Paper presentation at ECTEL conference 2019 (http://www.ec-tel.eu/index.php?id=918).
Paper citation and link:
Albó, L., Barria-Pineda, J., Brusilovsky, P., Hernández-Leo, D. (2019). Concept-level design analytics for blended courses. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science (Vol. 11722, pp. 541–554). Delft, The Netherlands: Springer, Cham.
https://link.springer.com/chapter/10.1007/978-3-030-29736-7_40
Project MLExAI: Machine Learning Experiences in AIbutest
The project aims to develop a framework for teaching core AI topics with a focus on machine learning. It involves hands-on term projects where students design and implement learning systems for applications like web document classification, web user profiling, and character recognition. Preliminary results found students had positive experiences applying machine learning concepts to real-world problems.
e-learning project development class project designed to assist rural Alaskan students in navigating the systems involved in attending the University of Alaska Anchorage.
Digital fluency and the entitlement curriculum flanzThe Mind Lab
The document discusses New Zealand's digital curriculum and the concepts of digital fluency and entitlement curriculum. It notes that the curriculum divides digital learning into computational thinking and designing digital outcomes, with an entitlement curriculum until year 10 and specialist courses until year 13. The document questions whether this division and focus on computational thinking fully addresses digital fluency and proposes integrating more creative tools and critical approaches into the entitlement curriculum.
Geogebra is dynamic mathematics software that combines geometry, algebra, spreadsheets, graphics, statistics, and calculus. It has millions of users around the world and is available in many languages. Geogebra allows for the creation of interactive learning materials and is open source for non-commercial use. The document discusses how technology can be used as an amplifier to help transcend limitations, or as a reorganizer of mental activity, and the distinction between exploratory versus expressive student activity when using dynamic worksheets in Geogebra.
guess my x - the theory and practice of design for learningYishay Mor
The document discusses using a "Guess my X" game to promote understanding of process-object relationships and meta-cognitive skills. Players are given clues about an object or process and must determine what is being described. This combines construction and conversation in a challenge-response format. Examples provided include guessing a robot, calculator, or chemical reaction from given inputs and expected outputs.
Project MLExAI: Machine Learning Experiences in AIbutest
The project aims to develop a framework for teaching core AI topics with a focus on machine learning. It involves hands-on term projects where students design and implement learning systems for applications like web document classification, web user profiling, and character recognition. Preliminary results found students had positive experiences applying machine learning concepts to real-world problems.
e-learning project development class project designed to assist rural Alaskan students in navigating the systems involved in attending the University of Alaska Anchorage.
Digital fluency and the entitlement curriculum flanzThe Mind Lab
The document discusses New Zealand's digital curriculum and the concepts of digital fluency and entitlement curriculum. It notes that the curriculum divides digital learning into computational thinking and designing digital outcomes, with an entitlement curriculum until year 10 and specialist courses until year 13. The document questions whether this division and focus on computational thinking fully addresses digital fluency and proposes integrating more creative tools and critical approaches into the entitlement curriculum.
Geogebra is dynamic mathematics software that combines geometry, algebra, spreadsheets, graphics, statistics, and calculus. It has millions of users around the world and is available in many languages. Geogebra allows for the creation of interactive learning materials and is open source for non-commercial use. The document discusses how technology can be used as an amplifier to help transcend limitations, or as a reorganizer of mental activity, and the distinction between exploratory versus expressive student activity when using dynamic worksheets in Geogebra.
guess my x - the theory and practice of design for learningYishay Mor
The document discusses using a "Guess my X" game to promote understanding of process-object relationships and meta-cognitive skills. Players are given clues about an object or process and must determine what is being described. This combines construction and conversation in a challenge-response format. Examples provided include guessing a robot, calculator, or chemical reaction from given inputs and expected outputs.
Keynote talk at CollabTech2022 (November 9, 2022):
Design and orchestration of technology-enhanced collaborative learning can be very challenging for teachers or even instructional designers. This keynote presentation deals with design for effective and efficient collaborative learning, and how teachers as designers and orchestrators may be supported in complex ecosystems.
We present the main challenges and solutions regarding conceptual and technological tools which may be developed, building on, and adapting to existing design knowledge.
The talk will provide an overview of patterns, approaches, tools, and systems that should respect teachers’ agency while taking advantage of complex computational approaches, typically based on artificial intelligence.
