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
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.
Transforming Traditional Professional Development into Blended Learning Commu...Cristo Leon
The New Jersey Department of Education sought to develop an online professional learning community for 150,000 educators in nearly 600 school districts. The authors present a post-project analysis of the project developed in support of Face-to-Face, Blended, and fully online learning situations. This project created an “Online Professional Learning Exchange” with blended online learning modules and was funded with over two million dollars. The greatest strength of the OPLE tool is to aid the state of NJ to shift their training from expert delivery of knowledge in a face-to-face format towards the Community of Practice. The paper presents a Systematic Review of the Literature, the analysis of Professional Learning and Training Methods, a description of the methods to create Blended Learning Modules focused on video, written materials, polls, and discussions. Through this integrated approach, the OPLE allows for user mastery of concepts that enhance their ability to provide more efficient and effective instruction to their students. Finally, the paper concludes with the results and implications in light of the current world developments and their impact on education.
Seminario eMadrid "Reinventar la educación". Seiji Isotani, University of Sao...eMadrid network
Seminario eMadrid "Reinventar la educación". Seiji Isotani, University of Sao Paulo. Advancements in Intelligent Support for Collaborative Learning. 2015-12-02. UC3M.
Converged Learning: the spectrum of technology-mediated learningCristo Leon
New Jersey Institute of Technology (NJIT), a four year polytechnic research university in the United States utilized a participatory strategic planning process to implement an innovative approach to the modes of delivery for instruction that exist between face to face and online instruction. NJIT defines the spectrum of integration of online and on-ground instruction as Converged Education. This spectrum allows students to either participate face to face, join remotely through real-time video conferencing technology (synchronously), or watch classroom instruction asynchronously. The article opens with a general background of NJIT's approach to the new idea of converged instructional delivery. Then the process for defining and clarifying the terms and conceptions of the various modes to be adopted is presented. Finally, the resulting implementation of the new policy and its reflection in course offerings is shown and discussed
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
Keynote presentation at the Technology and Innovation in Learning, Teaching and Education Conference (TECH-EDU 2018), 20-22 June 2018, Thessaloniki, Greece.
ALA 2015 Invited Research Talk: Youth Collaborative Information Practices Dur...Rebecca Reynolds
This presentation was delivered as part of an ALA Conference 2015 special research session, "Out of the Library School and Into the School Library," sponsored by the Institute for Museum and Library Services. The session featured presentations of research findings stemming from the work of recent Early Career Development Grant awardees.
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.
Transforming Traditional Professional Development into Blended Learning Commu...Cristo Leon
The New Jersey Department of Education sought to develop an online professional learning community for 150,000 educators in nearly 600 school districts. The authors present a post-project analysis of the project developed in support of Face-to-Face, Blended, and fully online learning situations. This project created an “Online Professional Learning Exchange” with blended online learning modules and was funded with over two million dollars. The greatest strength of the OPLE tool is to aid the state of NJ to shift their training from expert delivery of knowledge in a face-to-face format towards the Community of Practice. The paper presents a Systematic Review of the Literature, the analysis of Professional Learning and Training Methods, a description of the methods to create Blended Learning Modules focused on video, written materials, polls, and discussions. Through this integrated approach, the OPLE allows for user mastery of concepts that enhance their ability to provide more efficient and effective instruction to their students. Finally, the paper concludes with the results and implications in light of the current world developments and their impact on education.
Seminario eMadrid "Reinventar la educación". Seiji Isotani, University of Sao...eMadrid network
Seminario eMadrid "Reinventar la educación". Seiji Isotani, University of Sao Paulo. Advancements in Intelligent Support for Collaborative Learning. 2015-12-02. UC3M.
Converged Learning: the spectrum of technology-mediated learningCristo Leon
New Jersey Institute of Technology (NJIT), a four year polytechnic research university in the United States utilized a participatory strategic planning process to implement an innovative approach to the modes of delivery for instruction that exist between face to face and online instruction. NJIT defines the spectrum of integration of online and on-ground instruction as Converged Education. This spectrum allows students to either participate face to face, join remotely through real-time video conferencing technology (synchronously), or watch classroom instruction asynchronously. The article opens with a general background of NJIT's approach to the new idea of converged instructional delivery. Then the process for defining and clarifying the terms and conceptions of the various modes to be adopted is presented. Finally, the resulting implementation of the new policy and its reflection in course offerings is shown and discussed
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
Keynote presentation at the Technology and Innovation in Learning, Teaching and Education Conference (TECH-EDU 2018), 20-22 June 2018, Thessaloniki, Greece.
