«Learning analytics, user modeling and adaptation in e-learning contexts»

Date

10-05-2019

Speaker

Rosa María Carro Salas  

Abstract

In the context of e-learning and e-training environments, Rosa M. Carro will address, firstly, the need and difficulty of building user models to store information about the different students so that it is feasible to adapt strategies, activities, and resources to each of them. Obtaining this information is not easy: sometimes it requires a great effort or it is obtained intrusively. In the first part of this talk she will present some works aimed at acquiring information as automatically and less intrusively as possible.

Once the students are being trained in the corresponding environments/applications, information about their interactions is also very valuable, so it must be stored in order to be analyzed, with a dual purpose: to re-feed user models, enriching them with data that reflect the student performance and progress; and to detect potential possibilities for improving the resources offered. Moreover, by using machine-learning algorithms it is possible to predict potential situations such as student failure or dropout, which allows carrying out in-time interventions to prevent them from happening. 

In the second part of this talk, Rosa M. Carro will describe the recent experience with SPA, an Abandonment Prediction System developed and put into production in a spanish online university. SPA has calculated hundreds of thousands of risk values, causing thousands of interventions aimed at retaining students. She will share with the audience the challenges and lessons learned during the transition from experimentation in the laboratory to production in a real university environment where teaching is conducted entirely online.

Slides

Video

Author's Biography

Rosa María Carro Salas 

Rosa M. Carro got a PhD on Computer Science from Universidad Autónoma de Madrid (UAM) in 2001. She is professor of the Department of Computer Science at UAM since 2008. She visited the Universidade de Aveiro (2001-2002) and the Technische Universität München (2002-2003) to do research on adaptive educational games and collaborative adaptive e-learning systems. Currently she is interested in automatic user model acquisition, sentiment and social network analysis, adaptive e-learning systems, attention to diversity, educational data mining and learning analytics. She has co-organised several international workshops, edited special issues in international journals and coauthored around 100 papers in journals and conferences dealing with her main research areas. Mrs. Carro is member of the director board of the Association for the Development of Educational Informatics (ADIE).

 

«Virtual Craft: apps and virtual worlds»

Date

10-05-2019

Speaker

María José Lasala Bello  

Abstract

VIRTUAL TOUCH is an educational 3D virtual world based on Opensim, and supported by the GHIA research group at EPS (UAM). Teachers and students can created content, do all kinds of exercises, make 3D constructions, use written chat, created virtual presentations, and share documents with the goal of learning content from all kinds of curricular areas. Students can work at the classroom, supervised by the responsible teacher, and also at home, in a multidisciplinary way, developing basic skills and doing work based on multiple intelligences. Teleworking and social networking among students is also encouraged in this virtual environment. During the last 10 years, many VT projects have been developed, involving an approximate number of 600 users; most of them secondary school students, students with special educational needs and diversity students (reinforcement classrooms, "aulas de acogida" or open classrooms).

An evolution of this educational tool, VirtualCraft, is currently being developed: an app and a web interconnected with the virtual world VT, that involves a gamified environment for learning both at home and in the classroom, in a coordinated way. 

Slides

Video

Author's Biography

María José Lasala Bello 

María José Lasala Bello holds a Degree in History and Geography from the University of Barcelona (1990). She completed her doctoral studies in 1992 under the programme: The History of Art from the Theory (UB). Currently, she is a PhD student in the Educational Technology programme of the URV. She has been working as an ESO and Bachillerato teacher and as a tutor of welcome, reinforcement and ordinary classrooms since 2002. She teaches Social Sciences at the Narcís Oller Institute. Since 2007 she has been part of the coordinating team of the "Projecte Espurn@" and "Projectes Espurn@", (ICE, UAB). And she participates in "e-Training and e-Coaching for social and labour integration -eIntegra-" (Ministry of Science and Innovation), and in innovative and geolocation projects: Eduhack, Tarraconada, Vilaniuada. Member of the TAC Commission in his work centre as well, and trainer of trainers in the ICT+C field (ICE, UAB) and of 3D environments in different CRP, she coordinates and co-creates the virtual worlds: Espurnik, V-Leaf and VirtualTouch, through the ICE (UAB/URV). She is currently developing VirtualCraft: app and 3D virtual world for learning (EPS, UAM)

 

«The teacher's digital competence for the improvement and transformation of classroom practices»

