Track 12. Educational innovation
Authors: Martín Alonso Mercado-Varela, Alicia García Holgado, Francisco José García Peñalvo and María Soledad Ramírez Montoya
https://youtu.be/DKQRDp7LKX8
On Using Learning Analytics to Track the Activity of Interactive MOOC VideosMohammad Khalil
J. Wachtler, M. Khalil, B. Taraghi, and M. Ebner. “On Using Learning Analytics to Track the Activity of Interactive MOOC videos”. In Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning, Edinburgh, Scotland, 2016, pp.8–17.
This document discusses the development of MOOCs (massive open online courses) for tourism and hospitality curriculum. It provides examples of existing tourism and hospitality MOOCs from universities like MIT, University of California-Irvine, and University of Southern Queensland. It also outlines some business models for MOOCs, including non-profit consortia like edX.org and for-profit consortia like Coursera.org. The document lists online resources for eTourism education and provides links to the eTourism Wiki and eTourism Curriculum.
«edx MOOC organization about open education and OERs repositories»eMadrid network
«Organización de MOOC en edX sobre educación en abierto y repositorios».
Seminario eMadrid a cargo de los investigadores Manuel Castro (UNED), Sergio Martín (UNED) y Edmundo Tovar (UPM)
Slldes for Faculty presentation on Moocs 2017 – Possibilities for On Campus and Lifelong Learning. Presented May 31, 2017 at Jiangnan University, China
When Learning Analytics Meets MOOCs - a Review on iMooX Case StudiesMohammad Khalil
This document discusses the use of learning analytics in massive open online courses (MOOCs). It provides 5 case studies that analyzed learning analytics data from MOOCs to gain insights. The studies found that dropout rates alone do not capture student behavior, patterns in forum discussions and video interactions can reflect learning, and students learn best when videos are supplemented with other activities. The document also notes challenges of learning analytics including privacy, security, transparency and accuracy of personal data. In conclusion, it suggests MOOCs can be improved by combining them with learning analytics to better understand student learning patterns.
The Importance of Accreditation and Lowering MOOC Production Costs for Lifelo...Brian Mulligan
Describes the Erasmus+ funded LoCoMoTion project (moocs4all.eu) and how low-cost production of MOOCs and accreditation may be important for lifelong learning in the developing world.
The document analyzes completion rates of a French MOOC offered in 2013. It describes the course structure and demographics of participants. It finds that 26% obtained a basic certificate, 12% an advanced certificate, and 49% did not complete. Lack of time was the main constraint. Completion rates correlated with participants' stated objectives and background factors like country's development level. Forum posting and peer assessment involvement were good predictors of higher completion, suggesting interactivity improves outcomes.
On Using Learning Analytics to Track the Activity of Interactive MOOC VideosMohammad Khalil
J. Wachtler, M. Khalil, B. Taraghi, and M. Ebner. “On Using Learning Analytics to Track the Activity of Interactive MOOC videos”. In Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning, Edinburgh, Scotland, 2016, pp.8–17.
This document discusses the development of MOOCs (massive open online courses) for tourism and hospitality curriculum. It provides examples of existing tourism and hospitality MOOCs from universities like MIT, University of California-Irvine, and University of Southern Queensland. It also outlines some business models for MOOCs, including non-profit consortia like edX.org and for-profit consortia like Coursera.org. The document lists online resources for eTourism education and provides links to the eTourism Wiki and eTourism Curriculum.
«edx MOOC organization about open education and OERs repositories»eMadrid network
«Organización de MOOC en edX sobre educación en abierto y repositorios».
Seminario eMadrid a cargo de los investigadores Manuel Castro (UNED), Sergio Martín (UNED) y Edmundo Tovar (UPM)
Slldes for Faculty presentation on Moocs 2017 – Possibilities for On Campus and Lifelong Learning. Presented May 31, 2017 at Jiangnan University, China
When Learning Analytics Meets MOOCs - a Review on iMooX Case StudiesMohammad Khalil
This document discusses the use of learning analytics in massive open online courses (MOOCs). It provides 5 case studies that analyzed learning analytics data from MOOCs to gain insights. The studies found that dropout rates alone do not capture student behavior, patterns in forum discussions and video interactions can reflect learning, and students learn best when videos are supplemented with other activities. The document also notes challenges of learning analytics including privacy, security, transparency and accuracy of personal data. In conclusion, it suggests MOOCs can be improved by combining them with learning analytics to better understand student learning patterns.