ALA 2015 Invited Research Talk: Youth Collaborative Information Practices Dur...Rebecca Reynolds
This presentation was delivered as part of an ALA Conference 2015 special research session, "Out of the Library School and Into the School Library," sponsored by the Institute for Museum and Library Services. The session featured presentations of research findings stemming from the work of recent Early Career Development Grant awardees.
A Global Network for Deep Learning: the Case of Uruguay@cristobalcobo
The aim of this paper is to describe an innovative large-scale action research in the field of education. This paper illustrates a unique sample of a global network of schools working together as a "living lab" to test, implement and improve innovative pedagogical practices in seven different countries (clusters). This experience can be regarded as a disruptive experiment from the methodological (i.e. network of schools), pedagogical (i.e. learning by creating) and accountability perspective (i.e. novel ways of assessing learning outcomes). This global network allocates special relevance to the cultural and contextual specificities of each member. This paper focuses on the Uruguayan case, the only non-developed partner country, which is working in incorporating up to 2,800 schools in this global network by the end of 2019. After providing a background and key figures of the current education system in Uruguay, the authors describe the outcomes of this experience so far (2013- 2016) and highlight some of the expected achievements and instruments to assess the second phase of this experience (2016-2019), with special emphasis in the design of new metrics and the adoption of new assessment tools. After stating the conclusions, the paper points out the limitations and further questions to be explored along the implementation of this global experiment in education.
By Cobo, Brovetto, Gago
New Pedagogies for Deep Learning. (2016). NPDL Global Report. (1st ed.). Ontario, Canada: Fullan,
M., McEachen, J., Quinn, J. Retrieved from http://npdl.global/wp-content/uploads/2016/11/
NPDL-Global-Report-2016.pdf
Authored by:
Joanne McEachen & Matthew Kane
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
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 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.
Davinia Hernandez-Leo, from University Pompeu Fabra of Barcelona the 6th of march from 14h to 16h for a conference entitled "Learning design technologies: supporting collective and inclusive approaches".
Davinia Hernández-Leo is Full Professor at the Department of Information and Communications Technologies Department (DTIC) at UPF, the head of the Interactive and Distributed Technologies for Education group (TIDE) and Commissioner for Research in Educational Innovation at UPF. She has published extensively and received several awards, has been Vice-President of the European Association for Technology-Enhanced Learning, a Associate Editor of the IEEE Transactions of Learning Technologies, and is currently an elected member of the CSCL Committee within the International Society of the Learning Sciences and member of the Steering Committee of the European Conference on Technology-Enhanced Learning. Her research activity is broadly centered on the domain of learning technologies, spanning fields such as learning design technology, computer-supported collaborative learning (CSCL), community platforms, learning analytics, and architectures and devices for learning.
She will present how an overview of how 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) is involved in reflective and collaborative dispositions for teachers professionnal development. The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities 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 and the use of data analytics. A special focus will be put in a case that considers voice inclusive pedagogy, which urges the incorporation of children’s voices within their teaching practice. The case is a customized version of ILDE (BLENDI) which includes an authoring tool that facilitates the co-design of blended learning lesson plans between teachers and students.
Efficient and effective mobile collaborative learningdavinia.hl
Keynote at mLearn22 https://www.iamlearn.org/mlearn/
In this talk I will summarize research results leading to practical implications in the achievement of efficient and effective (enjoyable, appealing) collaborative learning, both from the perspective of learners and teachers. In particular, I will focus on how technology can support the design and orchestration of mobile collaborative learning scenarios. The technology presented will include authoring tools, teaching community platforms, enactment systems, orchestration dashboards and data-driven intervention based on learning analytics. I will also discuss synergies between technological solutions emphasizing human-in-control and machine-in-control perspectives. During the talk, participants will be able to experience some notions covered by interacting using the PyramidApp tool.
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.
Patterns, approaches and systems to support teachers in designing fortechnol...Yannis
Technology-enhanced collaborative learning can be very challenging for teachers and instructional designers. This seminar deals with design for learning in such contexts showing how pedagogical collaborative learning flow and atomic patterns can be employed in order to promote effective and efficient learning.
Moreover, the talks presents the “In media res framework” and the associated forward-oriented approach of design for
learning, as well as ICT environments and systems that may support teachers. Examples are provided that illustrate crucial elements that can be designed for orchestration, awareness, analytics, reflection and redesign. Finally, some current and future lines of research are presented with respect to the mutual connection between learning design and learning analytics in collaborative learning contexts.
