2020
Israel-Fishelson, Rotem; Hershkovitz, Arnon; Eguiluz, Andoni; Garaizar, Pablo; Guenaga, Mariluz
Computational Thinking and Creativity: A Test for Interdependency Conference
Proceedings of International Conference on Computational Thinking Education, no. 15, 2020, ISSN: 2664-5661.
Abstract | Links | BibTeX | Tags: Computational Thinking, Creativity, game-based learning, learning analytics, log analysis
@conference{Israel-Fishelson2020b,
title = {Computational Thinking and Creativity: A Test for Interdependency},
author = {Rotem Israel-Fishelson and Arnon Hershkovitz and Andoni Eguiluz and Pablo Garaizar and Mariluz Guenaga},
url = {https://home/learninglabdeust/public_html.eduhk.hk/cte2020/doc/CTE2020%20Proceedings.pdf#page=27},
issn = {2664-5661},
year = {2020},
date = {2020-08-19},
booktitle = {Proceedings of International Conference on Computational Thinking Education},
number = {15},
pages = {15-20},
abstract = {Computational Thinking (CT) and creativity are considered fundamental skills for future citizens. We studied the
associations between these two constructs among middle school students (N=174), considering two types of
creativity: Creative Thinking and Computational Creativity. We did so using log files from a game-based learning
platform (Kodetu) and a standardized creativity test. We found that the more creative the students were (as measured
by a traditional creativity test), the more effectively they acquired CT. We also found significant positive correlations
between Computational Creativity and the acquisition of CT in some levels of the game, and a positive correlation
between Creative Thinking and Computational Creativity.},
keywords = {Computational Thinking, Creativity, game-based learning, learning analytics, log analysis},
pubstate = {published},
tppubtype = {conference}
}
Computational Thinking (CT) and creativity are considered fundamental skills for future citizens. We studied the
associations between these two constructs among middle school students (N=174), considering two types of
creativity: Creative Thinking and Computational Creativity. We did so using log files from a game-based learning
platform (Kodetu) and a standardized creativity test. We found that the more creative the students were (as measured
by a traditional creativity test), the more effectively they acquired CT. We also found significant positive correlations
between Computational Creativity and the acquisition of CT in some levels of the game, and a positive correlation
between Creative Thinking and Computational Creativity.
associations between these two constructs among middle school students (N=174), considering two types of
creativity: Creative Thinking and Computational Creativity. We did so using log files from a game-based learning
platform (Kodetu) and a standardized creativity test. We found that the more creative the students were (as measured
by a traditional creativity test), the more effectively they acquired CT. We also found significant positive correlations
between Computational Creativity and the acquisition of CT in some levels of the game, and a positive correlation
between Creative Thinking and Computational Creativity.
Israel-Fishelson, Rotem; Hershkovitz, Arnon; Eguiluz, Andoni; Garaizar, Pablo; Guenaga, Mariluz
The Associations Between Computational Thinking and Creativity: The Role of Personal Characteristics Journal Article
In: Journal of Educational Computing Research, pp. 1-33, 2020.