The Importance of Accreditation and Lowering MOOC Production Costs for Lifelo...Brian Mulligan
Describes the Erasmus+ funded LoCoMoTion project (moocs4all.eu) and how low-cost production of MOOCs and accreditation may be important for lifelong learning in the developing world.
The document analyzes completion rates of a French MOOC offered in 2013. It describes the course structure and demographics of participants. It finds that 26% obtained a basic certificate, 12% an advanced certificate, and 49% did not complete. Lack of time was the main constraint. Completion rates correlated with participants' stated objectives and background factors like country's development level. Forum posting and peer assessment involvement were good predictors of higher completion, suggesting interactivity improves outcomes.
The document discusses player engagement in emotionally-adaptive applied games. It describes an adaptation model that measures player performance, playing styles, and emotions/arousal to trigger dynamic game adaptations. Facial expression analysis and electrodermal activity sensors are used to infer emotions and arousal. Correlations were found between various psychological states, emotions, and engagement questionnaire responses. The adaptive approach was found to have advantages over non-adaptive games, and future work could explore additional physiological signals and semantic game content adaptation.
This document summarizes a study conducted on the effectiveness of different study modalities for a continuous education program in Mexico. The study examined in-person, online, and blended learning modalities. Results showed that the blended learning modality had the highest completion rate and greatest impact on teaching practice. Students and instructors also felt there was most consistency between the blended learning modality and the curriculum. The researchers concluded that blended learning is best suited for professional development programs at this institution in Mexico.
This document describes a strategy to help engineering students improve their math skills and performance on exams. The strategy involved providing an extra weekly classroom session for students who had failed calculus exams multiple times, where they worked through practice problems with teacher supervision. Compared to a control group, these students had a lower dropout rate, fewer blank answers and higher average scores on exams, showing the strategy was effective in building their math abilities and confidence.
Track 13. New Trends in Digital Humanities
Authors: Alejandro Benito; Antonio G. Losada; Roberto Theron; Amelie Dorn; Melanie Seltmann; Eveline Wandl-Vogt
https://youtu.be/5tTot6vinZk
Track 12. Educational innovation
Authors: José Antonio Yañez-Figueroa, María Soledad Ramírez-Montoya and Francisco J. García-Peñalvo.
https://youtu.be/cqiiu7y7CfQ
This document discusses the development of a cross-platform tracking component for course analytics. The component allows teachers and students to store, visualize, and export tracking data from courses to improve the teaching and learning process. It is an independent and interoperable tool that can track both common and specific data across different e-learning platforms. The tracking component uses LTI to integrate with platforms and allows customizable tracking of things like student attempts, time spent, objectives achieved, and more. Compared to other tools, it has more customizable tracking abilities and supports interoperability with both LMS and MOOC platforms. Future work aims to transform the component to use the Caliper framework to facilitate sharing and integrating tracking data across platforms.
The document describes a study conducted on designing game-like activities to engage adult learners in higher education. It discusses how a gamified approach was implemented in a requirements engineering course at a university. Game elements like tasks, phases, and rewards were incorporated using the Trello project management tool. Student participation, performance, and feedback were evaluated both quantitatively and qualitatively. The results showed that over half of students participated actively in tasks and motivation was increased, though a sense of community was not as strong. The study demonstrated that gamification can engage adult learners in online higher education.
This document discusses leveraging chatbots to improve self-guided learning through conversational quizzes. A study was conducted with 23 computer science students who took multiple choice quizzes through a chatbot. The results found that students enjoyed using the chatbot for practice tests and felt it could help them engage more with the subject material. Most students would recommend using chatbots for other university subjects as well. Future work could expand the chatbot to include audio recordings and push notifications to further support learning.
The document describes a training method for capturing software requirements through role playing interviews. Students are divided into groups where they take turns acting as clients and interviewers. As clients, they develop project details and personality traits assigned by teachers. As interviewers, they must collect requirements from the clients. This exposes students to difficult client situations and improves their interviewing skills. Results found the role playing group had greater success collecting requirements than groups using traditional interviews.