Supporting teachers as designers: (Some) Research threads at GSIC/EMICYannis
Some current research threads at GSIC/EMIC: (1) Design for Learning, (2) Some systems: ILDE and GluePS-AR, (3) Aligning Learning Analytics, Design for Learning, Orchestration
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.
Design for learning: communities and flexible design processesdavinia.hl
DESIGN FOR LEARNING: COMMUNITIES AND FLEXIBLE DESIGN PROCESSES
U. Sydney, CoCo Research Seminar
In this seminar, the presenter will deliver a short overview of the learning-technologies research being conducted by the Department of Infomation and Communication Technologies of the Universitat Pompeu Fabra in Barcelona. The focus will be the results of the METIS European inservice teacher-training project, which aims at promoting the adoption of design approaches enabling educators to act as (co-)designers of sound (technology-supported) learning activities. The presenter, Associate Professor Davinia Hernández-Leo will, in particular, introduce the Integrated Learning Design Environment (ILDE), a community environment that integrates:
- co-design support for educator communities
- learning design editors following different authoring and pedagogical approaches
- interface for deployment of designs on mainstream virtual-learning environments.
ILDE has been used in a variety of community contexts, each of them applying different design processes supported by combinations of selected integrated tools.
http://sydney.edu.au/education_social_work/news_events/events/2015/Semester-One/design-for-learning.shtml
A Global Network for Deep Learning: the Case of Uruguay@cristobalcobo
The aim of this paper is to describe an innovative large-scale action research in the field of education. This paper illustrates a unique sample of a global network of schools working together as a "living lab" to test, implement and improve innovative pedagogical practices in seven different countries (clusters). This experience can be regarded as a disruptive experiment from the methodological (i.e. network of schools), pedagogical (i.e. learning by creating) and accountability perspective (i.e. novel ways of assessing learning outcomes). This global network allocates special relevance to the cultural and contextual specificities of each member. This paper focuses on the Uruguayan case, the only non-developed partner country, which is working in incorporating up to 2,800 schools in this global network by the end of 2019. After providing a background and key figures of the current education system in Uruguay, the authors describe the outcomes of this experience so far (2013- 2016) and highlight some of the expected achievements and instruments to assess the second phase of this experience (2016-2019), with special emphasis in the design of new metrics and the adoption of new assessment tools. After stating the conclusions, the paper points out the limitations and further questions to be explored along the implementation of this global experiment in education.
By Cobo, Brovetto, Gago
New Pedagogies for Deep Learning. (2016). NPDL Global Report. (1st ed.). Ontario, Canada: Fullan,
M., McEachen, J., Quinn, J. Retrieved from http://npdl.global/wp-content/uploads/2016/11/
NPDL-Global-Report-2016.pdf
Authored by:
Joanne McEachen & Matthew Kane
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
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 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.
Davinia Hernandez-Leo, from University Pompeu Fabra of Barcelona the 6th of march from 14h to 16h for a conference entitled "Learning design technologies: supporting collective and inclusive approaches".
Davinia Hernández-Leo is Full Professor at the Department of Information and Communications Technologies Department (DTIC) at UPF, the head of the Interactive and Distributed Technologies for Education group (TIDE) and Commissioner for Research in Educational Innovation at UPF. She has published extensively and received several awards, has been Vice-President of the European Association for Technology-Enhanced Learning, a Associate Editor of the IEEE Transactions of Learning Technologies, and is currently an elected member of the CSCL Committee within the International Society of the Learning Sciences and member of the Steering Committee of the European Conference on Technology-Enhanced Learning. Her research activity is broadly centered on the domain of learning technologies, spanning fields such as learning design technology, computer-supported collaborative learning (CSCL), community platforms, learning analytics, and architectures and devices for learning.
She will present how an overview of how 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) is involved in reflective and collaborative dispositions for teachers professionnal development. The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities 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 and the use of data analytics. A special focus will be put in a case that considers voice inclusive pedagogy, which urges the incorporation of children’s voices within their teaching practice. The case is a customized version of ILDE (BLENDI) which includes an authoring tool that facilitates the co-design of blended learning lesson plans between teachers and students.
