Presentation of my research work to PAWS research group, during my visit to the School of Information Sciences of the University of Pittsburgh. 26th February, 2019.
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
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
An exploration of secondary school students’ multimodal choices with online portfolios in 2010.
It introduces the research area; my 2010 fieldwork and findings. It then gives some initial conclusions and suggestions for future research.
Work and Learning across Boundaries: Artifacts, Discourses, and Processes in ...Mikhail Fominykh
Conference presentation of a paper: Mikhail Fominykh, Ekaterina Prasolova-Førland, Sobah Abbas Petersen, and Monica Divitini: "Work and Learning across Boundaries: Artifacts, Discourses, and Processes in a University Course," in 19th International Conference on Collaboration and Technology (CRIWG), Wellington, New Zeeland, October 30–November 01, 2013, Springer, Online ISBN: 978-3-642-41347-6, pp. 159–174. doi>10.1007/978-3-642-41347-6_12
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
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
An exploration of secondary school students’ multimodal choices with online portfolios in 2010.
It introduces the research area; my 2010 fieldwork and findings. It then gives some initial conclusions and suggestions for future research.
Work and Learning across Boundaries: Artifacts, Discourses, and Processes in ...Mikhail Fominykh
Conference presentation of a paper: Mikhail Fominykh, Ekaterina Prasolova-Førland, Sobah Abbas Petersen, and Monica Divitini: "Work and Learning across Boundaries: Artifacts, Discourses, and Processes in a University Course," in 19th International Conference on Collaboration and Technology (CRIWG), Wellington, New Zeeland, October 30–November 01, 2013, Springer, Online ISBN: 978-3-642-41347-6, pp. 159–174. doi>10.1007/978-3-642-41347-6_12
Mapping digital competence as a new subject in the Primary School curriculumUniversidad Nebrija
In December 2006 with the European Recommendation on Key Competences, "digital competence" was acknowledged as one of the 8 key competences for Lifelong Learning by the European Union.
Although the guidelines are being worked in an international framework each country should manage to find its own way to achieve the changes needed in the educational system. We present an inquiry with experimental design focused in the development of digital competence at Primary school.
Technology acceptance of augmented reality and wearable technologies ilrn 201...Mikhail Fominykh
"Technology Acceptance of Augmented Reality and Wearable Technologies" #TAM at #iLRN2017
by Fridolin Wild, Roland Klemke, Paul Lefrere, Mikhail Fominykh and Timo Kuula
Paper presented at the 3rd Immersive Learning Research Network Conference in Coimbra, Portugal on 28 June 2017
Publication: https://link.springer.com/chapter/10.1007/978-3-319-60633-0_11
Successful Blended Learning Projects in 2006: Experiences in different formal...eLearning Papers
Authors: Tim Scholze, Sabine Wiemann.
European partners from 11 countries working in the framework of the Blended Learning Institutions’ Cooperative (blinc) have been applying web-based, mixed learning methodologies for different learning groups and contexts in three different projects.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
The Horizon Report Europe: 2014 Schools Edition was produced by the European Commission in cooperation with a team led by Inholland University of Applied Sciences (the Netherlands) and the New Media Consortium (NMC), a US-based non-profit group bringing together international experts in educational technology. I am honored to be a expert in this report https://twitter.com/lucianecurator
ARTICOLO PUBBLICATO SUL BLOG DI SCIENTIX.EU
http://blog.scientix.eu/2017/07/investigating-enzymes-experiencing-learning-through-an-ibse-clil-project/
E
http://blog.scientix.eu/2017/08/investigating-enzymes-experiencing-learning-through-an-ibse-clil-project-2/
LangMOOC project _EMMA Summer School 2015, Ischia, ItalyMaria Perifanou
This is a presentation of the LangMOOC project (Erasmus+) http://www.langmooc.com/ that took place at the EMMA Summer School, Ischia Italy on July 2015. http://project.europeanmoocs.eu/project/get-involved/summer-school/programme/
The aim of the project is to research the potential of MOOCS in Language Learning, to explore the pedagogical framework of Language MOOCs, to develop a toolkit for the creation and management of Language MOOCs and OERs and to test the use of OERs in language MOOCs in a pilot course.