Abstract | Links | BibTeX | Tags: Computational Thinking, Creativity, game-based learning, learning analytics, log analysis
@article{Israel-Fishelson2020,
title = {The Associations Between Computational Thinking and Creativity: The Role of Personal Characteristics},
author = {Rotem Israel-Fishelson and Arnon Hershkovitz and Andoni Eguiluz and Pablo Garaizar and Mariluz Guenaga},
url = {https://journals.sagepub.com/eprint/JZIDVYEURZNPIGZXVIMT/full#articleCitationDownloadContainer
http://learninglab.deusto.es/wp-content/uploads/2020/07/0735633120940954.pdf},
doi = {https://doi.org/10.1177/0735633120940954},
year = {2020},
date = {2020-07-13},
journal = {Journal of Educational Computing Research},
pages = {1-33},
abstract = {Computational Thinking (CT) and creativity are considered two vital skills for the 21st century that should be incorporated into future curricula around the world. We studied the relationship between these two constructs while focusing on learners’ personal characteristics. Two types of creativity were examined: creative thinking and computational creativity. The research was conducted among 174 middle school students from Spain. Data collected using a standardized creativity test (Torrance's TTCT) were triangulated with data drawn from students' log files that documented their activity in a game-based learning environment for CT (Kodetu). We found some interesting associations between CT and the two constructs of creativity. These associations shed light on positive associations between each of the two creativity constructs and CT acquisition, as well as between the two creativity constructs themselves. Additionally, we highlight differences between boys and girls, as girls were found to be more creative on both creativity measures. Other differences associated with school affiliation, prior coding knowledge, and technology affinity are also discussed.},
keywords = {Computational Thinking, Creativity, game-based learning, learning analytics, log analysis},
pubstate = {published},
tppubtype = {article}
}
Computational Thinking (CT) and creativity are considered two vital skills for the 21st century that should be incorporated into future curricula around the world. We studied the relationship between these two constructs while focusing on learners’ personal characteristics. Two types of creativity were examined: creative thinking and computational creativity. The research was conducted among 174 middle school students from Spain. Data collected using a standardized creativity test (Torrance's TTCT) were triangulated with data drawn from students' log files that documented their activity in a game-based learning environment for CT (Kodetu). We found some interesting associations between CT and the two constructs of creativity. These associations shed light on positive associations between each of the two creativity constructs and CT acquisition, as well as between the two creativity constructs themselves. Additionally, we highlight differences between boys and girls, as girls were found to be more creative on both creativity measures. Other differences associated with school affiliation, prior coding knowledge, and technology affinity are also discussed.
2019
Menchaca, Iratxe; Doran, P.
EDULEARN19, the 11th annual International Conference on Education and New Learning Technologies, 2019, ISBN: 978-84-09-12031-4.
Abstract | Links | BibTeX | Tags: 21st century skills, assessment, Design Thinking, learning analytics, STEM education
@conference{Menchaca2019,
title = {Learning about steam through the resolution of real problems and the involvement of local stakeholders},
author = {Iratxe Menchaca and P. Doran},
url = {http://lib.uib.kz/edulearn19/files/papers/1587.pdf},
isbn = {978-84-09-12031-4},
year = {2019},
date = {2019-07-03},
booktitle = {EDULEARN19, the 11th annual International Conference on Education and New Learning Technologies},
journal = {EDULEARN19 Proceedings},
abstract = {Many innovative initiatives serve to transform the way our students learn. However, not all the proposed initiatives interest our students because they do not address real problems or because they are disconnected from the reality of their environment. Through the Islands Diversity for Science Education project, students from islands around the world will be able to collaborate and learn relevant content by applying the scientific method and analysing local and global data. It's an innovative, collaborative, experiential, and durable way to learn science.
Islands Diversity for Science Education (http://idiverse.eu/) is an educational project, co-funded by the European Erasmus + Agency, which proposes an innovative methodology focusing on scientific knowledge and bringing students to the heart of their community to raise important issues and create relevant and directly applicable solutions with lasting effect.
The aim of this project is to offer a methodology for teaching scientific areas based on the exploration of the environment, in the identification of real problems related to biology, geology, astronomy, or physics, for example, so that students can gather information to better understand the problem, advance in knowledge and even propose creative solutions.
To achieve this objective the project provide training and educational resources to schools to become open schools, as well as a set of activities based on scientific areas where students develop projects that address the real needs of their community and their environment, following the Design Thinking methodology in an interdisciplinary and Inquiry-based approach.
One important pillar of the project and a central objective of the methodology is the inclusion of an assessment protocol focused on the development of 21st century skills. This assessment protocol focuses on the collection of evidence, observation by the teacher, and the integration of data extracted from the technologies themselves (a contribution from the field of Learning Analytics). This article presents the assessment protocol designed for the project’s methodological approach. This assessment protocol makes possible to assess, based on evidence, the research activities carried out by the students and their development of critical thinking, communication, collaboration and creativity skills. Since the development of competencies and the application of the scientific method are learning objectives common to all these disciplines.
