Scaling up active learning, MOOC research FutureLearn

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davinia.hl

Presented at the Future Learn Academic Network meeting in Barcelona, 27 January 2017

Education

FutureLearn Academic Network meeting: Barcelona, 27 January 2017
The Educator Experience
Reformulating learning at scale, MOOC research at UPF

Learning Analytics support to UPF FutureLearn MOOCs educators
FutureLearn MOOCs research
Active and collaborative pedagogies (vs. direct instruction by lecturing)
Kostas Michos, Davinia Hernández-Leo, Manel Jiménez,
“How do educators value data analytics about their MOOCs?”
Kalpani Manathunga, Davinia Hernández-Leo, Mike Sharples,
“A Social Learning Grid for MOOCS: Exploring a FutureLearn Case”
Ishari Amarasinghe, Davinia Hernández-Leo, Anders Jonsson,
“Towards a Data-Driven Group Formation Support in MOOCs”

Blended learning using MOOC resources, Laia Albó
+ MOOC research
Higher Education students in MOOCs, Models of blended learning
using MOOCs resources, Design support.
Human-centered learning design with technologies, Muriel Garreta
(Multilingual) MOOCs as contexts of experimentation, intervention at
large scale setting

+ MOOC research
http://www.catedratelefonica.upf.edu/
http://compmusic.upf.edu/

+ MOOC for Social Impact, incl. Public engagement /
Science Communication actions
http://heirri.eu/
CoT, Communities of teaching as a
data‐informed design science and
contextualized practice
https://ilde2.upf.edu/

Scaling up active learning, MOOC research FutureLearn

With massive amounts of data created every second across the internet, the concept of big data would give opportunities with the ability to explore data and understand in maximizing the potential of data collection in relation to innovative teaching in an online learning setting. This is to support teachers’ pedagogical skills, mainly in the big data era from multiple sources in maintaining a competitive advantage to give a feedback on innovative teaching performance. This article aims to critically investigate innovative teaching competencies of teachers in the light of big data approach. Critical review using content analysis from both the theoretical and the empirical base was conducted to explore the big data for supporting innovative teaching. This result shows innovative teaching performance with an insightful result to contribute these competencies towards the theories and models of educational innovation into the pedagogical element.

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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.

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Transitioning Education’s Knowledge Infrastructure ICLS 2018

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Keynote Address, International Conference of the Learning Sciences, London Festival of Learning Transitioning Education’s Knowledge Infrastructure: Shaping Design or Shouting from the Touchline? Abstract: Bit by bit, a data-intensive substrate for education is being designed, plumbed in and switched on, powered by digital data from an expanding sensor array, data science and artificial intelligence. The configurations of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards). The idea that we may be transitioning into significantly new ways of knowing – about learning and learners – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. For instance, assuming that we want to shape this infrastructure, how do we engage with the teams designing the platforms our schools and universities may be using next year? Who owns the data and algorithms, and in what senses can an analytics/AI-powered learning system be ‘accountable’? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? If we want to work in “Pasteur’s Quadrant” (Donald Stokes), we must go beyond learning analytics that answer research questions, to deliver valued services to frontline educational users: but how are universities accelerating the analytics innovation to infrastructure transition? Wrestling with these questions, the learning analytics community has evolved since its first international conference in 2011, at the intersection of learning and data science, and an explicit concern with those human factors, at many scales, that make or break the design and adoption of new educational tools. We are forging open source platforms, links with commercial providers, and collaborations with the diverse disciplines that feed into educational data science. In the context of ICLS, our dialogue with the learning sciences must continue to deepen to ensure that together we influence this knowledge infrastructure to advance the interests of all stakeholders, including learners, educators, researchers and leaders. Speaking from the perspective of leading an institutional analytics innovation centre, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.

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Efficient and effective mobile collaborative learning

davinia.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.

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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.

Open Science and Ethics studies in SLE research

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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

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Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje Supporting teachers with community, design and learning analytics Seminario eMadrid, UAM 05/2019 http://www.emadridnet.org/index.php/es/eventos2/1100-seminario-emadrid-sobre-tecnologias-dentro-y-fuera-del-aula http://www.emadridnet.org/index.php/es/28-eventos-y-seminarios/1102-apoyo-al-profesorado-con-analiticas-de-comunidad-diseno-y-aprendizaje Abstract I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. PyramidApp for collaborative learning, edCrumble for blended learning) and the use of data analytics at different levels (learning, design, community) to support community awareness and teacher reflection when designing for learning. The presentation will include results of several research projects (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated). En esta ponencia presentaré un resumen de la investigación en tecnologías educativas llevada a cabo por el grupo TIDE del Departamento de Tecnologías de la Información y las Comunicaciones en la Universidad Pompeu Fabra en Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). El resumen se presenta desde la perspectiva del apoyo al profesorado y a comunidades de profesores (como, por ejemplo, una escuela) en el diseño de buenas actividades de aprendizaje considerando los estudiantes y sus contextos. Las contribuciones principales incluyen una plataforma de comunidad para el diseño integrado de actividades de aprendizaje (ILDE), incluidas herramientas de autoría (como PyramidApp para aprendizaje colaborativo apoyado por ordenador, edCrumble para aprendizaje híbrido) y el uso de analíticas de datos a diferentes niveles (aprendizaje, diseño, comunidad) ara facilitar la conciencia de comunidad y la reflexión por los profesores cuando diseñan para generar aprendizajes. La presentación incluirá resultados de varios proyectos de investigación (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated). http://www.upf.edu/web/tide

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1. FutureLearn Academic Network meeting: Barcelona, 27 January 2017 The Educator Experience Reformulating learning at scale, MOOC research at UPF

2. In the context of two projects: FutureLearn MOOCs research DTIC-MdM Strategic Program: Data-Driven Knowledge Extraction Subproject (Educational Data Science) https://www.upf.edu/web/mdm-dtic/home Reformulating Scalable Educational Ecosystems Offering Technological Innovations http://reset.gast.it.uc3m.es/

3. Learning Analytics support to UPF FutureLearn MOOCs educators FutureLearn MOOCs research Active and collaborative pedagogies (vs. direct instruction by lecturing) Kostas Michos, Davinia Hernández-Leo, Manel Jiménez, “How do educators value data analytics about their MOOCs?” Kalpani Manathunga, Davinia Hernández-Leo, Mike Sharples, “A Social Learning Grid for MOOCS: Exploring a FutureLearn Case” Ishari Amarasinghe, Davinia Hernández-Leo, Anders Jonsson, “Towards a Data-Driven Group Formation Support in MOOCs”

4. Blended learning using MOOC resources, Laia Albó + MOOC research Higher Education students in MOOCs, Models of blended learning using MOOCs resources, Design support. Human-centered learning design with technologies, Muriel Garreta (Multilingual) MOOCs as contexts of experimentation, intervention at large scale setting

5. + MOOC research http://www.catedratelefonica.upf.edu/ http://compmusic.upf.edu/

6. + MOOC for Social Impact, incl. Public engagement / Science Communication actions http://heirri.eu/ CoT, Communities of teaching as a data‐informed design science and contextualized practice https://ilde2.upf.edu/

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