The LangMOOCs project focus is to step up support for language learning and promote multilingualism via the implementation of Massive Open Online Courses for Language Learning. One of the main outcomes of the project, the Language MOOCs toolkit, will include all the innovative methods and tools for the creation, management and evaluation of MOOCs and OERs for Language Learning. Most of the MOOCs are implemented and run by academic institutions. The LangMOOCs project also aims to non-academic institutions and language teacher and trainers.
Mapping digital competence as a new subject in the Primary School curriculumUniversidad Nebrija
In December 2006 with the European Recommendation on Key Competences, "digital competence" was acknowledged as one of the 8 key competences for Lifelong Learning by the European Union.
Although the guidelines are being worked in an international framework each country should manage to find its own way to achieve the changes needed in the educational system. We present an inquiry with experimental design focused in the development of digital competence at Primary school.
Technology acceptance of augmented reality and wearable technologies ilrn 201...Mikhail Fominykh
"Technology Acceptance of Augmented Reality and Wearable Technologies" #TAM at #iLRN2017
by Fridolin Wild, Roland Klemke, Paul Lefrere, Mikhail Fominykh and Timo Kuula
Paper presented at the 3rd Immersive Learning Research Network Conference in Coimbra, Portugal on 28 June 2017
Publication: https://link.springer.com/chapter/10.1007/978-3-319-60633-0_11
Successful Blended Learning Projects in 2006: Experiences in different formal...eLearning Papers
Authors: Tim Scholze, Sabine Wiemann.
European partners from 11 countries working in the framework of the Blended Learning Institutions’ Cooperative (blinc) have been applying web-based, mixed learning methodologies for different learning groups and contexts in three different projects.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
The Horizon Report Europe: 2014 Schools Edition was produced by the European Commission in cooperation with a team led by Inholland University of Applied Sciences (the Netherlands) and the New Media Consortium (NMC), a US-based non-profit group bringing together international experts in educational technology. I am honored to be a expert in this report https://twitter.com/lucianecurator
ARTICOLO PUBBLICATO SUL BLOG DI SCIENTIX.EU
http://blog.scientix.eu/2017/07/investigating-enzymes-experiencing-learning-through-an-ibse-clil-project/
E
http://blog.scientix.eu/2017/08/investigating-enzymes-experiencing-learning-through-an-ibse-clil-project-2/
LangMOOC project _EMMA Summer School 2015, Ischia, ItalyMaria Perifanou
This is a presentation of the LangMOOC project (Erasmus+) http://www.langmooc.com/ that took place at the EMMA Summer School, Ischia Italy on July 2015. http://project.europeanmoocs.eu/project/get-involved/summer-school/programme/
The aim of the project is to research the potential of MOOCS in Language Learning, to explore the pedagogical framework of Language MOOCs, to develop a toolkit for the creation and management of Language MOOCs and OERs and to test the use of OERs in language MOOCs in a pilot course.
The LangMOOCs project focus is to step up support for language learning and promote multilingualism via the implementation of Massive Open Online Courses for Language Learning. One of the main outcomes of the project, the Language MOOCs toolkit, will include all the innovative methods and tools for the creation, management and evaluation of MOOCs and OERs for Language Learning. Most of the MOOCs are implemented and run by academic institutions. The LangMOOCs project also aims to non-academic institutions and language teacher and trainers.
Fascination is a project for design students, developed jointly by the Technical University of Catalonia
(UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students,
one group of participants in Spain and another group in Thailand where, hands-on activities, a range
of technologies are used to prepare students for the lessons, through learning activities and content.
This research paper presents the test of both a general model and a tool for measuring the
participants’ experiences in a course that uses a blended learning methodology, with the aim of
collecting empirical evidence to justify the effort of applying this methodology, based on the
participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of
topics, the collection of data, and the validation of the scale of various items are described here. The
information, provided by the 26 people surveyed about the course and the virtual environment that
was used, was analyzed to measure their perceptions and explore possible relations. Finally the
conclusions of the research and the future work are presented.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Implement a workshop aimed at teachers who range from 22 to 60 years of age, who belong to the basic level of secondary education of the public system, who are interested in finding different strategies to transmit knowledge to students through virtual learning.
