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Technology-Enhaced Support for Lifelong Competence Development in Higher Education
 

Technology-Enhaced Support for Lifelong Competence Development in Higher Education

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Slides from my Ph.D. Defense

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    Technology-Enhaced Support for Lifelong Competence Development in Higher Education Technology-Enhaced Support for Lifelong Competence Development in Higher Education Presentation Transcript

    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding Remarks Jan. 18 / 2013Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 1 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding Remarks General Outline • Motivation • Research Questions • Background • Proposal • TEL Developments and Evaluations • Concluding RemarksPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 2 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksMotivation Outline 1. Motivation • Higher Education (HE) under the Lifelong Learning (LLL) Spectrum • Drawbacks for Lifelong Learning in Higher Education  Curriculums  Role distinction  Feedback • TEL Areas and Subareas of ResearchPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 3 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksHigher Education (HE) under the Lifelong Learning (LLL) SpectrumThree-Dimensional Space of LLL INTENTIONAL Life Planned learning objective INFORMAL NON- FORMAL FORMAL Learners emphasize in The organization requires students to achieve learning objectives their learning objectives Learners change focus of Students may lose the organization’s learning objectives their learning objectives I N C I D E N TA L Based on (Cofer, 2000) Accidental learning objectivePh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 4 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksHigher Education (HE) under the Lifelong Learning ( LLL) SpectrumCurrent Formal Education Spectrum INTENTIONAL Life INFORMAL NON- FORMAL VLE FORMAL Online Classroom Blended Mobile I N C I D E N TA LPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 5 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksDrawbacks for Lifelong Learning in Higher EducationGlahn’s Characterization of Higher Education 1 2 3 Explicit curriculums are Clear role distinction Feedback is present provided (Glahn, 2009)Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 6 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksDrawbacks for Lifelong Learning in Higher EducationCurriculum Drawback Characteristic of Fact Drawback HE Explicit curriculums Curriculums change D1 Teachers and students are not are provided throughout time supported with (Glahn, 2009) (JISC Executive, 2009; JISC Executive, methodologies to introduce 2011; Mayes, Morrison, Mellar, Bullen, changes to the curriculums in & Oliver, 2009). their teaching and learning processes. (Broek, Buiskool,Van Oploo, & De Knowledge-based Visser, 2012; Zahilas, 2012) curriculums  competence-based curriculums. (European Communities, 2004; European Communities, 2008b; Sampson & Fytros, 2008)Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 7 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksDrawbacks for Lifelong Learning in Higher EducationRole Distinction Drawbacks Characteristic of Fact Drawback HE Clear role distinction. Teachers -> D2 Active learning strategies (Glahn, 2009) (Project-base Learning, Problem- Solving Learning, Scenario-Based Learning Design Learning, Inquiry-Based Learning…..) Direction have limited support in higher Moderation education. (Hout-Wolters, Simons, & Volet, 2002; Leach, 2000) D3 There is limited support for new ways of assessment where students can be part of assessors.Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 8 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksDrawbacks for Lifelong Learning in Higher EducationFeedback Drawbacks Characteristic of Fact Drawback HE Feedback is present Limited to plain reports. D4 Feedback useful potential is (Glahn, 2009) ignored in VLEs (De La Harpe & Radloff, 2000; Nicol & Macfarlane-Dick, 2006; S. Bull, Quigley, & Mabbott, 2006). D5 There is a lack of aggregation for semantic meaning in VLEs D6 Activity reports supported Single role perspective. for a single role perspective D7 Formative assessment support is limited D8 There is a lack of useful visualizationsPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 9 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksTEL Areas and Subareas of ResearchTEL Areas of Research Competence- Outcome- Open Learning Social Based Based Student Analytics Visualization Design Assessment Modeling D1 Teachers and students are not supported with methodologies to introduce changes to curriculums in their teaching and learning processes.    D2 Active learning strategies have limited support in higher education.    