Efficient and effective mobile collaborative learningdavinia.hl
Keynote at mLearn22 https://www.iamlearn.org/mlearn/
In this talk I will summarize research results leading to practical implications in the achievement of efficient and effective (enjoyable, appealing) collaborative learning, both from the perspective of learners and teachers. In particular, I will focus on how technology can support the design and orchestration of mobile collaborative learning scenarios. The technology presented will include authoring tools, teaching community platforms, enactment systems, orchestration dashboards and data-driven intervention based on learning analytics. I will also discuss synergies between technological solutions emphasizing human-in-control and machine-in-control perspectives. During the talk, participants will be able to experience some notions covered by interacting using the PyramidApp tool.
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.
Patterns, approaches and systems to support teachers in designing fortechnol...Yannis
Technology-enhanced collaborative learning can be very challenging for teachers and instructional designers. This seminar deals with design for learning in such contexts showing how pedagogical collaborative learning flow and atomic patterns can be employed in order to promote effective and efficient learning.
Moreover, the talks presents the “In media res framework” and the associated forward-oriented approach of design for
learning, as well as ICT environments and systems that may support teachers. Examples are provided that illustrate crucial elements that can be designed for orchestration, awareness, analytics, reflection and redesign. Finally, some current and future lines of research are presented with respect to the mutual connection between learning design and learning analytics in collaborative learning contexts.
Supporting teachers as designers: (Some) Research threads at GSIC/EMICYannis
Some current research threads at GSIC/EMIC: (1) Design for Learning, (2) Some systems: ILDE and GluePS-AR, (3) Aligning Learning Analytics, Design for Learning, Orchestration
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.
Design for learning: communities and flexible design processesdavinia.hl
DESIGN FOR LEARNING: COMMUNITIES AND FLEXIBLE DESIGN PROCESSES
U. Sydney, CoCo Research Seminar
In this seminar, the presenter will deliver a short overview of the learning-technologies research being conducted by the Department of Infomation and Communication Technologies of the Universitat Pompeu Fabra in Barcelona. The focus will be the results of the METIS European inservice teacher-training project, which aims at promoting the adoption of design approaches enabling educators to act as (co-)designers of sound (technology-supported) learning activities. The presenter, Associate Professor Davinia Hernández-Leo will, in particular, introduce the Integrated Learning Design Environment (ILDE), a community environment that integrates:
- co-design support for educator communities
- learning design editors following different authoring and pedagogical approaches
- interface for deployment of designs on mainstream virtual-learning environments.
ILDE has been used in a variety of community contexts, each of them applying different design processes supported by combinations of selected integrated tools.
http://sydney.edu.au/education_social_work/news_events/events/2015/Semester-One/design-for-learning.shtml
Go-Lab is an European project devoted to promote STEM education by means of pedagogical guidelines based on blended Inquiry-Based Learning (IBL), authoring tools for rich open educational resources, and online labs. In such a framework, we have analysed the orchestration needs of expert teachers in inquiry learning and STEM, and provided a set of Learning Analytics (LA) apps to address them. This document reports on three LA apps -Online Users, Student Time Spent, and Submitted Reports- which, based on the context description, provide visualisations of the student activity to support teacher awareness and reflection.
Technology-enhanced learning ecosystems are becoming quite complex, especially when non-conventional approaches, such as collaborative or inquiry learning are employed.
On the other hand, the recent advances in the learning analytics field have been very promising, for purposes of understanding and optimizing learning and the environments in which it occurs.
However, the alignment between design for learning and learning analytics has been recently shown to be a pending, albeit essential, issue that would allow for effective and efficient pedagogical interventions and orchestration.
This seminar focuses on design for learning, and especially on the eventual support to teachers as designers of pedagogical interventions and classroom orchestration.
Taking into account the “In Media Res” and the “Orchestration and Learning Analytics” frameworks,
this seminar presents some important issues, design principles - patterns, proposals and illustrating examples, regarding the involvement of teachers in the loop of design for effective use of learning analytics.
Learning design, learning analytics, technology enhanced learning
A presentation given at the Networked Learning Conference, Edinburgh 2014. With details of the new MA in Higher Education at the University of Surrey. And publication of a new book on Design Patterns for Technology Enhanced Learning.
Open Science and Ethics studies in SLE researchdavinia.hl
Beardsley, M., Santos, P., Hernández-Leo, D., Michos, K. (2019). Ethics in educational technology research: informing participants in data sharing risks. British Journal of Educational Technology, 50(3), 1019-1034, https://doi.org/10.1111/bjet.12781
Beardsley, M., Hernández-Leo, D., Ramirez, R., (2018) Seeking reproducibility: Assessing a multimodal study of the testing effect. Journal of Computer Assisted Learning, 2018, vol. 34, no 4, p. 378-386.