The educational modality will be e-learning so that teacher training is flexible on time and the purpose will be the inclusion of technology as a tool to cover curricular contents and for students to learn the thematic contents in a fun way.
The workshop will guide teachers in mediating their pedagogical practice through Information and Communication Technologies, through the use of Virtual Teaching and Learning Environments. The teacher will be invited to enter the paths of the new Distance Education where they will find the means and tools to recognize it and distinguish it from other educational modalities. Emphasis will be placed on how to incorporate the tools in their planning and then elaborate their own technological-pedagogical proposals for virtual training with quality.
The use of enriched teaching strategies with technological tools will be potentiated so that the teacher applies them in a creative way with his students and thus generates a true change in learning. Another important aspect is that the teacher will evaluate the relevance of each teaching strategy taking into account the characteristics of the group and thus decide which one best responds to our needs.
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
An international collaboration in the design experience of a MOOC series. MOOCs for Teachers, the partnership and the design choices made by the team, involving international experts
Product Design & 3D Printing : Integrating New Technologies into The Curricul...IJITE
The start of the 21st century takes us to the study of a new paradigm in knowledge, which has led different theorists to question and suggest a new education system. The rise of new information and communication technologies has not only evolved our lifestyles but also redesigned new methodologies for knowledge. Educational content is done for the curricular implementation in the subject of technology, and a scenario where students develop and experiment projects based on the regulated abilities by the Spanish education. A qualitative assessment that can be a guide for the teacher to improve the establishment of these named technologies in education and future proposals and investigations. Learning methodology based on projects (PBL) and 3D printing as an experimentation tool is applied, constituting it as of the most important emerging technologies to face the new education of the digital era.
PRODUCT DESIGN & 3D PRINTING: INTEGRATING NEW TECHNOLOGIES INTO THE CURRICULU...IJITE
The start of the 21st century takes us to the study of a new paradigm in knowledge, which has led different
theorists to question and suggest a new education system. The rise of new information and communication
technologies has not only evolved our lifestyles but also redesigned new methodologies for knowledge.
Educational content is done for the curricular implementation in the subject of technology, and a scenario
where students develop and experiment projects based on the regulated abilities by the Spanish education.
A qualitative assessment that can be a guide for the teacher to improve the establishment of these named
technologies in education and future proposals and investigations.
Learning methodology based on projects (PBL) and 3D printing as an experimentation tool is applied,
constituting it as of the most important emerging technologies to face the new education of the digital era.
How EdTech can help overcome the challenges to Initial Teacher TrainingIRIS Connect
In this webinar we bring together ITT experts and education professionals to share their challenges and solutions to providing better support to trainee teachers through the use of effective education technology.
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
Similar to Supporting educators as designers of complex blended learning scenarios: visualization model and analytics (20)
Knowledge-based design analytics for authoring courses with smart learning co...Laia Albó
Presentation at the 22nd AIED conference (https://aied2021.science.uu.nl/) of the journal paper:
Albó, L., Barria-Pineda, J., Brusilovsky, P., & Hernández-Leo, D. (2021). Knowledge-Based Design Analytics for Authoring Courses with Smart Learning Content. International Journal of Artificial Intelligence in Education, 1-24. https://doi.org/10.1007/s40593-021-00253-3
Individual versus computer-supported collaborative self-explanations: how do ...Laia Albó
Presentation of the short paper "Individual versus computer-supported collaborative self-explanations: how do their writing analytics differ?" at the 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT)
Abstract.
Researchers have demonstrated the effectiveness of self-explanations (SE) as an instructional practice and study strategy. However, there is a lack of work studying the characteristics of SE responses prompted by collaborative activities. In this paper, we use writing analytics to investigate differences between SE text responses resulting from individual versus collaborative learning activities. A Coh-Metrix analysis suggests that students in the collaborative SE activity demonstrated a higher level of comprehension. Future research should explore how writing analytics can be incorporated into CSCL systems to support student performance of SE activities.