We pay special attention to recent research on how learning analytics solutions may be designed and implemented using human-centered approaches, and how socially shared regulated learning may be better supported.
Several illustrating examples will be shown drawing on the literature and the research work of the presented during the last 25 years.
Some prominent pending issues will be posed that may guide future research in supporting teachers as designers and orchestrators.
The document discusses lessons learned from designing geometry learning activities that combine mobile and 3D tools. It describes a design-based research project where students used mobile devices and 3D modeling outdoors and indoors to take on architectural roles. Key findings included students being willing to improvise with the technologies, collaboration and discussion around mathematical problems, and lessons about effective co-design processes like creating expertise and common ground between designers.
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
Learning design and data analytics: from teacher communities to CSCL scriptsdavinia.hl
Open Seminar at the University of Oulu, 4th Dec. 2018
http://www.oulu.fi/koulutusteknologia/node/56057
Learning design and data analytics: from teacher communities to computer-supported collaborative learning scripts
Presenter: Davinia Hernández-Leo, Associate Professor, Information and Communication Technologies Department, University Pompeu Fabra, Barcelona
Brief description: I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE, including multiple authoring tools e.g. edCrumble), scalable and flexible orchestration of computer-supported collaborative learning scripts (PyramidApp), and the use of data analytics at different levels (learning, design, community) to support teachers in learning (re)design. The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated).
Hernández-Leo, D., et al. (available online) Analytics for learning design: A layered framework and tools, British Journal of Educational Technology. https://doi.org/10.1111/bjet.12645
Hernández-Leo, D., et al. (2018). An Integrated Environment for Learning Design. Frontiers in ICT, 5, 9. doi: 10.3389/fict.2018.00009
Michos, K., Hernández-Leo, D., (2018) Supporting awareness in communities of learning design practice, Computers in Human Behavior, 85, 255-270. https://doi.org/10.1016/j.chb.2018.04.008
Michos, K., & Hernández-Leo, D., Albó, L. (2018). Teacher-led inquiry in technology-supported school communities. British Journal of Educational Technology 49(6), 1077-1095. https://doi.org/10.1111/bjet.12696.
Manathunga, K., Hernández-Leo, D., (2018), Authoring and enactment ofmobile pyramid-based collaborative learning activities, British Journal ofEducational Technology, 49(2),262–275,doi:10.1111/bjet.12588
Albo L, Hernández-Leo D. edCrumble: designing for learning with data analytics. Proceedings of the 13th European Conference on Technology-Enhanced Learning (EC-TEL 2018); 2018 Sep 3-6; Leeds, UK, 605-609.
Dr. Christian Bokhove presented on using technology for math teaching and learning. He discussed several key features of effective math technology, including instructional design, automated feedback, and integrated digital books. He demonstrated several digital book projects that incorporate interactive widgets, embedded feedback, and store student results to inform instruction. Overall, he argued that the whole experience of digital books is greater than the sum of individual parts when integrated features are combined through an intentional design approach.
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
This 5-week unit plan for an 8th grade technology class focuses on design and sketching. Students will learn to identify needs and opportunities for technical solutions, generate alternative solutions, develop plans and construct models. Assessments include formative and summative assessments. Students will apply measurement and sketching skills to real world problems. The teacher found that students understood measurement better but needed more practice with advanced sketching. Changes for next year include starting content immediately and spreading measurement across the entire semester.
This document summarizes a presentation on learning design technologies that support collective and inclusive approaches to education. It discusses how learning design can be used to promote equal opportunities for participation, guide the design of learning activities, enable collective efforts in co-designing learning, and regulate learning processes. It provides examples of how collaborative learning scripts, authoring tools, analytics layers, and orchestration technologies like PyramidApp can support these goals. Current and future work focuses on designing AI and technologies to be responsible and protect children's rights.
Design for learning: communities and flexible design processesdavinia.hl
The document summarizes the work of the Metis project, which aims to create an Integrated Learning Design Environment (ILDE) that meshes existing learning design authoring tools and enables sharing and enactment of learning designs. The methodology involves gathering feedback from stakeholders, iterative development and testing. The initial ILDE prototype prioritizes integration of tools like WebCollage and OpenGLM as well as conceptualization tools. Feedback indicated interest in a variety of design tools, co-creation capabilities, and support for the full design lifecycle. The project refined its terminology and considered extending the main tools.
