incluyen (al final de cada apartado) una descripción más detallada de los mismos.
Introducción
Es muy habitual que en nuestras aulas el alumnado no coopere ni sea partícipe de su propio aprendizaje. Para solucionar esta situación surgen los métodos activos como Flip Teaching / Aula Invertida. FlipTeaching (FT) es un método para que el alumnado participe de forma activa y cooperativa en el aula. Básicamente consiste en cambiar el lugar donde se imparten las dos principales actividades académicas: la lección y los deberes. Es decir, la lección se toma en casa (por ejemplo, a través de un video), y en clase se hacen los deberes.
Las tendencias de innovación educativa suelen presentar las últimas novedades en tecnologías, procesos y metodologías. Algunas de ellas son tan novedosas que no contemplamos la posibilidad de utilizarlas en nuestras aulas (bien por complejas, caras, o porque pensamos que son modas pasajeras).
Hay un proceso que nos a ayuda a seleccionar las tendencias de innovación más adecuadas a nuestras necesidades. El proceso consiste en aplicar un conjunto de filtros
El GRupo de Investigación en InterAcción y eLearning (GRIAL) es un Grupo de Investigación Reconocido (GIR) de la Universidad de Salamanca y, actualmente, Unidad de Investigación Consolidada (UIC) de la Junta de Castilla y León. Su mayor seña de identidad es que es un grupo de investigación multidisciplinar que surge en torno a la creación y aplicación de tecnología educativa, por tanto, en su composición integra fundamentalmente ingenieros en informática y pedagogos, pero en él se incluyen humanistas, bibliotecólogos, filósofos o filólogos entre otros perfiles. El presente informe tiene como objetivo presentar la producción científica más sobresaliente del grupo de investigación en el período 2011-2019 (el año 2019 solo hasta el mes de abril), aunque previamente se contextualizará la historia y evolución del grupo de investigación, su composición actual y sus líneas de investigación. Se incluye también información sobre el correcto uso de la imagen corporativa del grupo.
La innovación educativa es un proceso creativo cuyo principal objetivo es mejorar aspectos relacionados con el aprendizaje. Por tanto, proporciona una solución a determinados problemas o produce mejoras ignificativas en el aprendizaje. No obstante, el carácter creativo del proceso de innovación hace difícil la planificación de cualquier experiencia innovadora, prever sus resultados, seguir un método de aplicación eficaz y eficiente e incluso transferirla. Para paliar esta situación, el método MAIN (Método de Aplicación de la INnovación educativa) se ha desarrollado como método de diseño de la innovación educativa que permite su planificación, aplicación y divulgación. El objetivo de este trabajo es presentar este método como un conjunto de pasos estructurados que permiten tener una visión previa de: el método a utilizar, el esfuerzo que necesitará, la tecnología que la apoyará y la previsión de su impacto. También facilita la identificación de actividades a realizar, de tal forma que sirve de guía para la aplicación de la innovación educativa en una asignatura concreta. Se presentan los distintos módulos del método MAIN aplicados a una situación concreta (pasividad del alumnado), con un método de innovación educativa que es actualmente tendencia (Flip Teaching) y con una estrategia de aplicación que permite divulgar, de forma científica, la innovación realizada.
The gap between technology and learning methods has two important implications: on the one hand, we should not expect the integration of technological advances into teaching to be an easy task; and there is a danger that mature educational technologies and methods might not give an adequate answer to the demands and needs of society, underusing their transforming potential to improve learning processes. This study discusses the need for a new technological environment supporting learning services, and proposes the concept of the technological learning ecosystem as a solution to both problems. Educational ecosystems should be able to break the technological constraints of existing learning platforms and achieve an effective improvement in learning processes. Our proposed educational ecosystems pivot around five specific lines of action: 1) a framework architecture that supports learning service-based ecosystems; 2) learning analytics for educational decision making; 3) adaptive knowledge systems; 4) gamification of learning processes; 5) semantic portfolios to collect evidence of learning.
