Ldshake@lams2010
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LdShake is a tool that allows teachers to collaboratively create, share, and edit learning design solutions. It combines a repository, social networking, and authoring capabilities. Teachers can work together in teams to design problem-based learning activities. The tool is being used by a group of biology and medicine teachers at Universitat Pompeu Fabra in Barcelona who need to collaborate on course designs integrating multiple disciplines. An evaluation of the tool found it intuitive to use for collaborative design. Future work will focus on usability improvements and integrating existing learning design templates.
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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.
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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.
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01 open design+.key
The Opendesign+ project deals with contemporary design problems and opens opportunities for collaborative and open design. It supports an alternative design methodology based on free exchange of information. The project aims to promote open design and projects that benefit society. Designers alone do not know what is best for users, so users should be included in the design community to re-establish the direct link between designers and users. A challenge is submitted and reviewed, then made accessible in the Opendesign+ database for students to investigate, design prototypes, and present solutions in collaboration with other participating schools.
KidsLoop-March2022-Ethically-driven analytics supporting educators.pptx
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.
Design for learning: communities and flexible design processes
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.
Reflecting about the scholarship of teaching and learning when designing a PB...
The document discusses designing a problem-based learning online course about social media. It proposes using three overarching problems related to commerce, education, and professions for students to solve through interacting in social media and reading course materials. The course would utilize various technologies and involve one hour of synchronous group tutorials and one hour of asynchronous online activities each week. Reflective analyses from the two instructors find benefits like developing 21st century skills but also challenges in facilitating discussions and group work online. Overall, the instructors feel it was a worthwhile experience and would design another online PBL course.
Learning design and data analytics: from teacher communities to CSCL scripts
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.
CNIE 2014 Presentation, Kamloops BC - I. Devries & G. Morong
1. The document discusses the challenges and promises of open online course design and development. It explores key concepts like open educational resources (OER) and open educational practices (OEP).
2. A comparison is made between traditional instructional design processes and more open and collaborative design models used in open source software development. Lessons learned from TRU's experience developing their first OER course through the OERu partnership are also shared.
3. While open design faces challenges around issues like file formats and maintaining community involvement, it also promises greater collaboration beyond traditional constraints and new opportunities for institutional innovation through projects like the OERu.
Design for learning
2009 presentation on issues in learning design and particularly in representing educational aspects of design and pedagogical rationale.
Daviniahl@vtintroduction
- Davinia Hernández-Leo is a visiting Fulbright scholar from Universitat Pompeu Fabra in Barcelona, Spain working in the CS department and POET Lab at Virginia Tech.
- She is an assistant professor coordinating the Educational Technologies section of the Interactive Technologies Group, which does research on computer-supported collaborative learning and educational technologies.
- Her research focuses on providing teachers with design tools to plan collaborative learning activities and support orchestrating integrated learning flows across virtual and physical spaces.
Asld2011 hernández leo-abenia_moreno_chacón_blat
Davinia Hernández-Leo, Pablo Abenia, Pau Moreno, Jonathan Chacón and Josep Blat: Let’s shake on it: co-editing and sharing diverse learning design
http://www.ld-grid.org/workshops/ASLD11
Universal Design for Learning
UDL was developed from the universal design concept in architecture and product development to make designs accessible to all people. UDL incorporates principles of multiple means of representation, expression, and engagement to address the diverse needs and abilities of learners. CAST provides online tools and resources like lesson builders and book builders to help educators design instruction that follows UDL principles and meets the needs of all students.
Conole mexico keynote
This document discusses new technologies and their implications for education and web citizenship. It covers topics like social media, open educational practices, and new pedagogical approaches enabled by technology. Key points include a shift from content repositories to user-generated content, different models of e-learning, the potential of open educational resources, and a vision of openness through practices like open design, delivery, and research.
Conole ld overview
The document provides an overview of learning design and discusses several key topics:
1) It outlines some paradoxes in how technologies are used in education and proposes case studies and support networks as potential solutions.
2) It examines design practices and representations in fields like chemistry and music that effectively capture key factors to enable reproduction.
3) It proposes a new learning design methodology that encourages reflective practices, promotes sharing, and shifts approaches from implicit to explicit.
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Visual data-enriched design technology for blended learning
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Design for learning: communities and flexible design processes
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CNIE 2014 Presentation, Kamloops BC - I. Devries & G. Morong
CNIE 2014 Presentation, Kamloops BC - I. Devries & G. Morong
More from davinia.hl
Efficient and effective mobile collaborative learning
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.