This document outlines a study on teaching computational thinking skills at the primary level. The study aims to examine how computational thinking is currently taught in different subject areas, the connection between computational thinking and problem-solving skills, and teachers' readiness to teach computational thinking. The study will utilize a mixed-methods approach, collecting both qualitative and quantitative data through questionnaires, interviews, and classroom observations. The literature review discusses frameworks for computational thinking and its relationship to constructs like Bloom's taxonomy and constructivism. If findings suggest teachers could benefit from more support, the study aims to inform how computational thinking can be better integrated into primary curricula.
Teacher communities: learning design support, social mechanisms, and case stu...davinia.hl
Teacher communities: learning design support, social mechanisms, and case studies
Davinia_Hernandez-Leo @JRC_EU_Seville_2019
JCR Seville, 11-12 April 2019Joint Workshop WG 2 & WG 4: Exploring the interplay between Human Learning and Machine Learning - The Citizen Science Perspective
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. edCrumble for blended learning, PyramidApp for collaborative learning) and the use of data analytics at different levels (learning, design, community) to facilitate meaningful social interactions between teachers (e.g. supporting community inquiry, learning redesign). The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated, Spotlighters).
Davinia Hernández-Leo is Associate Professor and Serra Hunter Fellow in the Department of Information and Communications Technologies at Universitat Pompeu Fabra, Barcelona (UPF), the Head of the Interactive and Distributed Technologies for Education group (TIDE), Vice-Dean of the UPF Engineering School and the Director of its Unit for teaching quality and innovation. She obtained her PhD at University of Valladolid (2007), has been a visiting scholar at the Open University of the Netherlands (2006), Virginia Tech (2012) and the University of Sydney (2015). Davinia's research lies at the intersection of network and computer applications, human-computer interaction, and learning sciences, with a special focus on technologies for learning design, computer-supported collaborative learning (CSCL), analytics, architectures and devices for learning. She is Vice-President of the European Association of Technology-Enhanced Learning, Chair of the IEEE ICICLE SIG on learning technology standards, and a member of the editorial board of the IEEE Transactions of Learning Technologies. http://www.upf.edu/web/tide
10_05_2019 Seminario eMadrid sobre «Tecnologías de la educación dentro y fuer...eMadrid network
Presentación de Davinia Hernández-Leo, profesora de la Universitat Pompeu Fabra (UPF), Barcelona: «Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje»
Supporting teachers with community, design and learning analytics, Davinia He...davinia.hl
Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje
Supporting teachers with community, design and learning analytics
Seminario eMadrid, UAM 05/2019
http://www.emadridnet.org/index.php/es/eventos2/1100-seminario-emadrid-sobre-tecnologias-dentro-y-fuera-del-aula
http://www.emadridnet.org/index.php/es/28-eventos-y-seminarios/1102-apoyo-al-profesorado-con-analiticas-de-comunidad-diseno-y-aprendizaje
Abstract
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. PyramidApp for collaborative learning, edCrumble for blended learning) and the use of data analytics at different levels (learning, design, community) to support community awareness and teacher reflection when designing for learning. The presentation will include results of several research projects (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
En esta ponencia presentaré un resumen de la investigación en tecnologías educativas llevada a cabo por el grupo TIDE del Departamento de Tecnologías de la Información y las Comunicaciones en la Universidad Pompeu Fabra en Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). El resumen se presenta desde la perspectiva del apoyo al profesorado y a comunidades de profesores (como, por ejemplo, una escuela) en el diseño de buenas actividades de aprendizaje considerando los estudiantes y sus contextos. Las contribuciones principales incluyen una plataforma de comunidad para el diseño integrado de actividades de aprendizaje (ILDE), incluidas herramientas de autoría (como PyramidApp para aprendizaje colaborativo apoyado por ordenador, edCrumble para aprendizaje híbrido) y el uso de analíticas de datos a diferentes niveles (aprendizaje, diseño, comunidad) ara facilitar la conciencia de comunidad y la reflexión por los profesores cuando diseñan para generar aprendizajes. La presentación incluirá resultados de varios proyectos de investigación (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
http://www.upf.edu/web/tide
Learning design making sense of collaborative knowledge building in the messy...LeRoy Hill
This presentation outlines my exploration into a framework to mediate collaborative knowledge-building in the social networking setting. Presented at the University of Nottingham, School of Education Annual conference.