Concept-Level Design Analytics for Blended CoursesLaia Albó
Paper presentation at ECTEL conference 2019 (http://www.ec-tel.eu/index.php?id=918).
Paper citation and link:
Albó, L., Barria-Pineda, J., Brusilovsky, P., Hernández-Leo, D. (2019). Concept-level design analytics for blended courses. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science (Vol. 11722, pp. 541–554). Delft, The Netherlands: Springer, Cham.
https://link.springer.com/chapter/10.1007/978-3-030-29736-7_40
Code Club: treball amb scratch com a punt de partidaLaia Albó
Presentació utilitzada en el Taller "Code Club: treball amb Scratch com a punt de partida" realitzat dins la VIII Jornada Punt TIC i presó: Ludificació i innovació social digital.
http://punttic.gencat.cat/esdeveniment/viii-jornada-punt-tic-i-preso-ludificacio-i
7 de juny del 2017.
Centre d’Estudis Jurídics i Formació Especialitzada, Barcelona.
Presentació realitzada utilitzant http://www.slidescarnival.com
From a FutureLearn MOOC to a blended SPOC: the experience of a Catalan Sign L...Laia Albó
This presentation presents a case study of transforming an existing MOOC into a SPOC for being used in a campus course using a blended learning ap-proach with the aim of providing a reflection of the experience and reporting the challenges of the hybridization process. Results point out that blended learn-ing with MOOCs can be a sustainable model for universities as well as a trigger to the change from teacher-centred to student-centred learning.
Breaking the walls of a campus summer course for high school students with tw...Laia Albó
This presentation presents a case study paper of integrating two external MOOCs in a face-to-face (f2f) summer course for high school students. The aim of the study is to explore the design challenges emerged from this blended learning ap-proach, the students’ learning outcomes and satisfaction with the course content as well as investigating the students’ behavior with the MOOCs once the f2f course ended. Results indicate that students learned through the course and were satisfied with the learning design. Moreover, some of them took advantage of the MOOCs once the campus course finished.
Blended learning with MOOCs: towards supporting the learning design processLaia Albó
For some time now, universities have been making a significant effort to develop Massive Open Online Courses (MOOCs). One way to leverage the effort invested in developing and carrying out MOOCs is to use the online courses or parts of them in traditional brick-and-mortar courses that are delivered on campus.
There are several learning design strategies that consider the combination of face to face (f2f) learning in university courses with one or more MOOCs, though teachers are generally only familiar with the most typical approaches – for instance, the flipped classroom. The variety of combinations and possibilities offered by this type of education constitutes a new learning design space whose full potential is underexplored. The aim of this research is to present and explore the affordances offered by an authoring tool devoted to support the design of blended uses of MOOCs and its impact in the resulting learning designs. A workshop has been carried out with the objective of supporting participants in exploring the possibilities of using MOOCs in combination with the courses typically offered on university campuses. Participants were mainly
university teachers as well as academic and administrative staff responsible for supporting the development of MOOCs. Results indicate that the authoring tool can support the process of learning design involving blended learning scenarios with MOOCs and can contribute to expanding the knowledge of this type of learning in teachers.