This paper proofs three initial hypotheses in relation with the teamwork competence, Firstly, the new university students access to the University without enough knowledge about teamwork competence because they have not been trained or evaluated in this competence. This justifies the use of our Comprehensive Training Model of the Teamwork Competence (CTMTC) method, which allows individualized training and assessment of teamwork competence in all the stages, including the outcome of this teamwork too. Secondly, the realised fieldwork for obtaining indicators that allow evaluate the required effort in order to use CTMTC, focusing on aspects of monitoring (formative evaluation) and outcomes (summative evaluation) and also the enormous effort in time for the teachers to carry it out, are shown. Thirdly, the final evaluation grades obtained by the teams and by their individual members, with the CTMTC method, justify the need of applying that personalized evaluation method and the search of technological tools, such as learning analytics, to help its
implementation.
Over the past 20 years there have been many changes to the primary and secondary educational system that have impacted students, teachers, and post-secondary institutions across the United States of America. One of the most important is the large number of standardized tests students are required to take to show adequate performance in school. Students think differently because they are taught differently due to this focus on standardized testing, thus changing the skill sets students acquire in secondary school. This presents a critical problem for colleges and universities, as they now are using practices for and have expectations of these students that are unrealistic for the changing times. High dropout rates in the colleges of engineering have been attributed to the cultural atmosphere of the institution. Students have reported a low sense of belonging and low relatability to course material. To reduce negative experiences and increase motivation, Challenge Based Learning (CBL) was introduced in an undergraduate Basic Electric Circuits (BEC) course. CBL is a structured model for course content with a foundation in problem-based learning. CBL offers general concepts from which students derive the challenges they will address. Results show an improved classroom experience for students who were taught with CBL.
The analysis of data collected from the interaction of users with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process. This promise motivated the emergence of the new research field, learning analytics, and its closely related discipline, educational data mining. This paper first introduces the field of learning analytics and outlines the lessons learned from well-known case studies in the research literature. The paper then identifies the critical topics that require immediate research attention for learning analytics to make a sustainable impact on the research and practice of learning and teaching. The paper concludes by discussing a growing set of issues that if unaddressed, could impede the future maturation of the field. The paper stresses that learning analytics are about learning. As such, the computational aspects of learning analytics must be well integrated within the existing educational research.
The development of the group work competence is something basic in university teaching. It should be evaluated, but this means to analyze different issues about the participation of a high number of students which is very complex and implies a lot of effort. In order to facilitate this evaluation it is possible to analyze the logs of students' interaction in Learning Management Systems. The present work describes the development of a Learning Analytics system that analyzes the interaction of each of the members of working group. This tool is supported by a theoretical model, which allows establishing links between the empirical evidences of each student and the indicators of their action in working forums.
Current technologies used in e-learning processes require the logging of all activities performed. These data can be used in the assessment of students, instructors and the processes themselves. However, although this wealth of data exists, it is still difficult for those who teach (and interested stakeholders) to verify a hypothesis, extract conclusions, or make decisions based on the facts or situations that are discovered. This paper introduces an educational data analysis model based on visual analytics, learning analytics and academic analytics and using a software tool that allows performing confirmatory and exploratory data analysis through interaction with the information gathered from a typical Learning Management System. The main goal is to enable the discovery of knowledge on the specific learning process that, in turn, will permit its improvement.
We describe findings from a research partnership involving a global airline manufacturing company (The Boeing Company), and learning scientists and aeronautical engineers from the University of Washington. Our starting point for the partnership focused on an 8-hour introductory composites course that was designed for company employees. In phase one, learning scientists observed the company's course development activities and the course as taught by company experts. In phase two, we collaboratively designed and implemented a quasi-experimental study comparing two approaches to teaching. One involved lectures with PowerPoint slides. The second, a “challenge-based” learning approach, combined a set of composites-relevant challenges with individual, small-group, and large-group collaborative inquiry. Comparisons between these methods showed greater interaction among participants in the challenge-based group. In addition, the challenge-based group performed significantly better on posttest items requiring integration and synthesis of concepts. Increased interactivity in the challenge course provided opportunities for participants to articulate connections among concepts and may have contributed to the challenge participants' better synthesis of learned concepts. This work highlighted the benefits for learning scientists of collaborating with industry partners to explore learning in workplace settings, as these settings provide illuminating contrasts to the structures of teaching, learning, and assessment found in schools.