The implementation of this methodological approach is being widely welcomed by science teachers for the interdisciplinarity of learning activities, and by students for the authenticity of learning experiences. In addition, external stakeholders such as families, associations or local companies have also shown their interest in the project and have positively valued the opportunity to be part of these learning experiences.
There are already several kindergarten, primary, secondary, baccalaureate and even vocational schools in Portugal, Greece and Spain, among others, that are implementing the IDiverSE methodology. This article presents the assessment protocol designed for the project and a series of examples of good practices from schools that are successfully implementing this methodology in their islands and that are succeeding in involving stakeholders of their environment in projects to find solutions to real problems that affect students, and their communities.},
keywords = {21st century skills, assessment, Design Thinking, learning analytics, STEM education},
pubstate = {published},
tppubtype = {conference}
}
Many innovative initiatives serve to transform the way our students learn. However, not all the proposed initiatives interest our students because they do not address real problems or because they are disconnected from the reality of their environment. Through the Islands Diversity for Science Education project, students from islands around the world will be able to collaborate and learn relevant content by applying the scientific method and analysing local and global data. It's an innovative, collaborative, experiential, and durable way to learn science.
Islands Diversity for Science Education (http://idiverse.eu/) is an educational project, co-funded by the European Erasmus + Agency, which proposes an innovative methodology focusing on scientific knowledge and bringing students to the heart of their community to raise important issues and create relevant and directly applicable solutions with lasting effect.
The aim of this project is to offer a methodology for teaching scientific areas based on the exploration of the environment, in the identification of real problems related to biology, geology, astronomy, or physics, for example, so that students can gather information to better understand the problem, advance in knowledge and even propose creative solutions.
To achieve this objective the project provide training and educational resources to schools to become open schools, as well as a set of activities based on scientific areas where students develop projects that address the real needs of their community and their environment, following the Design Thinking methodology in an interdisciplinary and Inquiry-based approach.
One important pillar of the project and a central objective of the methodology is the inclusion of an assessment protocol focused on the development of 21st century skills. This assessment protocol focuses on the collection of evidence, observation by the teacher, and the integration of data extracted from the technologies themselves (a contribution from the field of Learning Analytics). This article presents the assessment protocol designed for the project’s methodological approach. This assessment protocol makes possible to assess, based on evidence, the research activities carried out by the students and their development of critical thinking, communication, collaboration and creativity skills. Since the development of competencies and the application of the scientific method are learning objectives common to all these disciplines.
The implementation of this methodological approach is being widely welcomed by science teachers for the interdisciplinarity of learning activities, and by students for the authenticity of learning experiences. In addition, external stakeholders such as families, associations or local companies have also shown their interest in the project and have positively valued the opportunity to be part of these learning experiences.
There are already several kindergarten, primary, secondary, baccalaureate and even vocational schools in Portugal, Greece and Spain, among others, that are implementing the IDiverSE methodology. This article presents the assessment protocol designed for the project and a series of examples of good practices from schools that are successfully implementing this methodology in their islands and that are succeeding in involving stakeholders of their environment in projects to find solutions to real problems that affect students, and their communities.
Islands Diversity for Science Education (http://idiverse.eu/) is an educational project, co-funded by the European Erasmus + Agency, which proposes an innovative methodology focusing on scientific knowledge and bringing students to the heart of their community to raise important issues and create relevant and directly applicable solutions with lasting effect.
The aim of this project is to offer a methodology for teaching scientific areas based on the exploration of the environment, in the identification of real problems related to biology, geology, astronomy, or physics, for example, so that students can gather information to better understand the problem, advance in knowledge and even propose creative solutions.