Educational Question Routing in Online Student CommunitiesJakub Macina
1. The document presents an educational question routing framework for online student communities that recommends questions to users suitable to answer them based on their expertise, willingness, and workload.
2. An experiment applying this framework to a quantum cryptography MOOC with over 4,600 students showed it increased accurate recommendations, community participation in answering questions, and average user contributions compared to a baseline method.
3. The framework incorporated additional data from the MOOC beyond community question answering activity and its effectiveness was demonstrated in a real online experiment over 7 weeks with the MOOC students.
The document discusses player engagement in emotionally-adaptive applied games. It describes an adaptation model that measures player performance, playing styles, and emotions/arousal to trigger dynamic game adaptations. Facial expression analysis and electrodermal activity sensors are used to infer emotions and arousal. Correlations were found between various psychological states, emotions, and engagement questionnaire responses. The adaptive approach was found to have advantages over non-adaptive games, and future work could explore additional physiological signals and semantic game content adaptation.
This document summarizes a study conducted on the effectiveness of different study modalities for a continuous education program in Mexico. The study examined in-person, online, and blended learning modalities. Results showed that the blended learning modality had the highest completion rate and greatest impact on teaching practice. Students and instructors also felt there was most consistency between the blended learning modality and the curriculum. The researchers concluded that blended learning is best suited for professional development programs at this institution in Mexico.
This document describes a strategy to help engineering students improve their math skills and performance on exams. The strategy involved providing an extra weekly classroom session for students who had failed calculus exams multiple times, where they worked through practice problems with teacher supervision. Compared to a control group, these students had a lower dropout rate, fewer blank answers and higher average scores on exams, showing the strategy was effective in building their math abilities and confidence.
Track 13. New Trends in Digital Humanities
Authors: Alejandro Benito; Antonio G. Losada; Roberto Theron; Amelie Dorn; Melanie Seltmann; Eveline Wandl-Vogt
https://youtu.be/5tTot6vinZk
Track 12. Educational innovation
Authors: José Antonio Yañez-Figueroa, María Soledad Ramírez-Montoya and Francisco J. García-Peñalvo.
https://youtu.be/cqiiu7y7CfQ
This document discusses the development of a cross-platform tracking component for course analytics. The component allows teachers and students to store, visualize, and export tracking data from courses to improve the teaching and learning process. It is an independent and interoperable tool that can track both common and specific data across different e-learning platforms. The tracking component uses LTI to integrate with platforms and allows customizable tracking of things like student attempts, time spent, objectives achieved, and more. Compared to other tools, it has more customizable tracking abilities and supports interoperability with both LMS and MOOC platforms. Future work aims to transform the component to use the Caliper framework to facilitate sharing and integrating tracking data across platforms.
The document describes a study conducted on designing game-like activities to engage adult learners in higher education. It discusses how a gamified approach was implemented in a requirements engineering course at a university. Game elements like tasks, phases, and rewards were incorporated using the Trello project management tool. Student participation, performance, and feedback were evaluated both quantitatively and qualitatively. The results showed that over half of students participated actively in tasks and motivation was increased, though a sense of community was not as strong. The study demonstrated that gamification can engage adult learners in online higher education.
This document discusses leveraging chatbots to improve self-guided learning through conversational quizzes. A study was conducted with 23 computer science students who took multiple choice quizzes through a chatbot. The results found that students enjoyed using the chatbot for practice tests and felt it could help them engage more with the subject material. Most students would recommend using chatbots for other university subjects as well. Future work could expand the chatbot to include audio recordings and push notifications to further support learning.
The document describes a training method for capturing software requirements through role playing interviews. Students are divided into groups where they take turns acting as clients and interviewers. As clients, they develop project details and personality traits assigned by teachers. As interviewers, they must collect requirements from the clients. This exposes students to difficult client situations and improves their interviewing skills. Results found the role playing group had greater success collecting requirements than groups using traditional interviews.
Educational Question Routing in Online Student CommunitiesJakub Macina
1. The document presents an educational question routing framework for online student communities that recommends questions to users suitable to answer them based on their expertise, willingness, and workload.