The benefits of a challenge-based environment are recognized by experts in learning science but are infrequently translated to practice in engineering courses. Although individual instructor styles occasionally offer challenge-based instruction, rare is the engineering course in which challenge-based learning is a consistent focus. Few systematic methods for the creation of challenge-based learning materials exist, presenting an obstacle to adoption of this powerful educational technique. We describe the development and implementation of a challenge-based learning mosaic for biotechnology based on three coupled Legacy Cycle (LC) modules. LCs are templates for challenge-based instruction that use a convenient PowerPoint platform for development and distribution. Learning scientists and biotechnology domain experts worked together to: • identify the broad (mosaic-level) challenge • distill three specific (module-level) challenges from the broad challenge • create materials supporting the creation of three challenge-based LCs • refine the LCs using analysis from domain experts • conduct a preliminary assessment of the LCs on biotechnology novices • apply the LCs in BME 281: Biotechnology at Vanderbilt University • assess the impact of challenge-based LCs on learner capabilities The initial LC within the mosaic was based on qualitative observations of mammalian cell culture bioreactor design and operation. Subsequent LCs examined the quantitative aspects of mass and momentum transfer in bioreactors. The biological properties of mammalian cells were integrated with the engineering principles into the overall challenge to produce sufficient recombinant protein for formulation as a pharmaceutical agent suitable for commercial
This paper explores some of the ideas behind the Personal Learning Environment and considers why PLEs might be useful or indeed central to learning in the future. This is not so much a technical question as an educational one, although changing technologies are key drivers in educational change. The paper starts by looking at the changing face of education and goes on to consider the different ways in which the so-called 'net generation' is using technology for learning. It goes on to consider some of the pressures for change in the present education systems. The idea of a Personal Learning Environment recognises that learning is ongoing and seeks to provide tools to support that learning. It also recognises the role of the individual in organising his or her own learning. Moreover, the pressures for a PLE are based on the idea that learning will take place in different contexts and situations and will not be provided by a single learning provider. Linked to this is an increasing recognition of the importance of informal learning. The paper also looks at changing technology, especially the emergence of ubiquitous computing and the development of social software. The paper believes that we are coming to realise that we cannot simply reproduce previous forms of learning, the classroom or the university, embodied in software. Instead, we have to look at the new opportunities for learning afforded by emerging technologies. Social software offers the opportunity to narrow the divide between producers and consumers. Consumers themselves become producers, through creating and sharing. One implication is the potential for a new ecology of 'open' content, books, learning materials and multimedia, through learners themselves becoming producers of learning materials. Social software has already led to the widespread adoption of portfolios for learners, bringing together learning from different contexts and sources of learning and providing an ongoing record of lifelong learning, capable of expression in different forms. The paper considers how Personal Learning Environments might be developed through the aggregation of different services. The final section provides examples of practices that show how PLEs may be used in the future.
Educational data mining (EDM) is an emerging interdisciplinary research area that deals with the development of methods to explore data originating in an educational context. EDM uses computational approaches to analyze educational data in order to study educational questions. This paper surveys the most relevant studies carried out in this field to date. First, it introduces EDM and describes the different groups of user, types of educational environments, and the data they provide. It then goes on to list the most typical/common tasks in the educational environment that have been resolved through data-mining techniques, and finally, some of the most promising future lines of research are discussed.
Our Challenge-Based Learning (CBL) method can be described as a special form of problem-based learning, in which the problems
are of realistic, open-ended nature. Additionally, CBL contains features of experiential and project-based learning approaches.
CBL is supported by the provision of Digital Experimentation Toolkits (DExTs) which comprise materials, initial instructions,
references to web resources and specific software tools. Technological challenges lie in the ease of use in accessing these
data and in communicating the learners’ requests and specifications to the remote sites. Within this article we describe several
classroom scenarios for the usage of DexTs in schools. Examples are the calculation of the epicenter of an earthquake, the
calculation of lunar heights and the definition of strategies for navigation in a maze. The activities described in this paper
were conducted within the framework of our COLDEX project (Collaborative Learning and Distributed Experimentation, http://www.coldex.info).
Models and Methods in Social Network Analysis, first published in 2005, presents the most important developments in quantitative models and methods for analyzing social network data that have appeared during the 1990s. Intended as a complement to Wasserman and Faust's Social Network Analysis: Methods and Applications, it is a collection of articles by leading methodologists reviewing advances in their particular areas of network methods. Reviewed are advances in network measurement, network sampling, the analysis of centrality, positional analysis or blockmodelling, the analysis of diffusion through networks, the analysis of affiliation or 'two-mode' networks, the theory of random graphs, dependence graphs, exponential families of random graphs, the analysis of longitudinal network data, graphical techniques for exploring network data, and software for the analysis of social networks.
