Authors: María Luisa Sein-Echaluce, Pedro Manuel Aguado, Javier Esteban-Escaño, Ana Esteban-Sánchez, María Columna Gracia-Track 02 - Educational innovation Gómez, Patricia Florentin, Dolores Leris, Fernando Vea and María Ángeles Velamazán https://www.youtube.com/watch?v=nDlCDIYATNQ&list=PLboNOuyyzZ879QIq5OTq3y3qE62GN4Api&index=10

1. Design of adaptive experiences in Higher
Education through a Learning Management
System
Mª Luisa Sein-Echaluce Lacleta, Pedro Manuel Aguado, Javier Esteban-Escaño,
Ana Esteban-Sánchez, Patricia Florentín, María Columna Gracia-Gómez,
Dolores Lerís, Fernando Vea, María Ángeles Velamazán

2. ADAPTIVE LEARNING AT HIGHER EDUCATION
Different needs
Different techniques
Moodle
Student’s academic performance
Student’s motivation
Reduction of dropout rates
Problems and Projects Based Learning Final Degree Works MOOC
ADAPTIVE PILLS

3. Index
• Adaptive pills with Moodle
• Experiences 1: PBL + TW
• Experiences 2: Final Degree Work
• Experiences 3: MOOC
• Results
• Conclusions

4. Needs
P1. Formative self-evaluation
P2. Path adapted to each student
P3. Resources adapted to students with
different profiles / knowledge / interests
P4. Communication among team
members
P5. Learning adapted to the knowledge
acquired on previous activities
P6. Monitoring of student progress
Experience 1 (PBL & TW): Adaptive instructional designs in order to adapt the formative
activities to the team understood
Experience 2 (FDW): To propose and test management and communication models to
discriminate the access to information.
Experience 3 (MOOC): Adaptive models for MOOCs.
Methods and Technics
Moodle
S1. Feedback questionnaires with clues
S2. Completion of activity and access
restrictions
S3. Groups and clusters. Module of group
choice
S4. Forum – Group mode
S5. Finalization of activity and access
restrictions. Lesson
S6. Completion activity table
“Adaptive pills"
HELPING TO TEACHERS AND STUDENTS

5. Experience 1 PBL (Mechanical Engineering + Mechatronics Engineering)
P1 P2 P4 P6
About the methodology

6. Experience 2 TFG (Industrial Organization + Mechatronics Engineering)
P2 P3 P4 P5
0 1 2 3 4 5
Q15 0 0 0 30,77 30,77 38,46
Q18 7,69 0 15,38 30,77 23,08 23,08
Q19 15,38 7,6 7,69 30,77 7,69 30,77
Q20 0 0 0 46,15 15,38 38,46
Q15. The information provided in the Moodle classroom about the TFG
process has been sufficient.
Q18. The communication elements (forums, messaging) in Moodle classroom
have been effective to communicate with the director of the TFG.
Q19. The communication elements (forums, messaging) in Moodle classroom
have been effective to communicate with other fellow of the TFG.
Q20. The information published on the Moodle forum has been interesting.
• Different groups (tribunals,
tutors and students)
communication
• Resources adapted to groups
• Paths adapted to students
• Learning adapted to progress

7. MOOC
MiriadaX
(not
adaptative)
MOOC
iMOOC
(adaptative)
Enrolled 4486 493
Beginning 2819 376
Finishing 1152 309
Finishing rate
/ Enrolled
25,7% 62,67%
Finishing rate
/ Beginning
40,86% 82,18%
P2 P3
- Sub-courses adapted
to each student
Resources adapted to
different profiles /
knowledge / interests

8. Conclusions
• Adaptive pills allow to build adaptive
methodologies
• Good results in students academic
performance, course’s completion and
student satisfaction can be proved.
• Future researches with other combinations of
adaptive pills to build new adaptive
methodologies and better comparisons
between groups to proof good results.

9. THANK YOU
mlsein@unizar.es
GIDTIC group
www.gidtic.com