To achieve this objective the project provide training and educational resources to schools to become open schools, as well as a set of activities based on scientific areas where students develop projects that address the real needs of their community and their environment, following the Design Thinking methodology in an interdisciplinary and Inquiry-based approach.
One important pillar of the project and a central objective of the methodology is the inclusion of an assessment protocol focused on the development of 21st century skills. This assessment protocol focuses on the collection of evidence, observation by the teacher, and the integration of data extracted from the technologies themselves (a contribution from the field of Learning Analytics). This article presents the assessment protocol designed for the project’s methodological approach. This assessment protocol makes possible to assess, based on evidence, the research activities carried out by the students and their development of critical thinking, communication, collaboration and creativity skills. Since the development of competencies and the application of the scientific method are learning objectives common to all these disciplines.
The implementation of this methodological approach is being widely welcomed by science teachers for the interdisciplinarity of learning activities, and by students for the authenticity of learning experiences. In addition, external stakeholders such as families, associations or local companies have also shown their interest in the project and have positively valued the opportunity to be part of these learning experiences.
There are already several kindergarten, primary, secondary, baccalaureate and even vocational schools in Portugal, Greece and Spain, among others, that are implementing the IDiverSE methodology. This article presents the assessment protocol designed for the project and a series of examples of good practices from schools that are successfully implementing this methodology in their islands and that are succeeding in involving stakeholders of their environment in projects to find solutions to real problems that affect students, and their communities.
Hershkovitz, Arnon; Sitman, Raquel; Israel-Fishelson, Rotem; Eguíluz, Andoni; Garaizar, Pablo; Guenaga, Mariluz
Creativity in the acquisition of computational thinking Journal Article
In: Interactive Learning Environments, vol. 0, no. 0, pp. 1-17, 2019.
Abstract | Links | BibTeX | Tags: Computational Thinking, computer-aided instruction, Creativity, game-based learning, learning analytics, log analysis, middle school
@article{Hershkovitz2019,
title = {Creativity in the acquisition of computational thinking},
author = {Arnon Hershkovitz and Raquel Sitman and Rotem Israel-Fishelson and Andoni Eguíluz and Pablo Garaizar and Mariluz Guenaga
},
url = {https://home/learninglabdeust/public_html.tandfonline.com/doi/full/10.1080/10494820.2019.1610451},
doi = {10.1080/10494820.2019.1610451},
year = {2019},
date = {2019-04-25},
journal = {Interactive Learning Environments},
volume = {0},
number = {0},
pages = {1-17},
abstract = {Many worldwide initiatives consider both creativity and computational thinking as crucial skills for future citizens, making them a priority for today's learners. We studied the associations between these two constructs among middle school students (N = 57), considering two types of creativity: a general creative thinking, and a specific computational creativity. We did so using learning analytics, specifically, by operationalizing a log-based assessment of computational creativity. We find some evidence for an association between Computational Creativity and Computational Thinking: Demonstrating originality in an early stage of the game is associated with succeeding in this stage relatively easily, however negatively associated with progressing farther in the game. We also find that Computational Creativity is better explained by a state- rather than a trait-model. No associations were found between Creative Thinking and Computational Thinking. Furthermore, we find some striking associations between the two measures of creativity.},
keywords = {Computational Thinking, computer-aided instruction, Creativity, game-based learning, learning analytics, log analysis, middle school},
pubstate = {published},
tppubtype = {article}
}
Many worldwide initiatives consider both creativity and computational thinking as crucial skills for future citizens, making them a priority for today's learners. We studied the associations between these two constructs among middle school students (N = 57), considering two types of creativity: a general creative thinking, and a specific computational creativity. We did so using learning analytics, specifically, by operationalizing a log-based assessment of computational creativity. We find some evidence for an association between Computational Creativity and Computational Thinking: Demonstrating originality in an early stage of the game is associated with succeeding in this stage relatively easily, however negatively associated with progressing farther in the game. We also find that Computational Creativity is better explained by a state- rather than a trait-model. No associations were found between Creative Thinking and Computational Thinking. Furthermore, we find some striking associations between the two measures of creativity.