Traditional educational structures have largely discounted informal learning. However, a growing interest in vocational education and training by both policy makers and the research community in many countries during the 1990s suggests that the time may have come for informal learning to receive some serious attention. This article considers four aspects of recognition of informal learning and the challenges that they pose for standard educational assumptions. The four aspects are: (i) recognition of informal learning as credit towards formal qualifications; (ii) recognition by educators of non-traditional types of knowledge; (iii) recognition by learners of the extent of their informal learning; and (iv) recognition of the high sensitivity of informal learning to contextual factors.
The practice of learning and teaching is not pre-determined, but always related to the tools and systems used in the process. The development and rising success of social software applications such as weblogs and wikis and so-called Personal Learning Environments (PLE) changes, enables and challenges learning with the Internet. PLE, especially in contrast to traditional Learning Management Systems (LMS), received significant attention and are about changing the paradigm of learning and teaching. This paper tries to underpin a better understanding of the underlying concepts of both approaches and, on the other hand, to emphasise the consequences and challenges of PLE and its rising usage for learning. We have identified seven aspects where these changes are most obvious and/or important. To sum up, learning with PLE leads to changes concerning: (1) the role of the learner as active, self-directed creators of content; (2) personalisation with the support and data of community members; (3) learning content as an infinite “bazaar”; (4) the big role of social involvement; (5) the ownership of learner's data; (6) the meaning of self-organised learning for the culture of educational institutions and organisations, and (7) technological aspects of using social software tools and aggregation of multiple sources. The vast number of tools, supporting collaboration on the web is an indicator that PLE and social software tools are not only a flash in the pan, but lead to a new notion of learning and a measure for sustainable competence development. Nevertheless, the existing approaches and ideas for PLE need further development and elaboration. With the discussion of the related shifts from LMS towards PLE and their challenges, this paper may serve as the basis for learners, teachers and educational institutions decisions for (or against) the technological concept of PLE, on a general level and taking into account its pedagogical implications.
The Web of Data is an emerging research field that contributes to make better decisions because it gathers, combines and analyses different data sources available worldwide. Educational data is an interesting domain because it deals with the quality of the education itself and educational institutions which are common goals for every country. This paper is devoted to present how this idea has been used to improve a learning analytics tool. By means of this tool, teachers can perform teamwork competence assessment of a group of students taking into account how the individuals acquire the essential components of such competence. In this sense, authors use the Comprehensive Training Model of the Teamwork Competence in Engineering Domain (CTMTC) method to gather competence evidences and improve the system with a learning analytics tool to support the process. This tool is able to transform competence evidences and stores them in a competence ontology built upon ISO 10018 concepts. The final result is the production of educational results for the web of data.
Learning based on challenges arises to place the trainees to take decisions, have closeness to reality and develop useful solutions to community. This method is carried out both industry and education. The main difficulty lies in the fact that planning challenges involve multidisciplinary knowledge, they are usually implemented outside of the curriculum's subject and the effectiveness of the results does not appear immediately. This work adapts the learning methodology based on challenges to a regulated academic subject and integrates the two successful methods Challenge Based Learning and Challenge Based Instruction. Two types of challenges are proposed: a specific challenge in the academic environment and a common challenge based on the management of a knowledge management system of proven effectiveness. It generates a sustainable system that allows you to find more effective solutions to planned challenges as well as to improve the learning process itself.
Despite the great potential of social network analysis (SNA) methods and visualizations for learning analytics in computer-supported collaborative learning (CSCL), these approaches have not been fully explored due to two important barriers: the scarcity and limited functionality of built-in tools in Learning Management Systems (LMS), and the difficulty to import educational data from formal virtual learning environments into social network analysis programs. This study aims to cover that gap by introducing GraphFES, an application and web service for extraction of interaction data from Moodle message boards and generation of the corresponding social graphs for later analysis using Gephi, a general purpose SNA software. In addition, this paper briefly illustrates the potential of the combination of the three systems (Moodle, GraphFES and Gephi) for social learning analytics using real data from a computer-supported collaborative learning course with strong focus on teamwork and intensive use of forums.