Supporting educators as designers of complex blended learning scenarios: visu...Laia Albó
Presentation of my research work to PAWS research group, during my visit to the School of Information Sciences of the University of Pittsburgh. 26th February, 2019.
This document summarizes a presentation on learner models in online personalized educational experiences. It discusses the context of technology enhanced learning and the problem of disengagement in online learning. A proposed solution called GVIS creates user profiles by aggregating data from multiple sources and presenting it visually to support self-reflection and tutoring. Initial analysis found that simpler, more aggregated visualizations were preferred. GVIS was integrated with Moodle and Adapt2 to test social visualization. Results found an impact on user behavior enhanced by social aspects, and that tutors preferred compact, intuitive information. Further development of GVIS was suggested to better support instructional design.
Involving stakeholders in Learning analytics design is a hard task that requires a clear strategy that otherwise creates a problem with low adoption, disengagement with the tools and unclear expectations. Including teachers, learners, developers and other stakeholders as collaborators in design (Co-design) bring promising benefits in democratizing, aligning and acknowledging stakeholders’ expectations.
The MIPO model is a framework to help integrate web technologies into higher education. It is based on the ADDIE model of analysis, design, development, implementation, and evaluation. The MIPO model was tested through a case study and action research. Results showed the model provided structure for planning web technology integration based on learning objectives. Future work includes expanding the model to other subject areas and increasing the database of learning strategies. The MIPO model provides a guide for how to systematically integrate web technologies into teaching and learning.
Lessons planning instrumental genesis: between teachers’ instrument systems a...UFPE
Artigo apresentado dentro da programação do EARLI SIG14 Learning and Professional Development, Genebra, Suíça.
Lessons planning instrumental genesis: between teachers’ instrument systems and professional development
Leandro Marques Queiros1, Alex Sandro Gomes1, Grégory Munoz2
1: Centro de Informática, Cidade Universitária (Campus Recife),;
2: Center of Research in Education of Nantes
Knowledge-based design analytics for authoring courses with smart learning co...Laia Albó
Presentation at the 22nd AIED conference (https://aied2021.science.uu.nl/) of the journal paper:
Albó, L., Barria-Pineda, J., Brusilovsky, P., & Hernández-Leo, D. (2021). Knowledge-Based Design Analytics for Authoring Courses with Smart Learning Content. International Journal of Artificial Intelligence in Education, 1-24. https://doi.org/10.1007/s40593-021-00253-3
Keynote talk at CollabTech2022 (November 9, 2022):
Design and orchestration of technology-enhanced collaborative learning can be very challenging for teachers or even instructional designers. This keynote presentation deals with design for effective and efficient collaborative learning, and how teachers as designers and orchestrators may be supported in complex ecosystems.
We present the main challenges and solutions regarding conceptual and technological tools which may be developed, building on, and adapting to existing design knowledge.
The talk will provide an overview of patterns, approaches, tools, and systems that should respect teachers’ agency while taking advantage of complex computational approaches, typically based on artificial intelligence.
We pay special attention to recent research on how learning analytics solutions may be designed and implemented using human-centered approaches, and how socially shared regulated learning may be better supported.
Several illustrating examples will be shown drawing on the literature and the research work of the presented during the last 25 years.
Some prominent pending issues will be posed that may guide future research in supporting teachers as designers and orchestrators.
The document discusses lessons learned from designing geometry learning activities that combine mobile and 3D tools. It describes a design-based research project where students used mobile devices and 3D modeling outdoors and indoors to take on architectural roles. Key findings included students being willing to improvise with the technologies, collaboration and discussion around mathematical problems, and lessons about effective co-design processes like creating expertise and common ground between designers.
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
Learning design and data analytics: from teacher communities to CSCL scriptsdavinia.hl
Open Seminar at the University of Oulu, 4th Dec. 2018
http://www.oulu.fi/koulutusteknologia/node/56057
Learning design and data analytics: from teacher communities to computer-supported collaborative learning scripts
Presenter: Davinia Hernández-Leo, Associate Professor, Information and Communication Technologies Department, University Pompeu Fabra, Barcelona
Brief description: I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE, including multiple authoring tools e.g. edCrumble), scalable and flexible orchestration of computer-supported collaborative learning scripts (PyramidApp), and the use of data analytics at different levels (learning, design, community) to support teachers in learning (re)design. The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated).