Mooc videos in blended learning practices laia alboLaia Albó
My presentation in Bett show 2016
Massive Open Online Courses (MOOCSs) are playing an important role in university strategy discussions since they offer new learning opportunities and can change teaching practices. Despite the overall impact of these courses in the higher education system is still unknown, there is an emerging teaching practice that considers the use of MOOC content and activities as part of formal learning courses in face-to-face universities. These practices convey diverse types of hybrid methodological combinations. These emerging scenarios are worth exploring to understand the potential and challenges of the phenomena. To contribute to this understanding, in this talk I will present our research about the use of MOOC resources (basically videos) in blended learning practices in the higher education sector
Read more: http://www.bettshow.com/Seminar/MOOC-videos-in-blended-learning-practices#ixzz4J0NB7Irb
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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 Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Supporting educators as designers of complex blended learning scenarios: visualization model and analytics
1. Supporting educators as designers of complex blended learning
scenarios: visualization model and analytics
Laia Albó
TIDE, Universitat Pompeu Fabra, Barcelona
Twitter: @TIDE_UPF @LaiaAlbo
Website: http://www.upf.edu/web/tide
Research visit - University of Pittsburgh February 26th, 2019
3. 1. Universitat Pompeu Fabra (UPF)
Public, Young, Urban
1st Spanish university in scientific productivity
1st Spanish university in THE
12th in the World (under 50 years)
https://www.youtube.com/watch?v=8dgvWkICCr8
https://www.youtube.com/watch?v=FjAuggflTVE
3
ICT Department
Engineering degrees &
Interdisciplinary Master's Programs
45 permanent positions, 9 ERCs, 5 spin-off companies, 888
undergraduate students, 180 Master and PhD students
5. 2. TIDE research group
Learning Design
Support teachers in designing the “best possible” conditions for their students to
learn, documenting them, making their design ideas explicit and shareable.
(Conole, 2012; Agostinho, 2011; Laurillard, 2013; Mor, Craft & Hernández-Leo, 2013)
5
6. 2. TIDE research group - ILDE
6
https://www.upf.edu/web/tide/people
Hernández-Leo, D., Asensio-Pérez et al. (2018). An Integrated Environment for Learning Design. Frontiers in ICT, 5, 9
Integrated solution to support the full lifecycle of (co-)designing, sharing, and deploying ICT-
based learning activities
7. 2. TIDE research group - Analytics layers
7
Analytics layers for learning design framework (AL4LD framework)
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., Martinez-Maldonado, R., Pardo, A., Muñoz-Cristóbal, J. A., & Rodríguez-Triana, M. J. 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
8. 2. TIDE research group - Analytics layers
8
https://www.upf.edu/web/tide/people
9. 2. TIDE research group - Main focus
9
● Data-driven understanding and support for learning design
● Three analytics layers: Community, Design and Learning analytics. And interplays!
● Teacher inquiry, learning redesign, awareness, inspiration, community inquiry
● Currently:
○ Extending experimentation
○ Physiological data, multimodal analytics (Milica Vujovic)
○ “Across-spaces” data, adaptive scripting (Ishari Amarasinghe)
○ Neuroscience and learning design (Marc Beardsley)
○ Understanding ethical implications in procedures
11. Research goal
Study how technology can support educators in the design of blended learning
approaches with MOOC and MOOC resources in campus.
11
12. Why Blended MOOCs?
● The use of MOOCs as part of the face-to-face (f2f) regular university courses has emerged as a new
form of blended learning (BL).
● MOOC-based BL designs have spread taking different forms and combinations
(Delgado-Kloos, Muñoz-merino, Alario-hoyos, Ayres, & Fernández-Panadero, 2015; Pérez-Sanagustín et al., 2017;
Rayyan et al., 2016)
● BL has a positive impact on the teaching and learning effectiveness
(Garrison & Kanuka, 2004; López-Pérez, Pérez-López, & Rodríguez-Ariza, 2011; Means, Murphy, & Baki, 2013; Moskal,
Dziuban, & Hartman, 2013; Sharpe, Benfield, Roberts, & Francis, 2006),
● The studies of effectiveness lack consistency in what constitutes BL environments, and what
outcomes are being compared
(Siemens, Gašević, & Dawson, 2015)
12
13. Why Blended MOOCs?
● Limited evidence on which pedagogy or technology influence learning outcomes in BL scenarios
(Arbaugh, 2014; Littlejohn & Pegler, 2007; Torrisi-steele & Drew, 2013)
● Very little is currently known about the best ways of designing effective MOOC-based BL
(Bralić & Divjak, 2018)
13
14. Why Blended MOOCs?
The use of a systematic way of representing BL designs:
1. would facilitate their comprehension,
2. would allow the sharing and comparison between the outcomes of the different blended LDs to
study their effectiveness in a more accurate way
3. to finally lead to improve these types of practices.