The majority of tasks and processes at the workplace involve the collaboration of two or more people, which explains that teamwork competence acquisition has become a priority for educational institutions. In project-based learning, student assessment is complex and generally focuses on the final outcome delivered by the group, without paying attention to the contribution of each individual or to the complete process. CTMTC is a methodology that facilitates teamwork competence acquisition and individual and group assessment in collaborative learning. This study describes and evaluates the application of CTMTC for student assessment in group project-based learning in Higher Education. The study also shows a particular case scenario of application of CTMTC and evaluates the benefits derived from the use of CTMTC. The results suggest that the methodology should be tailored to students’ needs and course characteristics, and reveal a positive perception from students about the application of the CTMTC methodology.
The traditional way to develop contents for a subject is based on the faculty perception and experience, however students should be taken into account. This work proposes a methodology that promotes the creation, classification and organization both teachers’ and students’ learning resources within the same subject scope in a timeless manner. Teamwork process is monitored by a proactive method that makes possible the generation of resources collaboratively. A knowledge management system allows to Classify, Search, Organize, Relate and Adapt the generated resources and includes a semantic search engine, based on ontologies, which provides a final product for users’ needs. A first iteration of an action-research allows answering questions such as the types of resources created during the teamwork (with academic, social and service orientation), how to stablish a common organization of the created knowledge for all potential users and improve educational resources of an academic subject with these collaborative resources.
In order to maximize college English language students' learning, product development, 21st Century skills and engagement with real world meaningful challenges, a course was designed to integrate Challenge Based Learning (CBL) and iPad mobile learning technology.
This article describes the course design, which was grounded in design thinking, and provides an overview of the pilot implementation of the course. The course achieved its goals to a great extent in that learners felt that they were beginning to help build a better college community by sharing stories of their learning experience and their insights about the essential question they chose with other students and with other teachers. The course also helped the students discover the use of English as they found ways to reach out to the broader college community and held meaningful conversations with teachers, librarians, managers, and staff from different departments and other students. The course transformed the teacher/researcher into an observer of learning and a guide, thus flipping the classroom and allowing the learners to take responsibility and steer their own learning experiences. Further development is needed in the areas of CBL assessment rubric development in English Language Teaching (ELT) and the analysis of student generated content through iPad applications.
The most commonly used systems in e Learning (both in remote learning and in the support of face-to-face teaching) are the Learning Content Management Systems (LCMS). The common feature to all of them is that both the teachers and the students must adapt themselves to the organizational structure of LCMS. The students depend on the organization of resources and activities established by the teachers, who must adapt themselves to the way that the LCMS has of storing the resources and to the type of activities permitted under a predefined sequence. Software engineering can break this scheme, making it possible to manage the learning process individually and adapting both resources and its organization to the profile and necessities of each student. This work is based on the integration of resources, generated by the teachers, the students and the sector, in subjects of different Engineering degrees. Over these resources a learning content management system has been created, so that the student specifies his circumstantial requirements (making a class work, preparing for a specific exam, etc.). The adaptive system presents an emergent window to the student with the most useful resources available. That window updates the contents continuously. The result of cooperation between students taking part in the experience has generated more than 500 learning resources.
This paper presents four categories of learning analytics tools: dashboards, ad hoc tools, tools for analysis of specific issues, and learning analytics frameworks, and details the characteristics of a selection of tools within each category: (1) Moodle Dashboard and Moodle default reporting tool; (2) Interactions and Teamwork Assessment Tool; (3) SNAPP, GraphFES and Moodle Engagement Analytics; and (4) VeLA and GISMO. The study investigates how these tools can be applied to the analysis of courses by using real data from a course that made intensive use of forums, wikis, web resources, videos, quizzes and assignments. The discussion that follows points out how the different tools complement each other, and suggests the implementation of basic dashboards in learning platforms and the use of external frameworks for learning analytics.