Hernández-Leo, D., et al. (available online) Analytics for learning design: A layered framework and tools, British Journal of Educational Technology. https://doi.org/10.1111/bjet.12645
Hernández-Leo, D., et al. (2018). An Integrated Environment for Learning Design. Frontiers in ICT, 5, 9. doi: 10.3389/fict.2018.00009
Michos, K., Hernández-Leo, D., (2018) Supporting awareness in communities of learning design practice, Computers in Human Behavior, 85, 255-270. https://doi.org/10.1016/j.chb.2018.04.008
Michos, K., & Hernández-Leo, D., Albó, L. (2018). Teacher-led inquiry in technology-supported school communities. British Journal of Educational Technology 49(6), 1077-1095. https://doi.org/10.1111/bjet.12696.
Manathunga, K., Hernández-Leo, D., (2018), Authoring and enactment ofmobile pyramid-based collaborative learning activities, British Journal ofEducational Technology, 49(2),262–275,doi:10.1111/bjet.12588
Albo L, Hernández-Leo D. edCrumble: designing for learning with data analytics. Proceedings of the 13th European Conference on Technology-Enhanced Learning (EC-TEL 2018); 2018 Sep 3-6; Leeds, UK, 605-609.
Dr. Christian Bokhove presented on using technology for math teaching and learning. He discussed several key features of effective math technology, including instructional design, automated feedback, and integrated digital books. He demonstrated several digital book projects that incorporate interactive widgets, embedded feedback, and store student results to inform instruction. Overall, he argued that the whole experience of digital books is greater than the sum of individual parts when integrated features are combined through an intentional design approach.
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
This 5-week unit plan for an 8th grade technology class focuses on design and sketching. Students will learn to identify needs and opportunities for technical solutions, generate alternative solutions, develop plans and construct models. Assessments include formative and summative assessments. Students will apply measurement and sketching skills to real world problems. The teacher found that students understood measurement better but needed more practice with advanced sketching. Changes for next year include starting content immediately and spreading measurement across the entire semester.
This document summarizes a presentation on learning design technologies that support collective and inclusive approaches to education. It discusses how learning design can be used to promote equal opportunities for participation, guide the design of learning activities, enable collective efforts in co-designing learning, and regulate learning processes. It provides examples of how collaborative learning scripts, authoring tools, analytics layers, and orchestration technologies like PyramidApp can support these goals. Current and future work focuses on designing AI and technologies to be responsible and protect children's rights.
Design for learning: communities and flexible design processesdavinia.hl
The document summarizes the work of the Metis project, which aims to create an Integrated Learning Design Environment (ILDE) that meshes existing learning design authoring tools and enables sharing and enactment of learning designs. The methodology involves gathering feedback from stakeholders, iterative development and testing. The initial ILDE prototype prioritizes integration of tools like WebCollage and OpenGLM as well as conceptualization tools. Feedback indicated interest in a variety of design tools, co-creation capabilities, and support for the full design lifecycle. The project refined its terminology and considered extending the main tools.
This document outlines a study on teaching computational thinking skills at the primary level. The study aims to examine how computational thinking is currently taught in different subject areas, the connection between computational thinking and problem-solving skills, and teachers' readiness to teach computational thinking. The study will utilize a mixed-methods approach, collecting both qualitative and quantitative data through questionnaires, interviews, and classroom observations. The literature review discusses frameworks for computational thinking and its relationship to constructs like Bloom's taxonomy and constructivism. If findings suggest teachers could benefit from more support, the study aims to inform how computational thinking can be better integrated into primary curricula.
Teacher communities: learning design support, social mechanisms, and case stu...davinia.hl
Teacher communities: learning design support, social mechanisms, and case studies
Davinia_Hernandez-Leo @JRC_EU_Seville_2019
JCR Seville, 11-12 April 2019Joint Workshop WG 2 & WG 4: Exploring the interplay between Human Learning and Machine Learning - The Citizen Science Perspective
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. edCrumble for blended learning, PyramidApp for collaborative learning) and the use of data analytics at different levels (learning, design, community) to facilitate meaningful social interactions between teachers (e.g. supporting community inquiry, learning redesign). The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated, Spotlighters).