D3 There is limited support for new ways of assessment where students can be part of assessors.  D4 Feedback useful potential is ignored in VLEs     D5 There is a lack of aggregation for semantic meaning in VLEs   D6 Activity reports supported for a single role perspective  D7 Formative assessment support is limited  D8 There is a lack of useful visualizations    Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 10 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksTEL Areas and Subareas of ResearchThesis Contribution Personalized D1 Educational Systems Competence-based Learning Open Student Modeling Outcome-Based Assessment Competence-Based Design D2 Learning Analytics D3 Social Visualization D4 D5 D6 Research Social D7 Learning Interest D8 (Glahn, 2009)Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 11 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksResearch Questions Outline 2. Research Questions • Main Research Question • Subordinate Research QuestionsPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 12 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksMain Research QuestionThe Main Concern How can appropriate support strategies be provided to competence development in higher education institutions for the lifelong learning process?Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 13 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSubordinate Research QuestionsList of Subordinate Research Questions THEORETICAL PERSPECTIVE RQ.1 What antecedents exist of support of competence development for LLL, especially in higher education? DESIGN AND TECHNOLOGICAL PERSPECTIVE RQ.2 Which information elements, procedures and software applications are needed to build a technical and pedagogical architecture to support competences development? RQ.3 How to introspect learning activities for competence assessment and recommendations? EVALUATIVE PERSPECTIVE RQ.4 How can teachers make effective use of European standards for designing, monitoring and moderating their lessons? RQ.5 How can students and teachers be more aware and reflect about the underlying competences in university courses? RQ.6 How can students make effective use of European standards for planning, monitoring and evaluating personal progress? RQ.7 Will open and social visualizations provide successful personalized guidance within a rich collection of educational resources?Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 14 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSubordinate Research QuestionsClassification of Subordinate Research Questions THEORETICAL PERSPECTIVE RQ-1 (antecedents) = Chapter 2 “Related Research Work” DESIGN AND TECHNOLOGICAL PERSPECTIVE RQ-2 (information elements, procedures and software applications) = AEEA RQ-3 (introspect learning activities) = Activity-Based Learner-Models E VA L U AT I V E P E R S P E C T I V E RQ-4 to RQ-6 ONTO-EQF CC-DESIGN RUBRICS-360 SOLAR Support of social Support of course Support of outcome- Visual support for authoring of design based assessment teachers and students competences. RQ-7Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 15 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksBackground Outline 3. Background • Competence-Based Learning  Competence-Based Design  Outcome-Based Assessment • Personalized Education Systems  Open Student Modeling  Learning Knowledge and Analytics • Social Learning  Social VisualizationsPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 16 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksCompetence-Based LearningMeaning of Competence Multiple interpretations of term competence (Sampson & Fytros, 2008) Standard/Specification Description IMS RDCEO • Title By: IMS Global Learning Consortium Current Version: 1.0 • Description Release: October 2002 • General element <statement> IEEE RCD • Primarily in the context of online and distributed By: Learning Technology Standards learning. Committee of the IEEE Computer Society Current Version: 1.0 • It specifies mandatory and optional data elements Release Date: 29/08/2008 HR-XML • Standard XML schema Human Resources eXtensible Markup Language • Exchange information about competences within a By: HR-XML Consortium Current Version: 3.0 variety of business contexts. Release Date: 23/09/2009 • IMS RDECO specification + the evidence (level of a competence) + weight elementPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 17 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksCompetence-Based LearningCompetence-Based Design • Competences + Resources + Activities + Assessment? • Educational Modeling Languages (EML)  PALO, OUNL-EML, IMS-LD, and LAMS • IMS-LD  Unities of learning  Activities + Resources + Participants  3 levels A -> basic B ->conditionals, collaborative activities C->notifications, dynamic activitiesPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 18 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksCompetence-Based LearningCompetence-Based