2. An experiment applying this framework to a quantum cryptography MOOC with over 4,600 students showed it increased accurate recommendations, community participation in answering questions, and average user contributions compared to a baseline method.
3. The framework incorporated additional data from the MOOC beyond community question answering activity and its effectiveness was demonstrated in a real online experiment over 7 weeks with the MOOC students.
A Personalized Approach to Engaging with Course Content: Automating UDL Principles with Blackboard Ally’s Alternative Formats
Universal Design for Learning guidelines emphasize the importance of representing course content in diverse ways, but creating multiple formats of course files can be a challenge for instructors. In our study of course content (20 institutions, 20M+ content items), findings suggest courses contain diverse content types, but many do not meet accessibility standards and cannot be easily modified for diverse learner needs. Blackboard Ally uses machine learning to automatically generate several downloadable formats of a single content item, such as Audio for listening to text, HTML for reading on mobile devices, and Electronic Braille for people with visual impairments. Using recent data collected from Ally analytics and evidence from case studies, we offer insight into the ways students activate different learning modalities through the Alternative Formats, and offer a new take on personalized learning focused on increased student choice when engaging with course content.
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
VII Jornadas eMadrid "Education in exponential times". Mesa redonda eMadrid L...eMadrid network
VII Jornadas eMadrid "Education in exponential times". Mesa redonda eMadrid Learning Analytics. "The contributions of Data Visualization & Learning Analytics for Online Courses". Ruth Cobos Pérez. 04/07/2017.
1) The document summarizes research on docent training programs and docent management practices at 14 art institutions. It covers topics like length of training, topics covered in training, resources used, service requirements, scheduling, and evaluation.
2) Most institutions have year-long training programs and teach topics like tour strategies, collections content, group management and facilitating inquiry. They use mentors, demo tours and videos to train new docents.
3) Requirements vary but most institutions expect docents to give around 37 tours per year. Most require school tours but some allow adult-only options. Scheduling software is commonly used.
4) Evaluation methods usually include staff, self and teacher evaluations. Areas of shared challenges
Track 12. Educational Innovation
Authors: Ricardo Castedo, Anastasio P. Santos, Lina M. López, María Chiquito and Oriol Borrás-Gené
https://youtu.be/wfipCCWhR-Q
Learning analytics is the measurement, collection, analysis and reporting of student data to understand and optimize the learning process. Visualization of data plays an important role in learning analytics by making patterns in the data clear. Examples discussed include tools that analyze data from sources like LMS systems and instructor grades to provide students and teachers insights. Both educational data mining and information visualization approaches were presented as ways to apply learning analytics. The role of teachers in learning analytics was also discussed.
Ucisa presentation spotlight on digital capabilities - may 2017Chris Rowell
This document summarizes the 12 Apps of Christmas course run by Regent's University London. The course runs for 12 days and has participants trial a specific app for learning, teaching, or research each day. Participants then reflect on how apps can be used in higher education. Over 1,000 people have enrolled in the course, most hearing about it through word-of-mouth. Evaluation found that participants enjoyed the collaborative discussion and course activities. Top tips for running a similar course include allocating enough time, careful course design, maintaining participant motivation, and developing a facilitator team.
Learning dashboard for supporting students: from first-year engineering to MO...Tinne De Laet
This document summarizes a presentation about using learning analytics and dashboards to support students. It discusses how dashboards can provide actionable feedback to students on their academic performance and learning skills compared to peers. Examples are provided of dashboards developed at KU Leuven for first-year engineering students and MOOC students. Evaluation of the dashboards found that students who interacted more intensely showed improvements in study skills and academic performance. The presentation emphasizes starting with available institutional data, involving stakeholders, demonstrating usefulness, addressing ethics and privacy, and ensuring recommendations are tailored to the specific institutional context.
Learning Analytics: New thinking supporting educational researchAndrew Deacon
Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts to understand and optimize learning. There are three approaches to analyzing educational data: psychometrics, educational data mining, and learning analytics. Learning analytics is being used to ask new questions by analyzing data from MOOCs and social media at both the micro and macro levels. While analytics can inform educational research, concerns remain about how it may change definitions of knowledge and reduce context.