Maker Faire Barcelona 2022 - Teaspils.pdf
Environmental awareness, TEASPILS Erasmus+ project multiplier event, Barcelona 2022, UPF, TIDE
https://www.upf.edu/web/tide
ISLS discussant Panel Contrasting analytical approaches to trace collaborativ...
ISLS meeting- CSCL conference // Discussant Panel Contrasting analytical approaches to trace collaborative learning with knowledge objects Davinia Hernandez-Leo.pdf
Open Science and Ethics studies in SLE research
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 group
This document discusses open science practices within technology enhanced learning (TEL) research, specifically the practices of the TIDE_UPF research group. It outlines their open access publishing, open data sharing on platforms like GitHub and Zenodo, community curation efforts, and pre-registration practices. It also describes their Integrated Learning Design Environment (ILDE) platform, which makes available research outcomes to the broader community. The document emphasizes opening research to increase impact, technology transfer, ask more relevant questions, and gather data, while discussing the need to go beyond consent forms to better inform participants of data sharing risks.
Supporting teachers with community, design and learning analytics, Davinia He...
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
Open Science strategies in TEL labs: the case of the TIDE_UPF research group
Presented at the 1st EATEL/ECTEL Workshop on the “Profession” in Technology-Enhanced Learning: Open Science, https://www.upf.edu/web/tide/eatelworkshop
Daviniahl-HackLab-jornada-bones-practiques-june2018
Hacklab, taller de co-creación, interdisciplinar, aprendizaje informal
https://www.upf.edu/web/hacklab
Presentación en:
https://www.upf.edu/web/clik/inici/-/asset_publisher/rxn9zGAzzNTl/content/id/213301459/maximized#.Ww-_0dOFMp-
Daviniahl-jornada-EDvolucio-june2018
"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...
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.
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, EMOOCs2017
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)
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
Towards Data Driven Group Formation Support in MOOCs
This document discusses using data-driven approaches to form groups in MOOCs. It notes that social interactions lead to learning, even with limited educator attention. The document examines criteria that could be used for group formation from CSCL literature, including forming homogeneous and heterogeneous groups. The proposed approach uses learning analytics and constraint optimization to suggest group formations based on student background knowledge, age, language preferences, and other factors. The goal is to form groups that promote both homogeneity and heterogeneity to increase participation and interactions with different perspectives.
A Social Learning Grid for MOOCs: Exploring a FutureLearn Case
This document discusses a study exploring the use of different collaboration spaces in a MOOC on the FutureLearn platform. It introduces a collaboration space grid categorizing spaces by size, task constraints, and time constraints. The study examined three spaces in a MOOC on 3D graphics: conversational flows for the whole cohort, prompt-based study groups of up to 30 learners, and PyramidApp groups with task and time constraints. Observations found conversational flows were widely used while study group participation varied and PyramidApp engaged some learners in rating and discussion. Challenges included keeping late-joiners and study groups on task. The spaces provided opportunities for learning but more structured activities and facilitation may be needed.
Scaling up active learning, MOOC research FutureLearn
This document summarizes a meeting that took place in Barcelona on January 27, 2017 about the FutureLearn Academic Network. It discusses reformulating learning at scale through MOOC research projects at Universitat Pompeu Fabra. Several presentations were given on using learning analytics to support educators in MOOCs and exploring social learning grids and group formation support in MOOCs. It also mentions using MOOC resources for blended learning models in higher education and designing human-centered learning with technology. Areas of MOOC research included using MOOCs for social impact and public engagement.
Open collaborative platforms, education and research: MOOCs, ILDE
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/
2016_cidui_sesion_monografica_impacto_moocs
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
Blended MOOCs: University teachers' perspective
Albó, L., Hernández-Leo, D., Oliver, M. (2015). Blended MOOCs: university teachers’ perspective. HybridEd Workshop, EC-TEL 2015, Toledo, Spain.
ILDE use in HandsOn MOOC
This document discusses the use of the ILDE (Integrated Learning Design Environment) tool to support learning design activities in two MOOCs on ICT tools for teachers. Over 300 participants in the first MOOC edition and over 390 in the second edition used the ILDE to create over 1400 and 2200 learning designs respectively, leaving over 600 and 870 comments. A survey in the first MOOC found that around 140 participants responded weekly, with varying comfort levels in using the ILDE system.
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Open Science: EATEL and the case of the TIDE_UPF research group
Supporting teachers with community, design and learning analytics, Davinia He...