2018
Rodríguez, Manuel Caeiro; González, Miguel Ángel Conde; Álvarez, Ainhoa; Larrañaga, Mikel; Monés, Alejandra Martínez; Muñoz-Merino, Pedro J.; Hérnández-García, Ángel; Pastor, Rafael; Cruz-Benito, Juan; Muñoz, Salvador Ros; Guenaga, Mariluz
Learning analytics trends and challenges in engineering education: SNOLA special session Conference
2018 IEEE Global Engineering Education Conference (EDUCON), IEEE, 2018, ISSN: 2165-9567.
Abstract | Links | BibTeX | Tags: e-learning, Engineering Education, learning analytics
@conference{Rodríguez2018bb,
title = {Learning analytics trends and challenges in engineering education: SNOLA special session},
author = {Manuel Caeiro Rodríguez and Miguel Ángel Conde González and Ainhoa Álvarez and Mikel Larrañaga and Alejandra Martínez Monés and Pedro J. Muñoz-Merino and Ángel Hérnández-García and Rafael Pastor and Juan Cruz-Benito and Salvador Ros Muñoz and Mariluz Guenaga},
doi = {10.1109/EDUCON.2018.8363493},
issn = {2165-9567},
year = {2018},
date = {2018-05-28},
booktitle = {2018 IEEE Global Engineering Education Conference (EDUCON)},
pages = {2066-2070},
publisher = {IEEE},
abstract = {SNOLA is a Thematic Network of Excellence recognized by the Spanish Ministry of Economy and Competitiveness composed of the main Spanish researchers in the field of learning analytics. This network emerged in 2013 focusing mainly on the technology underlying learning analytics development, but also interested on the integration of other views and disciplines that give the network a wider scope. During these years, SNOLA has carry out numerous actions with the goal of promoting the collaboration on this field, the diffusion of knowledge and initiatives, the collection of resources and the provision of broad support. Remarkable examples of these efforts have been LASI Spain events, workshops at TEEM conferences or the numerous webinars. In this case, the EDUCON 2018 has given us the opportunity to organize this special session where 5 papers have been selected for presentation.},
keywords = {e-learning, Engineering Education, learning analytics},
pubstate = {published},
tppubtype = {conference}
}
SNOLA is a Thematic Network of Excellence recognized by the Spanish Ministry of Economy and Competitiveness composed of the main Spanish researchers in the field of learning analytics. This network emerged in 2013 focusing mainly on the technology underlying learning analytics development, but also interested on the integration of other views and disciplines that give the network a wider scope. During these years, SNOLA has carry out numerous actions with the goal of promoting the collaboration on this field, the diffusion of knowledge and initiatives, the collection of resources and the provision of broad support. Remarkable examples of these efforts have been LASI Spain events, workshops at TEEM conferences or the numerous webinars. In this case, the EDUCON 2018 has given us the opportunity to organize this special session where 5 papers have been selected for presentation.
2017
Gal, Lilach; Hershkovitz, Arnon; Eguíluz, Andoni; Guenaga, Mariluz; Garaizar, Pablo
Suggesting a Log-Based Creativity Measurement for Online Programming Learning Environment Conference
Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale (L@S ’17), ACM New York, NY, USA ©2017 , Cambridge, Massachusetts, USA, 2017, ISBN: 978-1-4503-4450-0.