Establishing value: success with & business impact of learningscil CH
The document discusses establishing value and impact for learning initiatives. It introduces the Swiss Center for Innovations in Learning (SCIL) and its services, which include extended training, standard trainings and courses, facilitated workplace learning, and learning networks and communities. SCIL uses methods like ROI analysis, success case studies, and monitoring informal learning to demonstrate the realized and potential value of learning programs. The document outlines these evaluation approaches and their steps to systematically measure learning impact and outcomes.
The document summarizes a meeting to discuss supporting staff to teach effectively online. It introduces Jisc's digital capability service and discovery tool, which includes a self-assessment quiz to evaluate digital skills. Feedback from the tool includes next steps and resources. A new question set on effective online teaching was developed through a review process. Key areas covered include knowledge acquisition, critical engagement, knowledge application, dialogue, collaboration, content creation, and supporting online learners. Challenges discussed include accessibility, non-institutional tools, assessing collaboration, specialist practices, and developing student online learning skills. Updates provided new case studies and information on digital capability events.
This document summarizes an interactive masterclass on the TESTA (Transforming the Experience of Students Through Assessment) programme approach. The masterclass discusses the rationale for taking a programme approach to assessment, including addressing modular problems, curriculum problems, and student alienation. Methods discussed include conducting a TESTA programme audit and using an Assessment Experience Questionnaire and student focus groups to gather data. Key themes covered are high summative assessment loads, disconnected feedback between assignments, and student confusion about assessment goals and standards. Strategies presented to improve assessment include increasing formative assessment, providing more dialogic feedback, and helping students internalize assessment criteria.
Evaluation of the Use of VoiceThread for AssessmentWendy Taleo
Although multimodality is increasingly used in teaching, learning and assessment, there is little
in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher
education. This study contributes to this knowledge by evaluating how VT was used for
assessment purposes at one Australian university and exploring how lecturers and students
experience the use of VT in assessment tasks. Data were collected through interviews with
lecturers, surveys and a focus group with students and review of the use of the VT tool itself.
A five-part VT assessment process was identified and support structures for staff and students
were mapped. The study found that despite the multimedia capability of VT, text only slides
and text with visual slides were the most common design of student created media, while text,
audio and video commenting were used across the six units in the study. Lecturers primarily
used audio comments and grades in the feedback process. While assessment submission was
not always straight forward, and students required extra support with this unfamiliar tool, the
opportunity to engage in multimodal assessment tasks was received positively by students and
staff as an opportunity to enhance the diversity of assessment and feedback.
Taleo, W., Reedy, A., & Isaias, P. (2019). Evaluation of the Use of VoiceThread for Assessments. Paper presented at the 36th International Conference on Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences.
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
1) The document evaluates MOOCs through a study of the University of Leicester's MOOCs on FutureLearn.
2) Survey findings showed high engagement levels but low tutor contact. Interviews revealed challenges around platform design and managing expectations.
3) A new MOOC classification system is proposed to evaluate MOOCs across dimensions of context, learning, and autonomy.
4) Recommendations include more strategic course selection, leveraging learning analytics, and exploring connections to formal education. MOOCs are seen as disruptive but requiring new pedagogies to realize their potential.
Jisc learning analytics service oct 2016Paul Bailey
This document summarizes Paul Bailey's presentation on Jisc's learning analytics service. It discusses what learning analytics is, how it can be used to improve student performance, teaching quality, and institutional strategy. The service will provide dashboards, a student app, and an alert system to help identify at-risk students. It will initially focus on student engagement and attainment data to improve retention and achievement. An on-boarding process and readiness assessment are also outlined to help institutions implement learning analytics. The goal is to launch the service in 2017 to measure its impact on key performance indicators.
Similar to Analyzing navigation logs in MOOC: the Coursera case (20)
Track 4. New publishing and scientific communication ways: Electronic edition, Information metrics and digital educational resources
Authors: Antonio Jose Rodrigues Neto, Maria Manuel Borges and Licinio Roque
This study analyzes the use of social networks like Facebook and Twitter by two major Spanish radio stations, Cadena SER and COPE, to promote their on-demand programming content. The study uses quantitative methods to analyze the number of followers and level of interaction for selected radio programs on each network's social media accounts. The results show that Twitter tends to have more impact than Facebook. The most followed COPE programs are about football on Facebook and cycling on Twitter, while the most followed SER programs are about football on Facebook and basketball on Twitter. In general, radio programs' use of social networks is heterogeneous, but social media can be a useful promotional tool, though not all programs maximize this potential.