Open Science: EATEL and the case of the TIDE_UPF research groupdavinia.hl
Used in The Fifteenth EATEL Summer School on Technology Enhanced Learning 2019 methodology workshop"Opening up TEL Research: State of play and essential tools"
Opening up TEL research has to do with making more transparent and accessible each stage of the scientific cycle (research design, data collection, analysis, and publication) with open approaches to science, such as pre-registration, data sharing, transparent analyses, and open access publication (Zee & Reich, 2018). This initiative is very relevant from a perspective of Responsible Research and Innovation and to facilitate a more credible and robust evolution of the knowledge. However, it conveys several challenges. One important challenge has to do with ethical issues and data literacy challenges in the training of TEL researchers (making data readable and usable) and the end users (reading and using data). ata handling and visualization is crucial at the time of making science not only open, but also accessible by other researchers and the end users, normally unaware of being engaged in such processes. A subtle aspect of this situation relates the poor appropriation and utilization of scientific research products in the pedagogical field by potential users (stakeholders in the education and training system)(Jamil Salmi, 2015). In fact, approach to a more fair science promoted by the European Commission has been developing internationally for about ten years, but in the field of TEL, in spite of the easiness of massive data collection, the difficulties for opening up research have led to intrinsic, ongoing debates (Ho et al., 2014). This workshop will address this problem by introducing essential information on the Open Science movement. Moreover, since some instruments and areas of Open Science are better known, it will focus the emergent problem of Open Data in TEL research.
Open Science strategies in TEL labs: the case of the TIDE_UPF research groupdavinia.hl
Presented at the 1st EATEL/ECTEL Workshop on the “Profession” in Technology-Enhanced Learning: Open Science, https://www.upf.edu/web/tide/eatelworkshop
"Evolución mediante el diseño para el aprendizaje en un ecosistema de múltiples espacios, tiempos, tecnologías y datos", a càrrec de Davinia Hernández-Leo, professora del Departament de Tecnologies de la Informació i les Comunicacions de la UPF
Grupo de investigación @TIDE_UPF
www.upf.edu/web/tide
Unidad para la Calidad e Innovación Docente de @EnginyeriesUPF
www.usquidesup.upf.edu
davinia.hernandez-leo@upf.edu, @daviniahl
https://www.slideshare.net/davinia.hl/
Helping teachers to think about their design problem: a pilot study to stimul...davinia.hl
Hernández-Leo D, Agostinho S, Beardsley M, Bennett S, Lockyer L. Helping teachers to think about their design problem: a pilot study to stimulate design thinking. Paper presented at: 9th annual International Conference on Education and New Learning Technologies EDULEARN17; 2017 July 3-5; Barcelona, Spain, pp. 5681-5690. Open access: http://hdl.handle.net/10230/32247
Lecciones aprendidas trabajando hacia la calidad e innovación docente.davinia.hl
Lecciones aprendidas trabajando hacia la calidad e innovación docente. Conferencia Invitada; Jornada de Innovación docente 2017: Resultados y estrategias; Universidad Carlos III de Madrid, Leganés, 29 de junio de 2017. https://www.uc3m.es/ss/Satellite/UC3MDigital/es/TextoMixta/1371233057636/
A Social Learning Space Grid for MOOCs, EMOOCs2017davinia.hl
Manathunga, K., Hernández-Leo, D., Sharples, M., (2017) A Social Learning Grid for MOOCs: Exploring a FutureLearn Case, Springer LNCS (vol. 10254) Proceedings of eMOOCs 2017, Madrid, Spain, 243-253.
https://repositori.upf.edu/handle/10230/28273
https://link.springer.com/chapter/10.1007/978-3-319-59044-8_29
How educators value data analytics about their moocs (1)davinia.hl
Michos, K., Hernández-Leo, D., Jiménez, M., (2017) How educators value data analytics about their MOOCs, CEUR Proceedings of Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track at EMOOCs 2017 co-located with the EMOOCs 2017 Conference (Vol-1841), Madrid, Spain, 77-82.