Davinia Hernández-Leo is Associate Professor and Serra Hunter Fellow in the Department of Information and Communications Technologies at Universitat Pompeu Fabra, Barcelona (UPF), the Head of the Interactive and Distributed Technologies for Education group (TIDE), Vice-Dean of the UPF Engineering School and the Director of its Unit for teaching quality and innovation. She obtained her PhD at University of Valladolid (2007), has been a visiting scholar at the Open University of the Netherlands (2006), Virginia Tech (2012) and the University of Sydney (2015). Davinia's research lies at the intersection of network and computer applications, human-computer interaction, and learning sciences, with a special focus on technologies for learning design, computer-supported collaborative learning (CSCL), analytics, architectures and devices for learning. She is Vice-President of the European Association of Technology-Enhanced Learning, Chair of the IEEE ICICLE SIG on learning technology standards, and a member of the editorial board of the IEEE Transactions of Learning Technologies. http://www.upf.edu/web/tide
10_05_2019 Seminario eMadrid sobre «Tecnologías de la educación dentro y fuer...eMadrid network
Presentación de Davinia Hernández-Leo, profesora de la Universitat Pompeu Fabra (UPF), Barcelona: «Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje»
Supporting teachers with community, design and learning analytics, Davinia He...davinia.hl
Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje
Supporting teachers with community, design and learning analytics
Seminario eMadrid, UAM 05/2019
http://www.emadridnet.org/index.php/es/eventos2/1100-seminario-emadrid-sobre-tecnologias-dentro-y-fuera-del-aula
http://www.emadridnet.org/index.php/es/28-eventos-y-seminarios/1102-apoyo-al-profesorado-con-analiticas-de-comunidad-diseno-y-aprendizaje
Abstract
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. PyramidApp for collaborative learning, edCrumble for blended learning) and the use of data analytics at different levels (learning, design, community) to support community awareness and teacher reflection when designing for learning. The presentation will include results of several research projects (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
En esta ponencia presentaré un resumen de la investigación en tecnologías educativas llevada a cabo por el grupo TIDE del Departamento de Tecnologías de la Información y las Comunicaciones en la Universidad Pompeu Fabra en Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). El resumen se presenta desde la perspectiva del apoyo al profesorado y a comunidades de profesores (como, por ejemplo, una escuela) en el diseño de buenas actividades de aprendizaje considerando los estudiantes y sus contextos. Las contribuciones principales incluyen una plataforma de comunidad para el diseño integrado de actividades de aprendizaje (ILDE), incluidas herramientas de autoría (como PyramidApp para aprendizaje colaborativo apoyado por ordenador, edCrumble para aprendizaje híbrido) y el uso de analíticas de datos a diferentes niveles (aprendizaje, diseño, comunidad) ara facilitar la conciencia de comunidad y la reflexión por los profesores cuando diseñan para generar aprendizajes. La presentación incluirá resultados de varios proyectos de investigación (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
http://www.upf.edu/web/tide
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Concept-Level Design Analytics for Blended Courses
1. Concept-Level Design Analytics for Blended Courses
Laia Albó1, Jordan Barria-Pineda2, Peter Brusilovsky2 and Davinia Hernández-Leo1
1TIDE, Interactive & Distributed Technologies for Education,
Universitat Pompeu Fabra, Barcelona (Spain)
2PAWS, Personalized Adaptive Web Systems Lab,
University of Pittsburgh, Pennsylvania (US)
ECTEL Conference September 18th, 2019
2. Analytics layers for learning design (AL4L) framework
2
Community Analytics
metrics and patterns of design activity
Design Analytics
metrics of design decisions and related aspects that
characterize learning designs
Learning Analytics
metrics of learners’ engagement,
achievement... aligned with design intent
Hernández-Leo, D., Martinez-Maldonado, R., Pardo, A., Muñoz-Cristóbal, J. A., & Rodríguez-Triana, M. J. Analytics for
learning design: A layered framework and tools, British Journal of Educational Technology.
3. Smart learning Content (SLC)
3
● Lack of work in supporting educators in making data-informed design
decisions when designing a blended course and planning learning activities.
● Smart Learning Content (SLC)*: Interactive activities, which engages students in
exploration and provides real-time performance feedback.