This document presents a three-step process for analyzing the communication strategies of top-ranked higher education institutions on Facebook. The first step characterizes each institution's editorial policy and audience response patterns. The second step compares the institutions using created metrics. The third step uses random forests to predict future engagement, sentiment, and response based on past posts. The process was applied to the top 5 universities in the QS World University Rankings and found accuracy above 80% for predictions, allowing recommendations on effective communication strategies.
This document discusses multimedia texts in social networks and media aesthetics. It begins by noting that 97 million people in Russia use VKontakte each month. New media is changing how mass communication works by forming media aesthetics - both how aesthetic values are interpreted in media culture and how communication is constructed using multimedia. Multimedia texts on social networks combine different sign systems like text, pictures, audio and video. Users learn to communicate and create complex multimedia texts through practices like language play, precedents, irony and collages. A case study analyzed two news messages on VKontakte about an expedition, finding the multimedia one was more engaging and interactive for users. The conclusion is that multimedia texts are native to media aesthetics and social
Track 15. Communication, Education and Social Media
Authors: Diego Cachón, Juan José Igartua, Magdalena Wojcieszak, Iñigo Guerrero and Isabel Rodríguez-de-Dios
The document summarizes an experimental study that tested the effects of direct online political communication on civic participation in Spain. It describes a 2x2 experiment that manipulated levels of conflict and interactivity in online political messages. Results showed that highly interactive messages had a greater impact on attention to elections when conflict was high versus low. Additionally, political interest mediated the relationship between interactivity and civic engagement. However, levels of conflict did not significantly influence political interest or civic participation. The study partly supported the hypothesis that political interest moderates effects of online communication on participation.
The document analyzes university media in Ecuador, including their models, types, functions, and self-determination. It identifies the most common models as institutional media managed by communication departments or faculties for student participation. The primary functions of Ecuadorian university media are to provide practical learning, promote the university brand, disseminate knowledge, support education, and address social issues. Results found the majority consider themselves public or mixed community-public/private, with self-determination being an important aspect.
The document discusses how researchers have used framing theory in studies analyzing environmental information in press/media. It reviews 9 relevant articles on this topic. Most commonly referenced authors on framing theory are Entman, Tankard, Scheufele, and De Vreese. The studies integrate framing theory by analyzing framing elements like actors and sources in news coverage. Definitions of framing theory focus on how text can define issues and shape debate. Key elements accompanying framing theory discussed are frameworks and interpretation.
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Andrea Vázquez-Ingelmo, Francisco José
García-Peñalvo and Roberto Theron
https://youtu.be/4T87QwwQSgQ
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Alicia García-Holgado and Francisco José García Peñalvo
https://youtu.be/e1etRHqIjCo
This document proposes a tag-based browsing system for digital collections that uses inverted indexes and a browsing cache to improve performance. Tags representing element-value pairs are used to filter resources. A browsing cache stores browsing states like filtered resources and selectable tags to speed up navigating when tag filters change. Preliminary experiments show the cache can substantially improve browsing speed over an uncached system using just inverted indexes, though with increased memory usage. Future work aims to integrate browsing automata and links between resources.
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Mary Sánchez-Gordón and Ricardo Colomo-Palacios
https://youtu.be/W6oAObExar8
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Joaquín Gayoso-Cabada, Antonio Sarasa-Cabezuelo and José-Luis Sierra
https://youtu.be/_-kkPLGPPPI
The PROVIDEDH project aims to give Digital Humanities scholars tools to explore research objects and the degree of uncertainty in models applied to data. It is an interdisciplinary project that will analyze and adapt approaches from other fields where computing has been applied more extensively. The goal is to standardize infrastructures, frameworks, models and tools across different humanities disciplines.