Design New Models Contributions Standards / Specifications TENCompetence Project: 1) A technical and organizational infrastructure for lifelong competence development, 2) Implement different assessment methods, 3) Import and/or export assessment data TENCompetence Software prototypes UML ICOPER Project: 1) Centralized management of learning resources, 2) Interoperability across platforms Open ICOPER Content Centralised repository of educational IMS-QTI, IMS-CP, and ICOPER LOM AP Space (OICS) resources PALO Project: Capture information on achieved learning outcomes and its relations PALO model Mock-up prototypes IEEE-RCD, ICOPER-LOD, and HR-XML MACE Project: 1) Centralized management of resources, 2) Multiple search services Authoring Tool of Competences EQF Centralised repository of architecture content Search EnginesPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 19 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksCompetence-Based LearningOutcome-Based Assessment • Integrating assessment + learning design + development of competences (Paquette, 2007; Koper & Miao, 2008). • Validate intended learning outcomes for any kind of assessment 360° FeedbackPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 20 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksCompetence-Based LearningOutcome-Based Assessment • Competences + Learning Objectives + Activities + Assessment • Engeström’s Activity Theory  Introspect Learning Activities data Learning Outcomes data  Activities produce learning outcomes  Action Level and Context Level  Recursively definitionPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 21 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksCompetence-Based LearningOutcome-Based Assessment • The European Qualifications Framework (EQF) gives a common base of definitions and descriptors for qualifications of competences for LLL in Europe. Knowledge Skill Personal Competence exercise management Comprehensive, and supervision in specialised, factual and a comprehensive range of contexts of work or study theoretical knowledge cognitive and practical activities where there is Level 5[1] within a field of work or skills required to develop unpredictable change; study and an awareness creative solutions to review and develop of the boundaries of that abstract problems performance of self and knowledge others • Few efforts have been made to allow teachers and learners to adopt the EQF in HE coursesPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 22 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksPe r s o n a l i z e d E d u c a t i o n S y s t e m sOpen Student Modeling • Benefits of opening the user model to learners and teachers have been argued (Brusilovsky & Sosnovsky, 2005; Mitrovic & Martin, 2007; S. Bull & Kay, 2007; Van Labeke, Brna, & Morales, 2007; S. Bull & Gardner, 2010; Conejo, R., Trella, M., Cruces, I., & Garcia, R. , 2011) • Open learner/student model allows access to the user model content in a variety of forms such as:  skill meters, interactive texts and tables, Actuator-Indicator Model trees, Bayesian networks, and concept (Zimmermann et al., 2005) maps.  Others include simulations, animations, and Fuzzy models. (S. Bull & Kay, 2009)Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 23 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksPe r s o n a l i z e d E d u c a t i o n S y s t e m sLearning Knowledge and Analytics • Social Learning Context Analytics as analytic tools that expose, make use of, or seek to understand social context(s) where the learner is involved. (Shum & Ferguson, 2011) • (Duval, 2011) -> Reflexion and recommendations • Verbert, K., Manouselis, N., Drachsler, H., & Duval, E. (2012). -> dataSet and Learning Analytics • (Verpoorten et al., 2012) -> Reflexion triggers and reflexion amplifiers • Drachsler, H., & Greller, W. (2012) -> Characterization of LA research communityPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 24 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSocial LearningSocial Visualizations Hsiao, I., Bakalov, F., Brusilovsky, P., & König-ries, B. (2011). Hsiao, I.-H. (2012). Hsiao, I.-H., Guerra, J., Parra, D., Bakalov, F., König-Ries, B., & Brusilovsky, P. (2012)Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 25 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSection Outline 4. Proposal for Course Lifecycle Support • The AEEA • The Activity-Based Learner-ModelsPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 26 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksThe Adaptive Evaluation Engine Architecture ( AEEA)Online and Blended course Lifecycle Define courseFramework to objectives in termsaggregate of prerequisites andinformation from learning outcomesmultiple perspectives based on the EQFon learning social Teachers ->planes in VLEs. Mapping course’sIntrospect data of objectiveslearning activities consideringIntrospect data of competence-learning outcomes based learningUseful visualizations outcome-Social learning basedcontext analytics and assessmentopen student model Course design with Useful feedback a 360° formative that raise context Formative Feedback awareness and Students -> Being aware of assessment for Enriched reflection. self- expected learning teachers and outcome-based direction and self- outcomes & relation students. assessment in VLEs. regulation. between learning outcomes & course activities.Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 27 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksThe Adaptive Evaluation Engine Architecture ( AEEA)Detail of Data ModelsPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 28 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksThe Adaptive Evaluation Engine Architecture ( AEEA)OverviewPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 29 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksT h e A c t i v i t y - B a s e d L e a r n e r- M o d e l sExtension Engeströms Activity TheoryPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 30 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksT h e A c t i v i t y - B a s e d L e a r n e r- M o d e l sModel and Particular ImplementationPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 31 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksT h e A c t i v i t y - B a s e d L e a r n e r- M o d e l sActivity Models within AEEAPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 32 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSoftware Developments and Evaluations Outline 5. TEL Developments and Evaluation ONTO-EQF Teachers’ evaluation Students’ evaluation 3 HE Courses CC-DESIGN 1 HE Course 20 Teachers 25 students RUBRICS-360 (140 students) (1 Teacher) SOLARPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 33 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSocial Authoring of EQF CompetencesAuthoring of Competences for Courses Teachers were invited to define a core of competences based on the EQF for their courses. ONTO-EQF a) Knowledge domain areas b) Associated competences c) Adding to course d) EQF qualification descriptorsPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 34 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSocial Authoring of EQF CompetencesDefining Prerequisites and Learning Outcomes Teachers were also invited to define prerequisites and learning outcomes for their courses. ONTO-EQF Knowledge Domains, EQF competences, prerequisites and learning outcomes for the course “Data Structures and Algorithms”Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 35 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSocial Authoring of EQF CompetencesTe a c h e r ’ s P e r s p e c t i v e • 3 blended courses in the area of engineering  Fundaments of Programming. UNIVALLE, Colombia. (massive students enrolled – 100 students)  Interactive Programming. UNIVALLE, Colombia.  Data Structures and Algorithms. UdG, Spain (3105G07010/2011). • 20 teachers  12 associated professors (4 coordinators for massive groups)  8 assistant professors  The range of age was between 24 and 48-year-old • 140 enrolled students  The range of age was between 18 and 20-year-old • Case Study, survey, some personal interviewsPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 36 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSocial Authoring of EQF CompetencesSurvey Results B. Usefulness C. Ease of Use D. Ease of Learning ONTO-EQF E. Satisfaction F. Privacy and Data SharingPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 37 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSupport for Enhancing Course Design under LLLScript of Qualifications CC-DESIGNPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 38 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSupport for Enhancing Course Design under LLLEvaluation Results B. Usefulness C. Ease of Use D. Ease of LearningCC-DESIGN E. Satisfaction F. Privacy and Data SharingPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 39 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSupport of EQF Competence AssessmentAssessment Plan RUBRICS-360 Teacher interface Student interfacePh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 40 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSupport of EQF Competence AssessmentTe s t RUBRICS-360Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 41 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSupport of EQF Competence AssessmentEvaluation Results B. Usefulness C. Ease of Use D. Ease of Learning RUBRICS-360 E. Satisfaction F. Privacy and Data SharingPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 42 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSOLARTe a c h e r a n d S t u d e n t G e n e r a l O v e r v i e wPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 43 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSOLARDisplay (2)Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 44 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSOLARDisplay (3)Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 45 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSOLARDisplay (4)Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 46 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksCase Studies Set-UpStudent’s Perspective • 1 Blended course in the area of engineering  Data Structures and Algorithms. UdG, Spain (3105G07010/2011) . • 25 students and 1 teacher  2nd-year college students 20% (n=5).  