2014 10 23 fie2014 emadrid uam Exploring on e learning enhancement by mean of advanced interactive tools

1. Exploring on e-Learning Enhancement by Mean of Advanced Interactive Tools
Xavier Alamán, Rosa M. Carro, Iván Claros, Ruth Cobos, LeovyEcheverría, Javier Gómez, Pablo Haya,
Francisco Jurado, Germán Montoro, Jaime Moreno-Llorena, AlvaroOrtigosa, Pilar Rodríguez
{xavier.alaman, rosa.carro, ivan.claros, ruth.cobos, leovy.echeverria, jg.escribano, pablo.haya, francisco.jurado, german.montoro, jaime.moreno, alvaro.ortigosa, pilar.rodriguez}@uam.es,
Departmentof ComputerScience
Universidad Autónoma de Madrid
Madrid, Spain
The GHIA (Group of Advanced Interactive Tools) proposals

2. Outline
•Introduction
▫About of the GHIA
•ResearchLines
I.CollaborativeLearning
II.Questionnaire-driven design for the automatic generation of Web-based Collaborative Applications
III.Social Media Environments
IV.Affective Computing and User Modeling in Learning Environments
V.Social Network analysis for Student Modelling
VI.Training Applications for Users with Cognitive Limitations
VII.Mobile Adaptive Manuals
•Conclusionsand FutureWork

3. Introduction
•The Group of Advanced Interactive Tools (GHIA)
▫Twenty full-time Ph.D. researchers.
▫Twenty-five people have completed their doctoral dissertation.
▫Tools and utilities in the field of computers and education.
▫GHIA research group is a member of eMadridnetwork.
http://vghia.ii.uam.es/ghia

4. I. CollaborativeLearning
•It has many advantages and uses compared to others learning theories.
•CSCL appeared to support collaborative learning to help in traditional learning methods.
•A collaborative learning scenario: the users, the learning systems and the collaborative learning tasks.
•Teaching Assistant System TASystem(Echeverríaet al., 2014, Echeverríaet al., 2013)
▫Supports the design of the collaborative learning tasks and the students’ assessments.
▫Three services embedded into the LMS Moodle: i) the Task Manager; ii) the Assessment Manager; and iii) the Report Manager.
▫TASystemhas been tested for more than three years with groups of students and instructors at the Universidad PontificiaBolivariana, Montería, and at the Universidad del Valle (Colombia).
L. Echeverría, R. Cobos, and M. Morales. “A Notification Manager to support collaborative learning in LMS Moodle”, 2014 IEEE Global Engineering Education Conference (EDUCON’14), April 3-5, pp. 492-498, 2014
L. Echeverría, R. Cobosand M. Morales, Designing and Evaluating Collaborative Learning Scenarios in Moodle LMS Courses. In Cooperative Design, Visualization, and Engineering. Springer Berlin Heidelberg, 2013, pages 61–66.

5. II. Questionnaire-driven design for the automatic generation of Web-based Collaborative Applications
R. Cobos, R. Martín, J. Moreno-Llorena, E. Guerra, and J., de Lara. “REUSES: Questionnaire-driven design for the automatic generation of web-based collaborative applications”, IEEE 7th International Conference on Collaborative Computing: Networking, Applications and Worksharing(CollaborateCom’11) pp. 9-18, 2011.

6. III. Social Media Environments
•Social Educational Environments (Claros et al. 2014)
▫Social Interaction
•LMS-Social (Garmendía& Cobos, 2013)
▫Moodle
Social Course Format
Learning Analytics Blocks
•Social Media Learning (Claros & Cobos, 2013)
▫Facebook & Youtube integrated
▫Multimedia-centeredContent
▫CollaborativeBuildingof Objects
Remix Multimedia and Interactcomponentes
▫Learning Analytics basedonSocial Network Analysis
I. Claros, L. Echeverría, A. Garmendía, and R. Cobos. “Towards a Collaborative Pedagogical Model in MOOCs”, 2014 IEEE Global Engineering Education Conference (EDUCON’14), April 3-5, pp. 905-911, 2014.
A. Garmendíaand R. Cobos, “Towards the Extension of a LMS with Social Media Services”, Cooperative Design, Visualization, and Engineering (CDVE’13), vol. 8091, Y. Luo, Ed. Springer Berlin Heidelberg, pp. 67–72, 2013
I. Claros, and R. Cobos. “Social Media Learning: an Approach for Composition of Multimedia Interactive Object in a Collaborative Learning Environmen, 17th IEEE International Conference on Computer Supported Cooperative Work in Design (CSCWD’13), 2013.

7. A
B
IV. Affective Computing and User
Modeling in Learning Environments
• Enhancement of Student
Motivation (Rodriguez,
Ortigosa & Carro, 2014)
▫ Students’ Self-written Essays
• Correlation Analysis Between
Academic Marks and Emotions
(Cobos, Jurado, Ortigosa &
Rodriguez, 2014)
▫ Relationship between
emotions and academic marks
using text analysis
0,00%
50,00%
100,00%
A.1
A.2
A.3
A.4
B.1
B.2
B.3
B.4
C.1
C.2
C.3
C.4
C.5
D.1
D.2
First semester: Proportion of the anger dimension among the total emotion for
each document
 P. Rodriguez, A. Ortigosa, and R.M. Carro. “Detecting and making use of emotions to enhance student motivation in e–learning environments”,
International Journal of Continuing Engineering Education and Life Long Learning, 24-2, 168-183. 2014
 R. Cobos, F. Jurado, A. Ortigosa and P. Rodriguez. “An experience on the correlation analysis between academic marks and emotions”, Int.
Journal of Emerging Technologies in Learning, vol. 9:2, pp. 15-22, 2014.