http://ceur-ws.org/Vol-1841/R06_117.pdf
Open collaborative platforms, education and research: MOOCs, ILDEdavinia.hl
Open collaborative platforms, education and research: MOOCs, ILDE
Plenary session: Global partnership for development. The role of academia in empowering participatory and collaborative action
SIS2016, 1st Conference on Social Impact of Science, Barcelona, July 27, 2016
https://daviniahl.wordpress.com/
Impact of MOOCs, Impacto de los MOOC. Sesión monográfica, congreso CIDUI 2016 http://www.cidui2016.cidui.org/es/ Teaching and Learning Innovation, Innovación en la docencia y el aprendizaje
Response to presentations of the MOOC for Web Skills workshop at EC-TEL 2014 http://openeducationeuropa.eu/en/MOOCsworkshop by Carlos Delgado Kloos and Davinia Hernández-Leo
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Teacher communities: learning design support, social mechanisms, and case studies; Davinia_Hernandez-Leo @JRC_EU_Seville_2019
1. Teacher communities: learning design support,
social mechanisms, and case studies
JCR Seville, 11-12 April 2019
Joint Workshop WG 2 & WG 4: Exploring the interplay between
Human Learning and Machine Learning - The Citizen Science Perspective
Davinia Hernández-Leo
TIDE, Universitat Pompeu Fabra, Barcelona
twitter:
@TIDE_UPF
website
:
http://www.upf.edu/web/tide
3. How we started… back in 2009…
Teacher communities
3
What is a teacher community?
How can technology support teacher communities?
Is a teacher community a “citizen science” scenario?
4. Case 1: “Integrated Biomedice” courses
n Context of the Biology and Medicine studies at UPF, Barcelona
n Courses where students are expected to integrate the knowledge
and skills developed in previous subjects
n Teams of teachers from different disciplines
(Bio-chemistry, Anatomy, Genetics, Pharmacology, …) need to work
together in the design of problem-based learning solutions
5. Case 2: “Biologia en context”
n Community of 20 high schools in Catalonia
n Create, co-create and share problem-based learning designs that
promote the situated learning of Biology topics
6. Challenges, technology support, partial solutions
6
Authoring
Sharing
Sharing educational design ideas
Cooperation between teachers in the creation of new designs
Repositories
Social networks
Editors
8. Teacher communities, some lessons learnt
8
• Different patterns in navigation, by knowledge available or by users
• The importance of knowledge and social awareness
• The importance of “live content” (vs. a repository)
• The role of learning design and learning design editors, multiple pedagogies
(Hernández-Leo, et al. 2014)
9. Support teachers in designing the “best possible”
conditions for their students to learn, documenting them,
making their design ideas explicit and sharable.
(Conole, 2012; Agostinho, 2011; Laurillard, 2013;
Mor, Craft & Hernández-Leo, 2013)
Learning Design
9
Facilitates collective processes, inquiry processes
Teaching as a design science
11. The case of macro-scripting
Free collaboration does not necessarily lead to fruitful
learning. Macro-scripts structure the collaborative learning
flow (activity sequence, roles, group formation, resource
allocation) to trigger potentially effective social interactions.
(Dillenbourg & Tchounikine, 2007; Kobbe et al., 2007)
Learning Design in Collaborative Learning
11
12. Collaborative learning flow patterns
12
Learning Design in Collaborative Learning
(Hernández-Leo et al., 2007)
13. 13
Learning Design in Collaborative Learning
(Hernández-Leo et al., 2006; Villasclaras & Hernández-Leo et al., 2013)
14. n Flexibility challenges, especially in large classrooms
— Flow creation and control mechanisms for elasticity and dynamism
— PyramidApp
14
Learning Design in Collaborative Learning
https://www.upf.edu/web/tide/tools
Manathunga, K., & Hernández‐Leo, D. (2018). Authoring and enactment of mobile pyramid‐based
collaborative learning activities. British Journal of Educational Technology, 49(2), 262-275.
15. n Integrated AI techniques, adaptive vs. adaptable behaviour
n Orchestration dashboard, monitoring and regulation by the teacher
— Group formation
— Time
— Simulated learners and “teaching assistant”
15
Collaborative Learning enactment, PyramidApp
(Amarasinghe et al., accepted; Amarasinghe et al., submitted)
16. 16
Learning design tools
n Tools for conceptualization, authoring, implementation
n Generic vs. specific tools wrt. pedagogical approach
17. 17
Learning design tools
n Co-design with teachers
n E.g. design for blended learning (PBL, flipped classroom, …)
18. 18
Learning design and data analytics: from teacher communities to CSCL scripts
Learning design tools
n Co-design with teachers
n Emphasis in design for blended learning (PBL, flipped classroom, …)
ILDE2/edCrumble
Albo L, Hernández-Leo D. edCrumble:
designing for learning with data analytics.
EC-TEL 2018. Best Demo Award.