4th-year college students 36% (n=9)  Master students 40% (n=10).  Ph.D. students 4% (n=1).  32% (n=8) were females  68% (n=17) were males.  The age range reported was between 18-34 years old. • Case Study, Qualtrics survey, some personal interviewsPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 47 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksSOLAREvaluation Results Teachers StudentsPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 48 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksConclusions Outline 6. Concluding Remarks • Conclusions and Key Findings • Contributions • Future work • PublicationsPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 49 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksConclusionsSocial Authoring of EQF Competences in HEConclusions • Sub-areas of TEL  Competence-based Design + Outcome-based Assessment + Personalized Learning (navigation) ONTO-EQF • Social effects  Social creation of competences in HE  Social creation of enhanced course design (prerequisites, learning outcomes) • Teaching effects  Contextual awareness  Reflection  New course design under LLL spectrum • Findings  In practice it is necessary a deep level of conceptualization to map course objectives to the EQF  More efforts Recommender systems Adaptive navigation supportPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 50 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksConclusionsEnhancing Course Design for Lifelong CompetenceDevelopment Conclusions • Sub-areas of TEL  Competence-based Design + Outcome-based Assessment + Personalized Learning (navigation) CC-DESIGN • Social effects  Social creation of enhanced course design (prerequisites, learning outcomes, evaluation activities in a 360- degree feedback, and a script of qualifications. ) • Teaching effects  Contextual awareness (underlying competences and plan of competence qualification)  Reflection  Support for active learning strategies  New course design under LLL spectrum • Findings  Cognitive overcharge for teachers in tasks of design  EQF is unknown for HE teachers  Teachers’ motivation is crucial  More efforts  Recommender systems  Adaptive navigation support  Testing other domainsPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 51 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksConclusionsSupport of EQF Competence Assessment in HECourses Conclusions • Sub-areas of TEL  Competence-based Design + Outcome-based Assessment + Personalized Learning (navigation) • Social effects RUBRICS-360  Collaborative formative assessment  Social context awareness. • Teaching effects  Contextual awareness (underlying competences and qualification)  Reflection  Support for active learning strategies  Suitable support for monitoring, and moderation • Findings  Automatic generation of tests and formative information grow teacher´s motivation  The conciliation between the traditional evaluation and the qualification of EQF competences is vital to the willingness of HE teachers in the adoption of the EQF for their coursesPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 52 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksConclusionsVisual Support of Course Monitoring andModeration Conclusions • Sub-areas of TEL  Competence-based Design + Outcome-based Assessment  + Learning Analytics + Open Student Models + Social Visualizations SOLAR • Social effects  Social context awareness. • Teaching effects  Contextual awareness (underlying competences and qualification)  Reflection  Support for active learning strategies  Suitable support for monitoring, and moderation • Findings  Teachers need more granularity for comparing performance  Some other social planes were revealed that are not mentioned in the theories of learning orchestration.  Needed perspectives for other roles that are not mentioned in the extended Engeström’s Activity theory were also revealed.Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 53 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksContributionsOverall Contribution 1 Framework • On the whole, a framework that integrates personalized, competence-based, and social learning to improve the effectiveness of VLEs in higher education:  Methodology for LLL competence development in HE courses.  Learning and teaching effects  Contextual awareness  Reflection  Social effects  Social creation of competences in HE  Collaborative formative assessment  Social context awareness.Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 54 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksContributionsDetailed Contributions 2 Technical Architectures (PADA) Adaptive Engine Evaluation Architecture (AEEA) Activity-Based Learner-Models 4 Software Applications ONTO-EQF CC-DESIGN RUBRICS-360 SOLAR 4 Datasets • 3 Design of Courses Based on the EQF • 1 set of EQF Competences for HE Courses based on the EQFPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 55 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksF u t u r e Wo r kImprovements of Functionalities • TEL recommender systems • More social learning context analytics  Patterns of failure and success  Social network performance  Long-term analytics of learning trajectories  More perspectives  More social planes • Mathematical support to translate qualifications to marks or grades • A more granular measure of performance • More personalization for navigation • Moodle plug-insPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 56 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksF u t u r e Wo r kEnlarge the Research Scope (short term} • Testing in other areas of knowledge and practice. • Using different pedagogical approaches (active learning). • Research in long-term analytics of learning trajectories. • Measuring the improvement or not of success rates. • Support to third phase of course design. • Testing in a full-blended scenario with mobile learning for HE.Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 57 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksF u t u r e Wo r kEnlarge the Research Scope (long term} • Future of EQF  Students’ portfolios as a summary of attained EQF learning outcomes levels  Patterns of success and failure per study program  Perspectives on the social planes “study program” and ”university community” -> curriculum design and quality assurance in HE  Complementing and reinforcing existing European mobility instruments  Selecting the best students for awards, mobility aids and jobs  EQF inside of Moodle and other VLEs  Collect, analyze and visual report -> interoperability and exchange  More active learning, self-direction in LLL  Bridge between EQF and traditional HE marks and grades.  More connection between HE and other aspects of LLLPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 58 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksPublicationsThesis Publications 3 Journals 2 Book Chapters from Conferences 5 Conferences 2 Talks THEORETICAL PERSPECTIVE RQ-1 (antecedents) = Chapter 2 Related Research Work DESIGN AND TECHNOLOGICAL PERSPECTIVE RQ-2 (information elements, procedures and software applications) = AEEA AIED 2009 EAEEIE 2009 CAVA 2009 EDUCON 2010 CIDUI 2010 RQ-3 (introspect learning activities) = Activity-Based Learner-Models (Vol. 6964 LNCS) Springer 2011 E VA L U AT I V E P E R S P E C T I V E RQ-4 to RQ-6 EIA 2010 IEEE TLT 2013 ONTO-EQF CC-DESIGN RUBRICS-360 SOLAR RQ-7 Educación en Ingeniería 2009 Clúster TIC MEDIA 2011 ICALT 2010 (Vol. 173, CCIS). Springer 2011Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 59 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksPublicationsThesis Publications (1) • 3 Journal Papers  IEEE TLT 2013 Florian-Gaviria, B., Glahn, C., & Fabregat, R. (2013). A Software Suite for Efficient Use of the European Qualifications Framework in Online and Blended Courses. IEEE Transactions on Learning Technologies (TLT), 1–14. (In second round review since December 2012). ISI Impact Factor 0.823 (2011). EIA 2010  Florian-Gaviria, B., Solarte, O., & Reyes, J. M. (2010). Propuesta para Incorporar Evaluación y Pruebas de Usabilidad Dentro de un Proceso de Desarrollo de Software. Revista EIA, (13), 123–141. Retrieved from http://revista.eia.edu.co/articulos13/art.9 (123-141).pdf Educación en  Florian-Gaviria, B., Bustos, J. J., & Uribe-Narváez, F. (2009). Aplicación Web para Evaluación Ingeniería 2009 Formativa Universitaria Basada en Competencias. Revista Educación en Ingeniería, Dic. 2009(8), 1– 12. Retrieved from http://www.educacioneningenieria.org/index.php/edi/article/view/82/72 • 2 Book Chapters  Florian-Gaviria, B., Glahn, C., Drachsler, H., Specht, M., & Fabregat, R. (2011). Activity-Based (Vol. 6964 Learner-Models for Learner Monitoring and Recommendations in Moodle. In C. Kloos, D. Gillet, R. LNCS) Springer 2011 Crespo García, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning (Vol. 6964 LNCS, pp. 111– 124). Springer Berlin / Heidelberg. doi:10.1007/978-3-642-23985-4_10. Retrieved from EC-TEL 2011 http://www.springerlink.com/content/d743t57707600827.  (Vol. 173, Florian-Gaviria, B., & Fabregat, R.. (2011). Usability Study of TEL Recommender System and E- CCIS). Assessment Tools United. In C. Stephanidis (Ed.), HCI International 2011 – Posters’ Extended Springer 2011 Abstracts (Vol. 173, pp. 138–142). Springer Berlin Heidelberg. doi:10.1007/978-3-642-22098-2_28. HCII 2011 Retrieved from http://www.springerlink.com/index/P4357612682V4062.pdf.Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 60 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksPublicationsThesis Publications (2) • 5 Conference Papers  Florian-Gaviria, B., Baldiris, S. M., Fabregat, R., & De la Hoz-Manotas, A. (2010). A Set of Software Tools to Build an Author ICALT 2010 Assessment Package on Moodle: Implementing the AEEA Proposal. 10th IEEE International Conference on Advanced Learning Technologies (pp. 67–69). Sousse: IEEE Computer Society. doi:10.1109/ICALT.2010.26. Retrieved from http://ieeexplore.ieee.org/lpdocs/epic03/wrapper.htm?arnumber=5571142.  Feliu, L., Florian-Gaviria, B., Fraguell, M. R., Montoro, L., Planas, A., Saurina, J., Suñol, J. J., et al. (2010). Implantación de una CIDUI 2010 Red de Innovación Docente para el Análisis y Mejora de la Evaluación de los Estudiantes en la Universidad de Girona. Proceedings VI CIDUI Congreso Internacional Docencia Universitaria e Innovación (Nuevos espacios de calidad en la educación superior. Un análisis comparada y de tendencias). Barcelona. Retrieved from http://web2.udg.edu/ice/doc/xids/doc549.pdf  Florian-Gaviria, B., Baldiris, S. M., & Fabregat, R. (2010). A New Competency-Based E-Assessment Data Model. IEEE EDUCON 2010 EDUCON Education Engineering 2010 - The Future of Global Learning Engineering Education (pp. 473–480). Madrid. Retrieved from http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=5492538&isnumber=5492336  Florian-Gaviria, B., Baldiris, S. M., & Fabregat, R. (2009). Adaptive Evaluation Based on Competencies. In O. Santos, J. AIED 2009 Boticario, J. Couchet, R. Fabregat, S. Baldiris, & G. Moreno (Eds.), Proceedings of the Workshop on Modeling and Evaluation of Accesible Intelligent Learning Systems. (AIED 2009) (Vol. 495, pp. 54–63). Brighton: CUER Workshop Proceedings. Retrieved from http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-495/paper8.pdf  Florian-Gaviria, B., Baldiris, S. M., & Fabregat, R. (2009). Adaptive Integral Assessment Package for the A2UN@ Project. EAEEIE 2009 20th EAEEIE Annual Conference (pp. 1–6). Valencia: IEEE Computer Society. doi:10.1109/EAEEIE.2009.5335460 http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=5335460&tag=1 • 2 Invited Talks  Florian-Gaviria, B. (2011). Learning analytics in competence development based on learners activity and learning Clúster TIC outcomes. Creació dobjectes daprenentatge adaptatius, Projecte FEDER – Clúster TIC MEDIA de Girona, Girona, MEDIA 2011 17 October 2011  Florian-Gaviria, B., (2009). Arquitectura para la Evaluación Adaptativa Basada en Competencias. Congreso CAVA 2009 Internacional de Ambientes Virtuales de Aprendizaje Adaptativos y Accesibles, CAVA 2009, Universidad de Córdoba, Montería - Colombia.Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 61 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding RemarksPublicationsCollaboration Publications • Journal Papers  Mejía, C., Florian-Gaviria, B., Bull, S., Vatrapu, R., Díaz, A., & Fabregat, R. (2013). A Novel Approach for Visualization and Inspection of Reading Difficulties on University Students. 1–14. (Awaiting submission 2013). • Conference Papers  Mejía, C., Díaz, A., Florian-Gaviria, B., & Fabregat, R. (2012). Uso de las TICs en la construcción de analíticas de aprendizaje para fomentar la auto-regulación en estudiantes universitarios con dislexia. Congreso Internacional EDUTEC 2012. Las Palmas de Gran Canaria.  Mejía, C., Bull, S., Vatrapu, R., Florian-Gaviria, B., & Fabregat, R. (2012). PADA: a Dashboard of Learning Analytics for University Students with Dyslexia. Last ScandLE Seminar. Copenhagen. Retrieved from http://www.itu.dk/people/rkva/ScandleSeminar_CPH/doctoralConsortium/Paper-ScandLE Seminar%28Mejia%29_v5.docxPh.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 62 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding Remarks Acknowledgements • University of Valle (Cali, Colombia)  Study-commission RES. #51, 26 June, 2008. (4-years, 2008 - 2012) • COLCIENCIAS-LASPAU  Educational Credit No. 20080847. (3-years, 2008 - 2011) • Spanish Government Funded Research Projects  Accessibility an Adaptation for ALL in Higher Education (A2UN@ project). (TIN2008- 06862-C04-02/TSI).  Adaptation based on, modeling and planning for complex user-oriented tasks (ADAPTAPLAN Project). (TIN2005-08945-C06-03).  ARrELS project. (TIN2011-23930). • The BCDS research group (ref. GRCT40). Part of the DURSI consolidated research group (CSI) (ref. SGR-1202).  Partial foundation of my study stay at CELSTEC in The Netherlands (3 months).  Foundation for some academic trips.Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 63 / 64
    • Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding Remarks Questions Thank you very much for your time. Time for Questions.Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 64 / 64