8. V. Social Network analysis for Student Modelling
SentBuk
•SentimentAnalysisin Facebook (Ortigosa, Martin & Carro, 2014):
▫Positive, neutral, negative
▫Evolutionalongthetime
▫Positive/negativefriends
A. Ortigosa, J.M Martín and R.M Carro.”Sentiment analysis in Facebook and its application to e-learning”. Computers in Human Behavior 31(0):527 –541, 2014

9. V. Social Network analysis for Student Modelling
Personality prediction
Personality-based friend recommendation
Friend comparison
A. Ortigosa, R.M Carro and J.I. Quiroga. “Predicting user personality by mining social interactions in Facebook”. J. Comput. Syst. Sci. 80(1):57–71, 2014.
TP-2000
•InferringPersonalityfromUserActionsin Facebook (Ortigosa, Carro & Quiroga, 2014)

10. VI. Training Applications for Users with Cognitive Limitations –Dressing Properly
•Game-basedadaptivetrainingthroughmulti-contactsurfaces
•Personaliseddailyassistancethroughmobilephones(recommendations)
•Adaptive-gameauthoringtool
(Moraleda & Carro, 2013)
(Rojo & Carro, 2013)
M. Moraledaand R.M Carro. “Designing and delivering adaptive educational games through multi-touch surfaces for users with cognitive limitations”. Procsof SIIE 2013.
J.A Rojoand R.M Carro. “MyDressRecommender: a distributed mobile dress recommender for users with special needs”. Procs. of SIIE 2013.

11. Context
VI. Training Applications for Users with Cognitive Limitations
Directions
Assistant
Selectionmenu
Directions
Destination
Result
QRUMBS
M. Moraledaand R.M Carro. “Designing and delivering adaptive educational games through multi-touch surfaces for users with cognitive limitations”. In SIIE 2013.

12. •WSI-Go(WhereShouldI Go?)
▫Case Study: guiding users trained (at UAM) for labor integration through the university campus.
Authoring: labelled map
PDA Personalized guidance
(annotated Street View + sounds)
Monitoring
VI. Guiding Users with Cognitive Limitations Outdoors
(García de Marina, Carro & Haya, 2012)
A. G. García de Marina, R. M. Carro, and P. Haya. 2012. WhereshouldI go?: guidinguserswithcognitivelimitationsthroughmobiledevicesoutdoors. Procsof Interacción 2012.

13. VII. Mobile AdaptiveManuals
•Mobile devicesas autonomyenablers: AssistiveTechnologies (AT)
▫Familiar
▫Ubiquitous
•Diferentscenarios
▫Activitiesof dailyliving (ADL)
▫Labourtraining and education
▫Workplace
•Adaptedto theuserand herneeds
▫Intefaceand interaction
▫Reduce amountof guidanceonherprogress
•Adaptedto hercontext
▫Branches: multiplechoicequestions
▫Repetitions
ADL
LabourTraining
WorkPlace
AUTONOMY
AT
Howmanytimes do youneedto repeat?
Choosethecopymode
Onesided
Twosided
Gómez, G. Montoro, P.A. Haya, X. Alamán, S. Alves, M. Martínez, “Adaptive manuals as assistive technology to support and train people with acquired brain injury in their daily life activities”, Personal and ubiquitous computing, vol17, nº 6, pp. 1117-1126, 2013

14. Conclusionsand FutureWork
•The GHIA group and its main research lines had been presented.
•http://vghia.ii.uam.es/ghia/
•The MOOCs represent a new alternative to manage and to offer online open courses without limiting the amount of students.
•It has emerged as a paradigm that seems to respond the global need of powerful tools and learning resources by supporting teaching/learning processes in massive learning experiences.
•To apply our experience related with social media platforms and collaborative learning services toward massive teaching/learning projects may produce interesting contributions.
•We are working on the definition of several strategies for data analysis and information visualization(Learning Analytics), based on theories and context appropriated by collaborative learning approaches.

15. Acknowledgment
•This research was partly funded by the Spanish National Plan of R+D, project numbers TIN2013-44586-Rand TIN2011-24139; and by the Autonomous Community of Madrid, e- Madrid project, number S2009/TIC-1650

16. Exploring on e-Learning Enhancement by Mean of Advanced Interactive Tools
Xavier Alamán, Rosa M. Carro, Iván Claros, Ruth Cobos, LeovyEcheverría, Javier Gómez, Pablo Haya,
Francisco Jurado, Germán Montoro, Jaime Moreno-Llorena, AlvaroOrtigosa, Pilar Rodríguez
{xavier.alaman, rosa.carro, ivan.claros, ruth.cobos, leovy.echeverria, jg.escribano, pablo.haya, francisco.jurado, german.montoro, jaime.moreno, alvaro.ortigosa, pilar.rodriguez}@uam.es,
Departmentof ComputerScience
Universidad Autónoma de Madrid
Madrid, Spain
The GHIA (Group of Advanced Interactive Tools) proposals