19. 19
Integrated Learning Design Environment
n Integrated solution to support the full lifecycle of (co-)designing,
sharing, and deploying ICT-based learning activities
Hernández-Leo, D., et al. (2018). An Integrated Environment for Learning Design. Frontiers in ICT, 5, 9
21. Integrated Learning Design Environment
n Used in several different educational contexts
(higher education, vocational education, adult education)
— Well accepted in all its functions
— Fits the needs of different types of communities
— No difference in acceptance
— Flexible design processes
— Limited social awareness and inquiry process
n Data used to evaluate and understand processes…
21
22. Integrated Learning Design Environment
n Data used to evaluate and understand processes…
n How can data be used to support learning design and
learning design communities?
22
23. Data Analytics in teaching & learning
n Learning Analytics (LA): “the measurement, collection, analysis, reporting of
data about learners and their contexts, for porpuses of understanding and
optimizing learning and the environments in which it occurs” SoLAR (Ferguson,
2012)
n Social Learning Analytics (Buckingham-Shum & Ferguson 2012) & Community
analytics and visualizations (Klamma, 2013; Vasileva and Sun, 2007), including
Social Network Analysis (SNA) (de Laat & Schreurs, 2013)
23
24. ANALYTICS LAYERS FOR LEARNING DESIGN FRAMEWORK
Understanding and supporting learning design with analytics
24
Community of practitioners
and related stakeholders
Learning Design (LD) tools
Learners experiencing
learning designs
Community Analytics
metrics and patterns of design activity
Design Analytics
metrics of pedagogical decisions
Learning Analytics
metrics of learners’ engagement,
achievement... aligned with design intent
Hernández-Leo, D., et al. (2019) Analytics for learning design: A layered framework and tools, British Journal of Educational Technology.
https://doi.org/10.1111/bjet.12645
26. Understanding and supporting learning design with analytics
n Available data
n ILDE2, extension with data analytics features
— https://www.upf.edu/web/tide/tools/ilde2
n CoT project, 2 schools
n Master program for teacher training
n MOOC for teachers
n Teacher training workshops
26
27. Analytics for learning design
Community of practitioners
and related stakeholders
Community Analytics
metrics and patterns of design activity
n Understanding community behaviour
n Triggering orientation and inspiration
(e.g. awareness, provides a context for your own activity)
n Data includes:
— what tools are being used,
— what types of designs are created, tags,
— who are the (co-)authors, edits, views,
— versioning of designs,
— social ratings …
Michos, K., Hernández-Leo, D., (2016)
Understanding Collective Behavior of Learning
Design Communities. EC-TEL 2016.
28. Analytics for learning design
Community of practitioners
and related stakeholders
Community Analytics
metrics and patterns of design activity
n Understanding community behaviour
n Triggering orientation and inspiration
n Data includes:
— what tools are being used,
— what types of designs are created, tags,
— who are the (co-)authors, edits, views,
— versioning of designs,
— social ratings …
Duplicates ….
29. Analytics for learning design
Community of practitioners
and related stakeholders
Community Analytics
metrics and patterns of design activity
n Understanding community behaviour
n Triggering orientation and inspiration
n Data includes:
— what tools are being used,
— what types of designs are created, tags,
— who are the (co-)authors, edits, views,
— versioning of designs,
— social ratings …
Michos, K., Hernández-Leo, D., (2018) Supporting awareness in communities of
learning design practice, Computers in Human Behavior, 85, 255-270.
30. Development of a community analytics dashboard
n Designs tab, Tools tab, Members tab
30
31. n Blending the dashboard with learning design tasks
n With/Without dashboard use
n Differences in community members´ participation and perceptions
Community dashboard evaluation
31
32. n Dashboard use increased social interactions by means of comments and profile views
n Positive user experience (UMUX questionnaire) for understanding community participation
n Alignment with tasks for learning design
Community dashboard evaluation
32
Variables
Group
N
Ranks
U
Z
p
r
profiles views
High dashboard use
25
31.26
138.50
-3.238
.001
-0.46
Low dashboard use
24
18.27
comments
High dashboard use
25
30.70
157.50
-2.877
.004
-0.41
Low dashboard use
24
19.06
created designs
High dashboard use
25
30.12
172.00
-2.570
.010
-0.36
Low dashboard use
24
19.67
re-used designs
High dashboard use
25
30.08
173.00
-2.547
.011
-0.36
Low dashboard use
24
19.71
edits
High dashboard use
25
29.60
185.00
-2.335
.020
-0.33
Low dashboard use
24
20.21
33. Learning Design (LD) tools
Design Analytics
metrics of pedagogical decisions
n Categorise learning designs
n Support awareness and reflection
about design decisions
n Data includes:
— learning objectives,
— type of tasks tasks,
— the social planes (individual, collaborative),
— resources and tools associated with the task,
— expected length of time for tasks, …
Analytics for learning design
Albo L, Hernández-Leo D. edCrumble: designing for learning
with data analytics. EC-TEL 2018. Best Demo Award.