Abstract | Links | BibTeX | Tags: Creativity, learning analytics, log-based measurement, programming learning
@conference{Gal2017,
title = {Suggesting a Log-Based Creativity Measurement for Online Programming Learning Environment},
author = {Lilach Gal and Arnon Hershkovitz and Andoni Eguíluz and Mariluz Guenaga and Pablo Garaizar},
url = {http://dl.acm.org/citation.cfm?doid=3051457.3054003},
doi = {10.1145/3051457.3054003},
isbn = {978-1-4503-4450-0},
year = {2017},
date = {2017-04-12},
booktitle = {Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale (L@S ’17)},
pages = {273-277},
publisher = {ACM New York, NY, USA ©2017 },
address = {Cambridge, Massachusetts, USA},
abstract = {Creativity has long been suggested as an important factor in learning. In this paper, we present a preliminary study of creativity in an online programming learning environment. We operationalize creativity using an existing scheme for scoring it, and then measure it automatically based on the system log files. We analyze the data in order to explore the associations between creativity and personal/contextual variables. Creativity is associated with contextual variables and is not associated with personal variables. Directions for continuing this research are discussed.},
keywords = {Creativity, learning analytics, log-based measurement, programming learning},
pubstate = {published},
tppubtype = {conference}
}
Creativity has long been suggested as an important factor in learning. In this paper, we present a preliminary study of creativity in an online programming learning environment. We operationalize creativity using an existing scheme for scoring it, and then measure it automatically based on the system log files. We analyze the data in order to explore the associations between creativity and personal/contextual variables. Creativity is associated with contextual variables and is not associated with personal variables. Directions for continuing this research are discussed.
2016
Caeiro-Rodríguez, M.; Conde, M. Á.; Guenaga, Mariluz; Hernández-García, Á.; Larrañaga, M.; Martínez-Monés, A.; Rodríguez-Conde, M. J.
SNOLA: Spanish network of learning analytics Conference
Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM ’16), ACM New York, NY, USA ©2016 , Salamanca, Spain, 2016, ISBN: 978-1-4503-4747-1.
Abstract | Links | BibTeX | Tags: Digital Society, Education, Educational processes, ICT, Improvement of learning, learning analytics
@conference{Caeiro-Rodríguez2016,
title = {SNOLA: Spanish network of learning analytics},
author = {M. Caeiro-Rodríguez and M.Á. Conde and Mariluz Guenaga and Á. Hernández-García and M. Larrañaga and A. Martínez-Monés and M. J. Rodríguez-Conde},
editor = {Francisco José García-Peñalvo},
url = {http://dl.acm.org/citation.cfm?doid=3012430.3012534},
doi = {10.1145/3012430.3012534},
isbn = {978-1-4503-4747-1},
year = {2016},
date = {2016-11-02},
booktitle = {Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM ’16)},
pages = {313-317},
publisher = {ACM New York, NY, USA ©2016 },
address = {Salamanca, Spain},
abstract = {We are living the end of a first wave of transformation of education caused by the incorporation of ICT to educational processes. In the time of MOOCs, informal and social learning, gamification, game-based learning, etc., we are facing a second wave of transformation. This time the wave is cross-technological, and focuses on the study, understanding and improvement of educational processes through the analysis of the educational data collected along such processes, in what is known as learning analytics (LA).
There are currently three main barriers to the diffusion and use of LA in educational institutions and companies: the dispersion and fragmentation of LA propositions and solutions, the lack of availability of resources for integration of LA, and the lack of professionals trained in the implementation of LA solutions. SNOLA (Spanish Network of Learning Analytics) emerges as a reflection of Spanish research groups focusing on learning analytics, and as a means to overcome these barriers in Spain from a multidisciplinary networking approach.},
keywords = {Digital Society, Education, Educational processes, ICT, Improvement of learning, learning analytics},
pubstate = {published},
tppubtype = {conference}
}
We are living the end of a first wave of transformation of education caused by the incorporation of ICT to educational processes. In the time of MOOCs, informal and social learning, gamification, game-based learning, etc., we are facing a second wave of transformation. This time the wave is cross-technological, and focuses on the study, understanding and improvement of educational processes through the analysis of the educational data collected along such processes, in what is known as learning analytics (LA).
There are currently three main barriers to the diffusion and use of LA in educational institutions and companies: the dispersion and fragmentation of LA propositions and solutions, the lack of availability of resources for integration of LA, and the lack of professionals trained in the implementation of LA solutions. SNOLA (Spanish Network of Learning Analytics) emerges as a reflection of Spanish research groups focusing on learning analytics, and as a means to overcome these barriers in Spain from a multidisciplinary networking approach.