Acquiring the teamwork competency is fundamental nowadays, in order to guarantee a correct working performance for individuals. This means that a great deal of importance is being given to this activity in educational circles. Nevertheless, evaluating the development of teamwork individually is not simple, given that on many occasions there is no objective evidence to study. Information and Communication Technologies applied to educational contexts enable access to information that can help in this analysis. However, it is still complex due to the large amount of information that needs to be considered. This study proposes indicators based on the interaction between learning agents (student-student and active-passive). The exploration of these indicators contributes to the assessment of the individual development within the teamwork context. The analysis carried out in this study demonstrates that there is a direct relation between these interactions and final grading corresponding to individual assessment of teamwork activities by teachers. Additionally, a Learning Analytics system is introduced as support for the challenging task that teachers face in evaluating and monitoring individual progress within teamwork. The information provided by the Learning Analytics system and timely information extraction allow preventing problems, carrying out corrective measures and making decisions to improve the learning process of teamwork.
In order to maximize college English language students' learning, product development, 21 st Century skills and engagement with real world meaningful challenges, a course was designed to integrate Challenge Based Learning (CBL) and iPad mobile learning technology. This article describes the course design, which was grounded in design thinking, and provides an overview of the pilot implementation of the course. The course achieved its goals to a great extent in that learners felt that they were beginning to help build a better college community by sharing stories of their learning experience and their insights about the essential question they chose with other students and with other teachers. The course also helped the students discover the use of English as they found ways to reach out to the broader college community and held meaningful conversations with teachers, librarians, managers, and staff from different departments and other students. The course transformed the teacher/researcher into an observer of learning and a guide, thus flipping the classroom and allowing the learners to take responsibility and steer their own learning experiences. Further development is needed in the areas of CBL assessment rubric development in English Language Teaching (ELT) and the analysis of student generated content through iPad applications.
The shift to e-learning and online education requires new and different approaches for tracking student performance and behavior. Moodle is currently the leading virtual learning environment in Spain, and a lot of different plugins have appeared to complement the lack of native tools to track the learning process in all its aspects. However, none of these take the temporal dimension as a possible behavior measurement into consideration. In this case study, a new technical and statistical approach to time tracking of students in Moodle will be discussed, so that time as a behavioral aspect can be considered in further assessments. Furthermore, this approach could not only be applied to Moodle, but to all other online virtual learning environments.
The evolution of information technologies and their widespread use have caused an increase in complexity of the educational landscape, as institutions and instructors try to absorb and incorporate these innovations to learning processes. This in turn poses new and countless new challenges to educational research in general, and to new disciplines based on educational data analysis such as learning analytics in particular. In this paper, we introduce the Track on Learning Analytics within the Technological Ecosystems for Enhancing Multiculturality 2014 Conference, a track that aims to present new approaches that allow dealing with this complexity and solving some of these challenges.
The paper provides an overview of the motivations behind the proposal of this track, with a general introduction to learning analytics in this complex context and a presentation of the main challenges in current learning analytics research, both from a data analysis perspective and a tool analysis approach; this introduction is followed by an insight of the submission management and participants' selection process. Then, a detailed summary of the manuscripts accepted for participation in the conference is presented.
The tools used in learning processes are in a continuous state of flux. One of the most significant changes is the application of Information and Communications technologies (ICTs) to educational contexts. This provides new possible ways to carry out learning activities, new learning services, the possibility to use new kinds of contents and activities, etc. However, ICTs have not provided as many advantages as they were supposed to, so changes are necessary. In this context, a new set of tools, Web 2.0, offers a new way to understand the Web, in which the user is the centre. Further, users can cooperate in order to define contents. This concept is also applied in technology-mediated learning but there are important problems when one tries to integrate such tools and concepts with existing systems. This paper explores the integration of these tools in traditional learning environments, the various possibilities and their advantages and drawbacks. After that, an interoperability scenario is described and two experiences are presented to show how 2.0 tools can be integrated in learning activities, and its effect in educational process.
Recent research has confirmed the impact of the use of electronic media on student performance. In an earlier article the impact of accessing reading and posting on a forum was studied, as well as access to reading resources. However, little is known about the relationship between the temporal frequency of these activities and an individual student's performance. In addition, some studies have shown different categorizations of student activities proving the usefulness of the prediction in understanding student learning. One of the biggest concerns when teaching courses in a virtual learning environment is to obtain a teaching experience which results in a better use of the course, for which we have determined the factors which influence academic performance. The present study raises the question on the basis of objective factors concerning interaction between the student and the system (specifically, the number of visited sites and resources, the number of visits and interventions in forums). We have implemented a tool to study these aspects using visual analysis. Study results demonstrated that there is a pattern in the frequency of behaviours and performance, which is repeated across different courses.