34. Learning Design (LD) tools
Design Analytics
metrics of pedagogical decisions
n Categorise learning designs
n Support awareness and reflection
about design decisions
n Interaction with the
Community Analytics layer
Analytics for learning design
Albo L, Hernández-Leo D. edCrumble: designing for learning with
data analytics. EC-TEL 2018. Best Demo Award.
35. Learners experiencing
learning designs
Learning Analytics
metrics of learners’ engagement,
achievement... aligned with design intent
n Accumulated evidence of design’s impact
n Support awareness and reflection
about effects of designs, redesign
n Data includes:
— snapshot data capturing relevant milestones
(e.g., access to resources or completion of tasks)
— data about the process (e.g., participation in
discussions)
— performance (e.g., grades)
— students’ and teachers’ opinions…
Analytics for learning design
Michos, K., Manathunga, K., Hernández-Leo, D. (2016). Connecting pattern-based
learning designs with analytics: The case of the PyramidApp., CLAD - EC-TEL 2016
36. Learners experiencing
learning designs
Learning Analytics
metrics of learners’ engagement,
achievement... aligned with design intent
n Accumulated evidence of design’s impact
n Support awareness and reflection
about effects of designs, redesign
n Data includes:
— snapshot data capturing relevant milestones
(e.g., access to resources or completion of tasks)
— data about the process (e.g., participation in
discussions)
— performance (e.g., grades)
— students’ and teachers’ opinions…
Analytics for learning design
Michos, K., Fernández, A., Hernández-Leo, D., & Calvo, R.
(2017). Ld-Feedback App: Connecting Learning Designs with
Students’ and Teachers’ Perceived Experiences. EC-TEL.
37. Learners experiencing
learning designs
Learning Analytics
metrics of learners’ engagement,
achievement... aligned with design intent
n Accumulated evidence of design’s impact
n Support awareness and reflection
about effects of designs, redesign
n Interaction with Design Analytics
and Community Analytics
— Teacher inquiry, Community inquiry
Analytics for learning design
Learning design and data analytics: from teacher communities to CSCL scripts
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.
39. Teacher produced artifacts & Learning Analytics
39
n Learning Analytics reports
n Teacher produced artifacts
n Reflections on the enactment
40. Some results
n Awareness and regulation of design activity (before, during, and after enactment)
n Connection between initial design and data-informed reflections
n Documentation for later review
n Sharing learning design problems with solutions, with contextual information
n Teacher roles as designers is guided by practicality and time constraints
n In-depth discussions about teaching and learning strategies with the use of student generated
data and TILE
40
41. Collective teacher inquiry with data analytics
41
Cultural Historical
Activity Theory
Teacher Inquiry
Technology &
Data Analytics
Collective process Inquiry
process
Technological support
How do teachers
engage with and
perceive data-
intensive collective
inquiry processes?
42. Collective inquiry - Three case studies
n Teacher comments show evidence of
activated pedagogical knowledge
n Positive perceptions about collective
inquiry-> sharing problems, creating
spaces for pedagogy
n Collective teacher participation
decreases through the time ->
asynchronous work, time constraints,
community moderation
42
MOOC case
Two School cases
43. Conclusions
n What is a teacher community? How can technology support teacher
communities?
n Is a teacher community a “citizen science” scenario?
43
n Teacher communities: learning design support, social mechanisms, and case
studies
n Data-driven support
n Three analytics layers: Community, Design and Learning analytics
n And interplays!
n Teacher inquiry, learning redesign, awareness, inspiration, community inquiry
44. Current, future work
n New communities (e.g., Maker activities; PBL & SDG, collaboration with UNESCOCat)
n Identifying patterns in data, towards recommenders
n Multimodal learning analytics
n Actionable dashboards (Pyramid App)
n Neuroscience and learning design support (Illuminated, Spotlighters)
n Privacy, regulations, ethical implications…
— Beardsley, M., Santos, P., Hernández-Leo, D., Michos, K. (2019). Ethics in educational technology research:
informing participants in data sharing risks. British Journal of Educational Technology. 10.1111/bjet.12781
n New project COURAGE (Volkswagen Stiftung) about educating around social media
threads, an AI companion.
44