Dotmocracy and Planning Poker are two techniques derived from digital culture that can help manage uncertainty in collaborative research projects. Dotmocracy allows researchers to visually prioritize topics through individual voting, revealing shared priorities. Planning Poker uses a consensus-based game to estimate effort for tasks, coordinating complex workflows. The techniques were applied in 9 research contexts involving 94 participants to discuss questions, methods, community interests, and task estimation. More study of techniques like these could improve collaborative decision-making and managing uncertainty in research teams.
Track 13. Uncertainty in Digital Humanities
Author: Amelie Dorn, Eveline Wandl-Vogt, Thomas Palfinger, Jose Luis Preza Diaz, Barbara Piringer, Alexander Schatek and Rainer Zoubek
More from Technological Ecosystems for Enhancing Multiculturality (20)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Analyzing navigation logs in MOOC: the Coursera case
1. Analyzing navigation logs in
MOOC: a case study
Martín Alonso Mercado-Varela, Alicia García-Holgado,
Francisco J. García-Peñalvo, María Soledad Ramírez-Montoya
martin_mercado44@hotmail.com, aliciagh@usal.es, fgarcia@usal.es,
solramirez@itesm.mx
2. Index
• Introduction
• Methodology
• Data pre-processing
– Clickstream log
– Process the file
– Coursera Parser
• Analysis
• Conclusions
TEEM16 - Track 12. Educational Innovation
3. Introduction
• This work describes the analysis of participants’ navigation logs in a
massive learning environment hosted on the Coursera platform
• The “Educational Innovation with Open Resources” course developed
by the Tecnológico de Monterrey (Mexico) (September 2014)
• Coursera indicates that a total of 14,226 students enrolled for the
course, of which 6,696 visited the course all time, 5,106 students
committed to finish, and 1,197 submitted at least one exercise
• It is part of a thesis work about the development of skills to mobilize
OER in MOOC format
• The results presented in this paper are only part of a larger work still
developing, which follows a mixed methodology, where quantitative
results are exploratory and qualitative results have the function to
expand and deepen
TEEM16 - Track 12. Educational Innovation
4. Methodology
• We have adapted the visual e-
learning analytics process
(VeLA)
• VeLA model provides a
framework to process the data
provided by Coursera in order
to prepare the information for
extending the visual
component in future works
TEEM16 - Track 12. Educational Innovation
5. Data pre-processing:
clickstream log
• We have limited our analysis to data about participants’ navigation
behavior provided by the stream of click events they generated on
the course webpages
• Each click event is represented through a set of variables
• Clickstream log use the JSON format
• Each click event is represented by an individual serialized JSON
array
TEEM16 - Track 12. Educational Innovation
6. Data pre-processing:
process the file
• Three cycles:
• First we were analyzed the different variables contained in the
clickstream log in order to delete those that did not provide relevant
information for further analysis: client, user_ip, user_agent, etc.
• The second cycle has focused on dump the entire contents of the file in
a relational database in MySQL
• Third, infer the derived variables from generic variables
presented in previous cycles
TEEM16 - Track 12. Educational Innovation
7. Data pre-processing:
Coursera Parser (I)
• To facilitate this process and
support dynamic query about
different participants, we have
developed a web tool,
https://github.com/aliciagh/cour
seraparser
• Using anonymous identifiers of
participants you receive a CSV
file where each line represents
a user and each column a
derived variable
TEEM16 - Track 12. Educational Innovation
9. TEEM16 - Track 12. Educational Innovation
• The total connections after the course was 14,797, with a standard
deviation of 81,108, total clicks 222.895, with an average of 779.35
and a standard deviation of 454,361, suggesting differences among
participants. In addition, connections beyond the time limits of
course, in the months of October and November were recorded.
• Description of participation per week:
Analysis:
¿What can we say about
participation?
Total Mean Standard deviation Min Max
Clicks 222,895 779.35 454.361 43 3052
Connections 14,797 51.74 81.108 2 972
Time connection 360:05:32:37 1:06:26:31 1:16:17:31.9 00:27:51 18:06:17:40
Connection on
different days
6,471 22.63 6.596 2 57
First and last
connection
Among the first three days of September it registered the first connection (86.8%)
In October, 80.3 percentage of the last connections registered even when the course ended the last day of September;
additional connections were recorded until late November although with lower percentages.