Date

22-03-2019

Speaker

Isabel Mª Solano Fernández

Abstract

Since the DeSeCo project defined the key competences for the 21st century citizen almost fifteen years ago, much has had to evolve and rethink higher education in order to offer an adequate competence-centred education. Starting from a concept of competence understood as the mobilization of knowledge, skills, abilities and capacities applied and validated in specific contexts of action, we understand that evaluation is an intrinsic part of the same concept of competence. Therefore, in this presentation we address the concept of Digital Teaching Competence, contemplating some of the approaches that have characterized it, and reflecting on the potential of evaluation models, from perspectives based on the self-perception of competence, to approaches more focused on certification with evidence oriented to collect evidence and, therefore, not based on self-perception. In the characterization of its dimensions, we will go deeper into how these are manifested in the specific contexts of action, in this educational case, emphasizing the methodological value of the innovations, and not in the technological, even assuming that the presence of technology is an intrinsic element of the Digital Teaching Competence. 

Slides

Video

Not available yet

Author's Biography

Isabel Mª Solano Fernández  

Isabel M. Solano Fernández is Doctor in Pedagogy from the University of Murcia. Senior Lecturer of Educational Technology and currently the Head of the Department of Didactics and School Organisation at the aforementioned university. Member of the Research Group Educational Technology (GITE). Among her research lines, the following stand out: Multimedia audiovisual resources in the context of formal and non-formal education, Early Childhood Education in contexts enriched with technologies, Research Methodology in Educational Technology and methodological strategies in contexts of formal and non-formal education. She has participated in National and International Research projects related to the implementation of ICT in Society and Schools, which has allowed her to publish in journals and books of impact related to Educational Technology

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«Supporting teachers with community, desing and learning analytics»

Date

10-05-2019

Speaker

Davinia Hernández-Leo 

Abstract

I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. PyramidApp for collaborative learning, edCrumble for blended learning) and the use of data analytics at different levels (learning, design, community) to support community awareness and teacher reflection when designing for learning. The presentation will include results of several research projects (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated). 

Slides

Video

Author's Biography

Davinia Hernández-Leo 

 

Davinia Hernández-Leo is associate professor and Serra Húnter Fellow at the Department of Information and Communications Technologies Department (DTIC) at UPF, the coordinator of the Interactive and Distributed Technologies for Education group (TIDE), vice-dean of the UPF Engineering School and the head of its Unit for Teaching Quality and Innovation. She obtained a degree and a Ph.D on Telecommunication Engineering at University of Valladolid, Spain, and has been visiting researcher at Open University of the Netherlands, Fulbright Scholar at Virginia Tech and visiting academic at the University of Sydney. Her has (co-)authored over 100 scientific publications and received several awards, including best paper awards and the European award for excellence in the field of CSCL technology. Currently, she is the vice-president of the European Association for Technology-Enhanced Learning, a member of the editorial board of the IEEE Transactions of Learning Technologies and the Steering Committee of the European Conference on Technology-Enhanced Learning.es

«The teacher of the digital age or the teacher's digital competence?»

Date

22-03-2019

Speaker

Jordi Adell Segura 

Abstract

In the last decade, several institutions have proposed frameworks on digital teaching competence (e.g. UNESCO, ISTE, INTEF, JRC, among others). Those frameworks are, in sum, the formal recognition that, once the first digital divide (access to technology) has been virtually overcome, it is necessary to face the second, that is, the set of knowledge and skills necessary to take advantage of its possibilities). Therefore, all these frameworks try to answer a fundamental question: what should a teacher know and know how to do (and what attitudes should they show) to successfully integrate information and communication technologies on its work? Underlying all those frameworks of the digital teaching competence there is a teacher professional model (what is a good teacher doing today?), a competence model (how do you define "being competent"?), as well as a conceptualisation of the relationship between human beings and technology. In this talk we will briefly describe the structure of the already proposed frameworks, will analyse some of the assumptions on which they are based and, finally, will try to justify the need to rethink the digital teaching competence as "teaching competence for the digital world", and redefine a more holistic proposal from a post-digital perspective. 

Slides

Video

Not available yet

Author's Biography

Jordi Adell Segura 

Jordi Adell Segura (Castellón, 1960) holds a PhD in Educational Sciences from the Universitat de Valencia and is a professor in the area of Didactics and School Organisation in the Department of Pedagogy and Didactics of Social Sciences, Language and Literature at the Universitat Jaume I de Castellón. His teaching and research activity focuses on educational technology and recently he has published some texts on the use of "blockchain" in education, the need for debate on the incorporation of computational thinking in the curriculum of compulsory education or on a more holistic proposal of «teacher of the digital age» than the current model of digital teaching competence. He manages the Center for Education and New Technologies (CENT) of the UJI.

 

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