Our paper explores some approaches for fine-grained design analytics
focused on visualizing critical metadata associated with SLC
* Brusilovsky, P. et.al. Increasing Adoption of Smart Learning Content for Computer Science Education. Working Group Reports
of the 2014 on Innovation and Technology in Computer Science Education Conference, Uppsala, Sweden, ACM (2014).
4. Type of SLC Comprehension Construction
Examples
WebEx Anim_Ex PCEX
Problems
Quizjet PCEX_ch PCRS
Smart learning Content (SLC)
4
• SLC for a HE computer science JAVA course.
• Each SLC activity is associated with different programming concepts.
7. Concept-Level Design Analytics for Blended Learning
7
● Using the concept-level design analytics integrated into edCrumble*
● Video: http://tiny.cc/edCrumbleECTEL
* Albó, L., & Hernández-Leo, D. (2018). edCrumble: designing for learning with data analytics. In V. Pammer-Schindler, M. Pérez-
Sanagustín, H. Drachsler, R. Elferink, & M. Scheffel (Eds.), Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in
Computer Science, vol 11082. (pp. 605–608). Leeds, UK: Springer, Cham.
9. Methodology
9
● Task 1: Design a Lab session for Lecture 4 using 8 (problems) activities in total.
a) Covering key concepts introduced during the class.
b) Balancing between comprehension and program construction.
● Task 2: Design a Practice session for the Lecture 4 using 20 (examples & problems)
activities in total.
a) Covering key concepts introduced during the class.
b) Balancing between examples and problems.
c) Balancing between comprehension and program construction.
10. Methodology: within-subjects user study
10
Participants: 10 domain experts (six female) qualified as introductory
programming instructors.
16. Results: Learning Design outcomes
16
Mean of the number of times that a concept is practiced in the activities selected.
● 13 previous concepts, 8 current concepts, and a counter for future concepts.
17. Results: Learning Design outcomes
17
Mean of the number of times that a concept is practiced in the activities selected.
● Comparison between the types of Smart Learning Content
18. Results: User Feedback Analysis
18
All 10 instructors stated that:
● they preferred to use the interface with the visualization.
● visualizations allowed them to more effectively design their sessions.
The visualizations were easy to understand and were useful in deciding which
activity to choose.
● six out of ten found the ‘Type of session’ comparison to be more useful.
All three comparisons were meaningful for the instructors in order to create their
course designs.
19. Conclusions
19
The use of concept-level design analytics:
● may reduce the cognitive load of design tasks (MD!)
● has facilitated the selection of the most suitable activities (=time)
● has allowed the almost complete disappearance of future concepts
● has changed the behavior of instructors in the process of selecting the
activities (previewing contribution vs. looking deeper into their content)
The differences in concept-level balance between the conditions were small.
● Higher impact in selecting just few activities.
20. Future work
20
Explore and evaluate the use of concept-level design analytics:
● with a larger sample,
● in other educational contexts,
● comparing different types of visualizations.
Connection between design analytics and learning analytics extracted from the
Smart Learning Content.
21. Thank you
Tool: https://ilde2.upf.edu/edcrumble/
Demo video: http://tiny.cc/edCrumbleECTEL
Contact: laia.albo@upf.edu
@LaiaAlbo
Research collaboration supported by
the SEBAP Research Mobility Award
https://www.amicsdelpais.com/
Research partially funded by:
NSF DRL 1740775
“la Caixa Foundation”(CoT project, 100010434)
FEDER, Grant Numbers:
MDM-2015-0502, TIN2014-53199-C3-3-R,
TIN2017-85179-C3-3-R.
Editor's Notes
.
The first result of the NASA_TLX questionnaire indicates that:
In both tasks, the global perceived workload was higher when instructors don’t use visualizations.
The perceived mental demand (MD) is always higher when without visualization,
and this difference is significant when comparing all tasks’ performances together
Significant results were found for the temporal demand (TD) (p=0.043)
Instructors using the visualization felt that more time was needed to perform the task
(time was also slightly higher in the second task when using visualizations),
and frustration (FR) (p=0.015) values when performing the first task.
those using the baseline interface felt more frustrated.
Results of the action analysis reveal significant difference between the number of clicks performed for previewing the activities
The number of clicks being significantly higher in the case of not using the visualizations
The fact of introducing the visualizations seems to change the behavior of the instructors in selecting the activities.
instructors decided whether or not to add the activity to the session by previewing the activity’s contribution to the concept-level visualization, rather than previewing the activity content itself.