10. Clicks Connections Time connections
Week Total Mean Standard deviation Total Mean Total Mean
1 62,921 220.00 180.984 3,191 22.28 106:16:09:37 17:53:09
2 61,041 213.43 153.427 3,914 27,34 97:09:15:59 16:19:16
3 51,569 180.31 130.135 3,363 23,50 82:23:37:01 13:54:36
4 36,007 125.90 92.787 2,715 18,95 59:16:12:35 09:59:50
Analysis:
¿what can we say about
participation per week?
• The largest number of interactions occurred in the first week of the
course with a total of 62,921 clicks (Table 5). A progressive decrease
is observed in the number of registered interactions throughout the
course.
• Description of participation per week:
TEEM16 - Track 12. Educational Innovation
11. TEEM16 - Track 12. Educational Innovation
• The most consulted module was the video experts with 91.640
clicks, followed by the contents page with 38.123 clicks. Highlight
there are participants with very low level of activity in the different
modules, for example in discussion forums (0) or peer evaluation (1)
which are spaces of socialization and where most activity would be
expected by any participant
• Descriptions of variables associated with different activity modules
Analysis:
¿What techno-pedagogical components
presented more intensity?
Total Mean Standard deviation Min Max
Expert video 91,640 320.42 288.616 2 2405
Discussion forums 34,901 122.03 177.897 0 1393
Peer evaluation 36,692 128.29 64.655 1 361
Self-assessment 8,270 28.92 10.567 12 74
Homepage 12,754 44.59 40.322 3 442
Contents page 38,123 133.30 61.426 19 414
Search page 80 .28 1.641 0 24
12. Analysis:
¿Main navigation paths in
participants?
• Forums displayed in three of the four identified paths, so it is
considered important socialization space that accompanies
other activities, as a first or subsequent activity
• (1) Discussion forums →Peer evaluation (weight=1740)
• (2) Peer evaluation → Discussion forums (weight=1114)
• (3) Self-assessment → Peer evaluation (weight =863)
• (4) Self-assessment → Discussion forums (weight =200)
• Navigation paths are the same between approved and
unapproved participants
TEEM16 - Track 12. Educational Innovation
13. Analysis:
¿What techno-pedagogical
component associated with the level
of achievement?
• According to the Mann-Whitney U test only variables associated with
socialization were significant. Observing the mean rank, there is a
tendency that favors the approved participants, who had higher
intensity in the variables
• Descriptions of variables associated with level of achievement
TEEM16 - Track 12. Educational Innovation
Level of achievement Mean rank Rank-sum Significance
Working connections Approved 146.68 31829.50 p=.02
Unapproved 124.21 8073.50
Learning connections Approved 145.75 31336.00 p=.04
Unapproved 125.53 8285.00
Socialization of knowledge Approved 151.46 32716.00 p=.00
Unapproved 106.23 6905.00
Post in forums Approved 157.77 34394.50 p=.00
Unapproved 97.74 6646.50
Forums comments Approved 155.34 33864.00 p=.00
Unapproved 105.54 7177.00
14. TEEM16 - Track 12. Educational Innovation
• About participants' navigation paths, the forums were a recurrent
space in the identified paths; this implies that the forums were an
important resource to carry out the learning activities. Also,
participant’s socialization is associated with the condition of being
approved
• The participants recorded connections to November being the
course had ended last September
• The lack of navigations log that lead to resources and spaces
outside of the platform is a learning analytics problem when an
online learning environment is analyzed. Thus, it is required
exploring different ways to include those datasets
Conclusions
15. Thanks
Martín Alonso Mercado-Varela, Alicia García-Holgado,
Francisco J. García-Peñalvo, María Soledad Ramírez-Montoya
martin_mercado44@hotmail.com, aliciagh@usal.es, fgarcia@usal.es,
solramirez@itesm.mx
Editor's Notes
First we have transformed the dataset in order to prepare them to apply analytics models, particularly, statistical analysis. In parallel with data analysis, we have mapped a portion of the data to visualize navigation patterns between course resources pairs. The results have provided feedback to post-processing the dataset and repeat the process in order to discover knowledge. The following sections describe each phase after several iterations.
Client because it always takes the same value, 'spark'.
User_ip, user_agent and 12 because the data analysis does not consider issues geolocation devices or use by the user.