The landscape of teaching and learning has changed in recent years because of the application of Information and Communications technology. Among the most representative innovations in this regard are Learning Management Systems. Despite of their popularity in institutional contexts and the wide set of tools and services that they provide to learners and teachers, they present several issues. Learning Management Systems are linked to an institution and a period of time, and are not adapted to learners' needs. In order to address these problems Personal Learning Environments are defined, but it is clear that these will not replace Learning Management Systems and other institutional contexts. Both types of environment should therefore coexist and interact. This paper presents a service-based framework to facilitate such interoperability. It supports the export of functionalities from the institutional to the personal environment and also the integration within the institution of learning outcomes from personal activities. In order to achieve this in a flexible, extensible and open way, web services and interoperability specifications are used. In addition some interoperability scenarios are posed. The framework has been tested in real learning contexts and the results show that interoperability is possible, and that it benefits learners, teachers and institutions.
This paper reports on the development of social network analysis, tracing its origins in classical sociology and its more recent formulation in social scientific and mathematical work. It is argued that the concept of social network provides a powerful model for social structure, and that a number of important formal methods of social network analysis can be discerned. Social network analysis has been used in studies of kinship structure, social mobility, science citations, contacts among members of deviant groups, corporate power, international trade exploitation, class structure, and many other areas. A review of the formal models proposed in graph theory, multidimensional scaling, and algebraic topology is followed by extended illustrations of social network analysis in the study of community structure and interlocking directorships.
Learning analytics is the analysis of electronic learning data which allows teachers, course designers and administrators of virtual learning environments to search for unobserved patterns and underlying information in learning processes. The main aim of learning analytics is to improve learning outcomes and the overall learning process in electronic learning virtual classrooms and computer-supported education. The most basic unit of learning data in virtual learning environments for learning analytics is the interaction, but there is no consensus yet on which interactions are relevant for effective learning. Drawing upon extant literature, this research defines three system-independent classifications of interactions and evaluates the relation of their components with academic performance across two different learning modalities: virtual learning environment (VLE) supported face-to-face (F2F) and online learning. In order to do so, we performed an empirical study with data from six online and two VLE-supported F2F courses. Data extraction and analysis required the development of an ad hoc tool based on the proposed interaction classification. The main finding from this research is that, for each classification, there is a relation between some type of interactions and academic performance in online courses, whereas this relation is non-significant in the case of VLE-supported F2F courses. Implications for theory and practice are discussed next.
In the early days of the web, content was designed and hosted by a single person, group, or organization. No longer. Webpages are increasingly composed of content from myriad unrelated "third-party" websites in the business of advertising, analytics, social networking, and more. Third-party services have tremendous value: they support free content and facilitate web innovation. But third-party services come at a privacy cost: researchers, civil society organizations, and policymakers have increasingly called attention to how third parties can track a user's browsing activities across websites. This paper surveys the current policy debate surrounding third-party web tracking and explains the relevant technology. It also presents the FourthParty web measurement platform and studies we have conducted with it. Our aim is to inform re-searchers with essential background and tools for contributing to public understanding and policy debates about web tracking.
Learning processes are changing related to technological and sociological evolution, taking this in to account, a new learning
strategy must be considered. Specifically what is needed is to give an effective step towards the eLearning 2.0 environments
consolidation. This must imply the fusion of the advantages of the traditional LMS (Learning Management System) – more formative
program control and planning oriented – with the social learning and the flexibility of the web 2.0 educative applications.
For this goal, it is compulsory the evolution of the actual LMS to contexts where the new technological trends are integrated
with them, introducing the social characteristics and putting the student in the centre of the educative process. These new
systems are the Personal Learning Environments (PLE). Thus, we propose a learning personalization system construction that
boosts student-centered educative actions. Two aspects are going to be considered, student learning personalization with information
from the LMS and student learning personalization inside of an institution context.