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Open Science strategies in TEL labs: the case of the TIDE_UPF research group
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Daviniahl-HackLab-jornada-bones-practiques-june2018
Daviniahl-HackLab-jornada-bones-practiques-june2018
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Helping teachers to think about their design problem: a pilot study to stimul...
Lecciones aprendidas trabajando hacia la calidad e innovación docente.
Lecciones aprendidas trabajando hacia la calidad e innovación docente.
A Social Learning Space Grid for MOOCs, EMOOCs2017
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How educators value data analytics about their moocs (1)
Towards Data Driven Group Formation Support in MOOCs
Towards Data Driven Group Formation Support in MOOCs
A Social Learning Grid for MOOCs: Exploring a FutureLearn Case
A Social Learning Grid for MOOCs: Exploring a FutureLearn Case
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Ldshake@lams2010
- 1. Sharing and co-editing learning design solutions Davinia Hernández-Leo, Miguel A. Carralero, Jonathan Chacón, Mar Pérez-Sanagustín, Mar Carrió, Josep Blat GTI, Universitat Pompeu Fabra, Barcelona, Spain Contact: davinia.hernandez@upf.edu Oxford, 13 July 2010 European LAMS & Learning Design Conference Please cite as: Hernández-Leo, D., Carralero, M.A., Chacón, J., Pérez-Sanagustín, M., Carrió, M., Blat, J., Sharing and co-editing learning design solutions , European LAMS & Learning Design Conference, Oxford, UK, 15-16 July 2010, pp. 20-23 (Abstract available at http://lams2010.lamsfoundation.org/abstract.htm#a9)
- 15. Many thanks!!! Contact: davinia.hernandez@upf.edu This work has been partially funded by a Generalitat de Catalunya project for Enhancing Teaching Quality (2008MQD 00069) and the Spanish Ministry of Science and Innovation Learn3 project (TIN2008-05163/TSI).
Editor's Notes
- Sharing educational design ideas and cooperation between teachers and learning designers in the creation of new solutions (Hernández-Leo et al., 2007) is a challenge currently being tackled by several projects from different perspectives.
- . Glow (2010) and Agrega (Sarasa, 2009) are two important large-scale digital repositories devoted to sharing educational resources. Besides, there are approaches focused on supporting the sharing of learning designs, which go beyond educational content and include the definition of activities flows. The AUTC project (2003) established a portal gathering the learning designs resulting from the project. LAMS (2010) has also made available a central repository that facilitates the sharing of LAMS sequences. Elferink et al. (2007) developed a distributed repository specifically dedicated to activities compliant with the IMS Learning Design specification. Moreover, there are tools that exploit the potential of the Web2.0 to support social networking in the sharing of learning designs (Conole et al., 2008).
- While all these approaches provide relevant products that support sharing of resources, they do not present facilities for the collaborative creation of learning designs.
- In this abstract we introduce LdShake, a web 2.0 tool for the social sharing and co-edition of learning design solutions. Designers (LdShakers) can create and share learning designs with other LdShakers using different access rights so that they can read, comment or co-edit the designs. Therefore, each design solution has associated a group of LdShakers able of working in its definition, and a group of LdShakers that can only see the design. The designs can be also directly shared with all the members of the LdShake community, or published so that they can be publicly accessed through a URL.
- Designers (LdShakers) can create and share learning designs with other LdShakers using different access rights so that they can read, comment or co-edit the designs. Therefore, each design solution has associated a group of LdShakers able of working in its definition, and a group of LdShakers that can only see the design. The designs can be also directly shared with all the members of the LdShake community, or published so that they can be publicly accessed through a URL.
- Designers (LdShakers) can create and share learning designs with other LdShakers using different access rights so that they can read, comment or co-edit the designs. Therefore, each design solution has associated a group of LdShakers able of working on its definition, and a group of LdShakers that can only see the design. The designs can be also directly shared with all the members of the LdShake community, or published so that they can be publicly accessed through a URL.
- Designers (LdShakers) can create and share learning designs with other LdShakers using different access rights so that they can read, comment or co-edit the designs. Therefore, each design solution has associated a group of LdShakers able of working on its definition, and a group of LdShakers that can only see the design. The designs can be also directly shared with all the members of the LdShake community, or published so that they can be publicly accessed through a URL.
- LdShake has been used in the context of the Biology and Medicine studies at the Universitat Pompeu Fabra (see Figure 1) where teams of teachers are required to work together in the design of problem-based learning solutions. The resulting designs are used in a course where students are expected to integrate the knowledge and skills developed in previous courses (Carrió et al., 2010).