«The Spanish Network of Learning Analytics (SNOLA): achivements and challenges»

Date

08-05-2020

Speaker

Alejandra Martínez Monés

Abstract

Learning analytics as a research field has been strongly supported by networks of researchers. At an international level, the Society for Learning Analytics Research, (SOLAR, http://solar.org) plays a fundamental role in the promotion and development of this area. In our country, this labour is being carried out by the Spanish Network of Learning Analytics (SNOLA, http://snola.es). In this talk, I will present the history and development of this network since its foundation in 2003, as well as the research lines of its components, and the main challenges that the field has to face in the next years, from the point of view of its members. Although SNOLA does not cover all the activity related to LA in Spain, this overview of the activity of the network and the visions of its participants will provide a representative vision of the state of research related with LA in Spain and the challenges for the future. 

 

Slides

Not available yet

Video

Not available yet

Author's Biography

Alejandra Martínez Monés

Alejandra Martínez Monés is an Associate Professor of Computer Science at UVa, specialized in Human-Computer Interaction, and member of the research group GSIC-EMIC. Her research interests deal with the applications of learning analytics to the orchestration of technology-enhanced learning, with a focus on how to help teachers design and monitor learning activities. She is a nominal member of the Spanish Network on Learning Analytics (SNOLA) since its foundation. She has co-authored 24 ISI-JCR indexed journal papers, as well as more than 100 conference papers and book chapters. Es editora asociada de la revista IEEE TLT (Transactions on Learning Technologies).

 

 

 

 

«The role of the different elements of the classroom motivational climate in students' learning process»

Date

08-05-2020

Speaker

Juan Antonio Huertas Martínez

Abstract

Since Ames introduced the concept of motivational climate in the classroom (Ames, 1992), researchers have gathered evidence on "sets" of teaching patterns that influence students' motivation to learn (Meece, Anderman & Anderman, 2006) . The classroom climate models that have had the most relevance in the last 20 years are those that take into account the different aspects of teaching design, organization and development that affect the interest in learning. The research group that participated with Professor Jesus Alonso Tapia has been generating evaluation instruments for a long time and verifying the incidence of these elements on motivation and learning in different educational stages. We will briefly present the results of these works and the different analyzes that have been carried out.

One of the most relevant elements of the motivational climate today has to do with the way in which teachers give feedback to their students. We will also highlight in our presentation how that feed-back should be and the evidence that supports it.

 

Slides

Not available yet

Video

Not available yet

Author's Biography

Juan Antonio Huertas Martínez

Dr. Juan Antonio Huertas, Professor in the Department of Basic Psychology at Universidad Autónoma de Madrid since 1991. He has been lead investigator of 8 competitive research projects and has participated in 10 others as a member of the research team. He has directed 11 doctoral theses and 28 thesis, Advanced Studies Diplomas and many other works. Currently he has 121 publications -11 books, 64 articles, 47 book chapters and 2 scientific documents. He has investigated topics related to emotional regulation, basic processes in people with disabilities, the History of Psychology in Spain and in the sociocultural context and, above all, motivation, self-regulation and the classroom climate. He has presented more than 60 communications in congresses and has given more than 50 training workshops to university and previous level teachers. He has received the 2nd (1987) and 3rd (1990) INSERSO National Research and Technical Aid Award. He is an Honorary Member of the Official College of Psychologists of Madrid.

He has held different university management positions at the UAM in the last 19 years. He has been director of the Department of Basic Psychology (1996-2000), vice-dean of the Faculty of Psychology (2000-2006); Dean of that Faculty (2006-2009); vice-rector for undergraduate studies at the UAM (2009-2017); Vice-Rector for Academic Coordination (2017-2019). He is currently vice-rector for teaching, educational innovation and quality.

 

eMadrid seminar on «Review and challenges in Learning Analytics»

 

 

** Due to COVID-19 sanitary restrictions, this seminar will take place online. In the coming days, we will provide you with more details trough our social media and our website. Registration remains open **

 

Date

Friday, May, 8, 2020

Registration

Admission to the seminar is free, but please note that registration is required to attend

 

Program

 The seminar will start at 11:00

Read more ...

«Learning Analytics for the improvement of Mathematics online learning: motivation and methodology used in engineering at UOC»

Date

08-05-2020

Speaker

Teresa Sancho Vinuesa 

Abstract

The use of data related to students online learning can improve our teaching action. This talk will present the teaching methodology applied to the subjetcs of Mathematics and Statistics at the UOC, based on continuous activity through questionnaires with evaluation and immediate feedback. Learning Analytics allows us to intervene in the classroom to redirect and guide students in their learning process.

Slides

Not available yet

Video

Not available yet

Author's Biography

Teresa Sancho Vinuesa

She is currently a full professor at the Universitat Oberta de Catalunya (Spain), director of the degree in Applied Data Science and lead investigator of the Learning Analytics for Innovation and Knowledge Application in Higher Education (LAIKA) group. She has been a visiting researcher at the Open UK, at the University of Southampton and at the University of Cardiff. At UOC, she has held various positions of responsibility: director of the PhD program of Information and Knowledge Society, director of research and vice chancellor of research and innovation. Although, since joining the UOC, she has worked on topics related to higher education and the Internet, she currently focuses her research activity on the use of Learning Analytics for the improvement of online teaching and learning, in particular, in the evaluation and feedback processes. 

 

«Experiences introducing the teaching of programming in Primary, Early Childhood and Secondary Education»

Date

21-02-2020

Speaker

Raquel Hijón-Neira

Abstract

The interest in children learning to program has grown exponentially in recent years. For four years we have been trying effective ways to bring programming to the Primary and PreSchool Education classrooms. This talk explains the experiences carried out to bring the programming closer to the Primary and PreSchool Education classrooms: proposed methodologies, applications and programs used and developed, different approaches, different types of interaction and results obtained in both stages, as well as some experiences to support the introduction of programming in Secondary Education and future work. In Primary Education, results are presented in which significantly better results have been observed using different approaches and ways of interaction depending on factors such as age (144 children between 9 and 12 years old). Another experience with children of these ages demonstrates a significant increase in learning basic programming concepts (32 different schools, 133 children between 9 and 12 years old). In Early Childhood Education from 4 years significant improvements are obtained in the realization of basic programs (go from a point X to Y) with the Cubetto robot, and from 3 years in the resolution of exercises of programming stories (sequence, pattern, decomposition and loop) of "Hello Ruby" (442 children from two different schools between 3-5 years old). In Secondary Education in two different experiences of introduction to programming with systems developed ad-hoc significant improvements are observed with minor intervention periods (160 children between 12 and 14 years old).

 

Slides

Video

Author's Biography

Raquel Hijón-Neira

Raquel Hijón-Neira is an Assistant Professor at the Higher Technical School of Computer Engineering, Universidad Rey Juan Carlos, Madrid. She has received the European PhD degree in Computer Science in 2010. Dr Hijón-Neira also has received the Best Thesis Award by Spanish Chapter of the IEEE Education Society. Se has worked as a computer scienci engineer consultant for 5 years and as a teacher at university for 20 years. She is a member of the Laboratory of Information Technologies in Education (LITE). Her researching areas are software and innovation, programming education, educational technologies, gamification and serious games.