The interactions that students have with each other, with the instructors, and with educational resources are valuable indicators of the effectiveness of a learning experience. The increasing use of information and communication technology allows these interactions to be recorded so that analytic or mining techniques are used to gain a deeper understanding of the learning process and propose improvements. But with the increasing variety of tools being used, monitoring student progress is becoming a challenge. The paper answers two questions. The first one is how feasible is to monitor the learning activities occurring in a student personal workspace. The second is how to use the recorded data for the prediction of student achievement in a course. To address these research questions, the paper presents the use of virtual appliances, a fully functional computer simulated over a regular one and configured with all the required tools needed in a learning experience. Students carry out activities in this environment in which a monitoring scheme has been previously configured. A case study is presented in which a comprehensive set of observations were collected. The data is shown to have significant correlation with student academic achievement thus validating the approach to be used as a prediction mechanism. Finally a prediction model is presented based on those observations with the highest correlation.
Although a user's navigation history contains a lot of hidden information about the relationship between web pages and between users, this information is usually not exploited. The information hidden in the history can be an invaluable source of knowledge in assisting a user to better surf the Web. We presented a system which actively monitors and tracks a user's navigation. Once a user's navigation history is captured, we apply data mining techniques to discover the hidden knowledge contained in the history. The knowledge is then used to suggest potentially interesting web pages to users. Keywords Data mining, Collaborative Information Recommendation, Intelligent User Interface. 1. MOTIVATION Although a user's navigation history contains a lot of hidden information about the relationship between web pages and between users, this information is usually not exploited. Some collaborative information recommending systems require users to rate a web page, store these ratings and make r...
this paper is to provide a clear link between the theoretical principles of constructivism and the practice of instructional design and the practice of teaching. We will begin with a basic characterization of constructivism identifying what we believe to be the central principles in learning and understanding. We will then identify and elaborate on eight instructional principles for the design of a constructivist learning environment. Finally, we will exam what we consider to be one of the best exemplars of a constructivist learning environment -- Problem Based Learning as described by Barrows (1985, 1986, 1992) at the Southern Illinois University Medical School and at the Problem Based Learning Institute for high school teachers .
An updated review of the concept of eLearning
- F J García-Peñalvo
- A M Seoane-Pardo
- FJ García-Peñalvo
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Educ. Knowl. Soc. 16, 119 (2015). Tenth anniversary
A Review of the Impact of ICT on Learning
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Personalización del aprendizaje: Framework de servicios para la integración de aplicaciones online en los sistemas de gestión del aprendizaje
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Conde, M.Á.: Personalización del aprendizaje: Framework de servicios para la integración
de aplicaciones online en los sistemas de gestión del aprendizaje. Departamento de
Informática y Automática, vol. Doctorado en Informática y Automática. Universidad de
Salamanca, Salamanca (2012)
Challenge Based Learning - Take action and make a difference
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The State Of Learning Analytics in 2012: A Review and Future Challenges
- R Ferguson
Ferguson, R.: The State Of Learning Analytics in 2012: A Review and Future Challenges.
The Open University (2012)
Comparative analysis of challenge-based learning experiences
- J Malmqvist
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- U Lundqvist
The application of business process model notation to describe a methodology for the recognition, tagging and acknowledge of informal learning activities
- M Á Conde
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- A García-Holgado
- MÁ Conde
Conde, M.Á., García-Peñalvo, F.J., Fernández-Llamas, C., García-Holgado, A.: The
application of business process model notation to describe a methodology for the
recognition, tagging and acknowledge of informal learning activities. Int. J. Eng. Educ.
(IJEE) 31, 884-892 (2015)
Challenge Based Learning: The Report from the Implementation Project
- L Johnson
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Project. The New Media Consortium (2011)
Academic analytics: the uses of management information and technology in higher education
- P J Goldstein
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technology in higher education. Educase, Colo (2005)
Teamwork assessment in the educational web of data: a learning analytics approach towards ISO 10018
- M Á Conde-González
- R Colomo-Palacios
- F J García-Peñalvo
- X Larrueca
Conde-González, M.Á., Colomo-Palacios, R., García-Peñalvo, F.J., Larrueca, X.: Teamwork
assessment in the educational web of data: a learning analytics approach towards ISO 10018.
Telematics Inform. (2017, in press)
Informal Learning. At a Glance. National Centre for Vocational Education Research Ltd
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Vocational Education Research Ltd., Adelaide (2009)