We can also observe that the time needed to perform the tasks was slightly higher on average in the condition with visualizations; however, this difference was not significant.
Thus, the introduction of the visualization didn’t significantly influence the design time.
As shown in the table, the presence of visualization slightly increased the instructors’ ability to focus on the concepts of the target and immediate previous lectures when selecting activities (onTopicCurrent and OnTopicPrevious).
However, the most impressive difference between the conditions was the almost complete disappearance of concepts that had not yet been introduced during the lectures (outTopic).
The presence of these "future" concepts in practice and lab sessions is undesirable, since the students have not yet been introduced to them;
As our data shows, the concept-level design analytics helped designers to avoid these future concepts in their design.
When instructors used the baseline interface, they introduced, on average, a significantly higher number of future concepts (M=5.6, SE=2.61 in the first task; M=8.2, SE= 5.3 in the second task). When using the visualization, the cases of introducing future concepts practically disappeared (0 in task 1; M=1, SE=.63 in task 2).
Consider the distribution of the concepts’ coverage from the learning design outcomes. The following figure shows how many times concepts have been practiced in the designed sessions, on average, depending on the tasks and the treatments.
Results show that using the visualization approach may have a positive impact on concept-level balance when it is necessary to select just a few activities (task 1), as the educator needs to be more precise when selecting the best ones for their class.
However, when the instructor can select a higher number of activities (task 2), the probability of covering the necessary concepts by chance is higher and the presence of visualizations has a lower impact on improving the concept-level balance.
Finally, the selection of a higher number of activities in the second task without using the visualizations led users to introduce a higher number of future concepts. When using the visualizations, in both cases, the number of future concepts selected was reduced drastically.
The next figure presents the balance of concepts from the design outcomes, depending on the characteristics of the smart learning content.
Contrary to expectations, the difference for the balance of example versus problem activities between using or not using visualizations is very low; and this balance is also very low in the case of balancing comprehension versus construction activities.
As the log data showed, by previewing the activities, the instructors were able to achieve a reasonably balance, however, for the price of higher load. With the visualization, however, the instructors were able to reach a slightly better balance by using visual previews rather than content previews and with lower load.
In the final questionnaire,
all 10 instructors stated that they preferred to use the interface with the visualization,
and that this condition allowed them to more effectively design their sessions.
The visualizations were easy to understand and were useful in deciding which activity to choose;
they helped instructors to check whether they were doing well enough in designing the course, as well as thinking about how knowledge was balanced.
Regarding their preference about the three visualizations’ tabs,
six out of ten found the ‘Type of session’ comparison to be more useful.
However, two instructors indicated the ‘Examples vs. Problems’ comparison as their preferred option, and two other instructors selected the ‘Construction vs. Comprehension’ comparison as their favorite.
We can conclude that all three comparisons were meaningful for the instructors in order to create their course designs.
Our results indicate that the use of concept-level design analytics:
may reduce the cognitive load of design tasks, especially in terms of mental demand.
has facilitated the selection of the most suitable activities without significantly affecting the overall design time.
has allowed the almost complete disappearance of future concepts from sessions designed with the help of visualization helping users to avoid these design errors.
Interestingly, the presence of the visualizations has changed the behavior of instructors in the process of selecting the activities, by just previewing their contribution to the visualization without looking deeper within their content.
Beyond that, the differences in concept balance between the conditions were small.
In addition, our results hint that the visualization may have a higher impact on the concept-level balance when it is necessary to select just a few activities, as the instructor needs to be more precise selecting the best ones.
On the contrary, when the instructor can select a higher number of activities, the probability of covering the concepts by chance is higher and the visualizations have a smaller impact on improving the overall balance among concept levels.
Although our results indicate that the use of design analytics improves the overall learning design quality, our study has some limitations.
The number of subjects was too small to draw a general conclusion
Future research will be necessary to explore and evaluate the use of concept-level design analytics
with a larger sample
in other educational contexts and
in comparing different types of visualizations.
Moreover, further research may explore the connection of design analytics with learning analytics extracted from the existing smart learning content.
The tool is available for open use in the following link: https://ilde2.upf.edu/edcrumble/ (only with basic design analytics, not the concept-level ones)