● Which can be the main elements of a MOOC-based BL design representation?
● How these elements can be articulated in a visual representation?
● How analytics can support the design of BL?
● ...
14
15. Contributions
1. Analytical studies of the state of the problem
○ A survey exploring the teachers’ barriers on adopting hybrid MOOCs.
○ Analysis of the use of MOOCs by the higher education students.
1. Models, challenges and implications for design of MOOC-based hybrid pedagogies
○ Experimenting new approaches of hybrid courses using video-based learning in a traditional campus.
○ Participation on two hybrid MOOCs cases.
○ Performance of a quasi-experiment exploring how the use of different mobile devices influences the students’
engagement, behaviour and experience watching academic online videos in a collaborative classroom.
1. Learning design tool and analytics to guide professors in developing blended learning scenarios
(with MOOCs and MOOCs’ resources).
○ Visual representation of hybrid learning designs.
○ Authoring tool development.
15
16. Research goal
Study how technology can support teachers in the design of complex blended
learning approaches with MOOC and MOOC resources in campus.
16
19. Phase 1: problem indentification (I)
[Pub 1] Albó, L., Hernández-leo, D., & Oliver, M. (2015). Blended MOOCs: university teachers’ perspective.
In HybridEd Workshop, EC-TEL 2015 (pp. 11–15). Toledo, Spain, September 18, 2015: CEUR proceedings.
→ A survey exploring the teachers’ barriers on adopting hybrid MOOCs.
19
Main identified barriers:
● Technological
● Institutional
● Pedagogical
20. Phase 1: problem indentification (II)
[Pub 2] Albó, L., Hernández-leo, D., & Oliver, M. (2016). Are higher education students registering and
participating in MOOCs? The case of MiríadaX. Proceedings of the European MOOC Stakeholder Summit
2016, 1–12.
→ Analysis of the use of MOOCs by the higher education students.
● Age 18-24 (32% of all participants)
● Interested in technology subjects
● Register for 3.56 MOOCs
● Complete 0.55 MOOCs
● Completion rate of 12.87%
20
22. Phase 2: Identification of Tentative Products & Design Principes (I)
[Pub 3] Albó, L., Hernández-Leo, D. (2018). Smartphones or laptops in the collaborative classroom? A
study of video-based learning in higher education. Behaviour & Information Technology.
22
Objective
Exploring how the use of different mobile devices
influences the students’ engagement, behaviour
and experience watching academic online videos
Results
● Laptops → better results: student’s engagement with the videos, their collaborative behaviour
and satisfaction with the device.
23. Phase 2: Identification of Tentative Products & Design Principes (II)
[Pub 4] Albó, L., Hernández-Leo, D., Barcelo, J., & Sanabria, L. (2015). Video-Based Learning in Higher
Education: the Flipped or the Hands-on Classroom? In EDEN Annual Conference (pp. 400–408).
Barcelona, Spain.
[Pub 4] Albó, L., Hernández-Leo, D., Barceló, L., & Sanabria, L. (2016). Video-based Learning in Higher
Education: The Flipped or the Hands-On Classroom? Special Issue of the European Journal of Open,
Distance and E-Learning (Best of EDEN 2015), 50–61.
Objective
→ Experimenting new approaches of hybrid courses using video-based learning in a traditional campus.
23
24. Phase 2: Identification of Tentative Products & Design Principes (II)
Case study: Video-Based Learning (VBL) + Project-Based Learning (PBL)
Focus: Study the behaviour and satisfaction of the students using the videos, their utility as well as the position of the
professors.
24
25. Phase 2: Identification of Tentative Products & Design Principes (II)
Video-based learning…
may not only converge in the use of flipped
classroom methodology.
Videos in a hands-on class...
as a support tool that encourages a more
autonomous, flexible and significant learning.
The application of a flipped or a hands-on classroom
approach...
depends on diverse aspects:
1.The nature of the course
2.The behaviour emerging from the students
3.The design of the activities
25
27. Phase 2: Identification of Tentative Products & Design Principes (III)
[Pub 5] Albó, L., & Gelpí, C. (2017). From a FutureLearn MOOC to a blended SPOC : the experience of a
Catalan Sign Language course. In HybridEd Workshop, EMOOCs 2017.
[Pub 6] Albó, L., & Hernández-leo, D. (2017). Breaking the walls of a campus summer course for high
school students with two MOOCs. In HybridEd Workshop, EMOOCs 2017.
→ Participation on two hybrid MOOCs cases
Experiencing the challenges of designing and implementing these type of courses!
27
28. Phase 2: Identification of Tentative Products & Design Principes (IV)
[Pub 7] Albó, L., & Hernández-Leo, D. (2016). Blended learning with MOOCs: towards supporting the
learning design process. In G. Ubachs & L. Konings (Eds.), The Online, Open and Flexible Higher
Education Conference 2016 (pp. 578–588). Rome (Italy): EADTU, October 2016.
Objectives
→ Exploring emerging variations of blended learning
with MOOCs
→ Exploring which design elements are necessary to help
professors during the blended learning design process.
28
30. Phase 2: Identification of Tentative Products & Design Principes (IV)
[Pub 7] Albó, L., & Hernández-Leo, D. (2016). Blended learning with MOOCs: towards supporting the
learning design process. In G. Ubachs & L. Konings (Eds.), The Online, Open and Flexible Higher
Education Conference 2016 (pp. 578–588). Rome (Italy): EADTU, October 2016.
Results
Providing information regarding the ongoing design can:
● Support the process of learning design → Design Thinking
● Contribute to expand the knowledge of this type
of learning to professors.
30
32. Tentative Products & Theories
[Pub 8] Albó, L., Hernández-Leo, D. Conceptualizing a visual representation model for MOOC-based
blended learning designs (submitted to a journal).
32
39. [Pub 9] Albó, L., & Hernández-Leo, D. (2018). Co-creation process and challenges in the
conceptualization and development of the edCrumble learning design tool. In A. Piotrkowicz, R. Dent-
Spargo, S. Dennerlein, I. Koren, P. Antoniou, P. Bailey, … C. Pahl (Eds.), Joint Proceedings of the CC-TEL
2018 and TACKLE 2018 Workshops. Leeds, United Kingdom: CEUR-WS.
[Pub 10] Albó, L., Hernández-Leo, D. (2019). Developing a web-based visual representation model for
blended learning designs: edCrumble learning design tool (to be submitted to a journal soon).
39
Phase 3: Prototyping of preliminary products and theories
47. [Pub 11] Albó, L., & Hernández-leo, D. (2018). Identifying design principles for learning design tools: the
case of edCrumble. In V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, & M. Scheffel
(Eds.), Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science (Vol.
11082, pp. 406–411). Leeds, UK: Springer, Cham.
[Pub 12] Albó, L., & Hernández-Leo, D. (2018). edCrumble: designing for learning with data analytics. In V.
Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, & M. Scheffel (Eds.), Lifelong
Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science, vol 11082. (pp. 605–
608). Leeds, UK: Springer, Cham.
47
Phase 3: Prototyping of preliminary products and theories (IV)
48. Analytics for learning design
48
Design Analytics
metrics of pedagogical decisions
Support awareness and reflection about design
decisions.
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, …
49. Analytics for learning design
49
Interaction with the community layers
● Agregated meta-data from several designs.
50. Analytics for learning design
50
Understanding community behaviour.
Triggering orientation and inspiration.
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 …
Community Analytics
metrics and patterns of design activity
Michos, K., Hernández-Leo, D., (2018) Supporting awareness in communities of
learning design practice, Computers in Human Behavior, 85, 255-270.
51. Thank you!
Laia Albó
Research stay supported by the SEBAP Research Mobility Award:
Research visit - University of Pittsburgh February 26th, 2019
Editor's Notes
Paralelism with your research in the Splice project. Complex blended learning!