There are currently three main barriers to the diffusion and use of LA in educational institutions and companies: the dispersion and fragmentation of LA propositions and solutions, the lack of availability of resources for integration of LA, and the lack of professionals trained in the implementation of LA solutions. SNOLA (Spanish Network of Learning Analytics) emerges as a reflection of Spanish research groups focusing on learning analytics, and as a means to overcome these barriers in Spain from a multidisciplinary networking approach.
Guenaga, Mariluz; Caeiro-Rodríguez, M.; Conde, M. Á.; Hernández-García, Á.; Larrañaga, M.; Martínez-Monés, A.; Rodríguez-Conde, M. J.
SNOLA: Spanish network of learning analytics Journal Article
In: Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, pp. 313-317, 2016, ISBN: 978-1-4503-4747-1.
Abstract | Links | BibTeX | Tags: Digital Society, e-learning, Education, Educational processes, ICT, Improvement of learning, learning analytics
@article{Guenaga2016b,
title = {SNOLA: Spanish network of learning analytics},
author = {Mariluz Guenaga and M. Caeiro-Rodríguez and M.Á. Conde and Á. Hernández-García and M. Larrañaga and A. Martínez-Monés and M. J. Rodríguez-Conde},
editor = {Francisco José García-Peñalvo},
url = {https://dl.acm.org/citation.cfm?doid=3012430.3012534},
doi = {10.1145/3012430.3012534},
isbn = {978-1-4503-4747-1},
year = {2016},
date = {2016-11-02},
journal = {Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality},
pages = {313-317},
abstract = {We are living the end of a first wave of transformation of education caused by the incorporation of ICT to educational processes. In the time of MOOCs, informal and social learning, gamification, game-based learning, etc., we are facing a second wave of transformation. This time the wave is cross-technological, and focuses on the study, understanding and improvement of educational processes through the analysis of the educational data collected along such processes, in what is known as learning analytics (LA).
There are currently three main barriers to the diffusion and use of LA in educational institutions and companies: the dispersion and fragmentation of LA propositions and solutions, the lack of availability of resources for integration of LA, and the lack of professionals trained in the implementation of LA solutions. SNOLA (Spanish Network of Learning Analytics) emerges as a reflection of Spanish research groups focusing on learning analytics, and as a means to overcome these barriers in Spain from a multidisciplinary networking approach.},
keywords = {Digital Society, e-learning, Education, Educational processes, ICT, Improvement of learning, learning analytics},
pubstate = {published},
tppubtype = {article}
}
We are living the end of a first wave of transformation of education caused by the incorporation of ICT to educational processes. In the time of MOOCs, informal and social learning, gamification, game-based learning, etc., we are facing a second wave of transformation. This time the wave is cross-technological, and focuses on the study, understanding and improvement of educational processes through the analysis of the educational data collected along such processes, in what is known as learning analytics (LA).
There are currently three main barriers to the diffusion and use of LA in educational institutions and companies: the dispersion and fragmentation of LA propositions and solutions, the lack of availability of resources for integration of LA, and the lack of professionals trained in the implementation of LA solutions. SNOLA (Spanish Network of Learning Analytics) emerges as a reflection of Spanish research groups focusing on learning analytics, and as a means to overcome these barriers in Spain from a multidisciplinary networking approach.
There are currently three main barriers to the diffusion and use of LA in educational institutions and companies: the dispersion and fragmentation of LA propositions and solutions, the lack of availability of resources for integration of LA, and the lack of professionals trained in the implementation of LA solutions. SNOLA (Spanish Network of Learning Analytics) emerges as a reflection of Spanish research groups focusing on learning analytics, and as a means to overcome these barriers in Spain from a multidisciplinary networking approach.
Guenaga, Mariluz; Garaizar, Pablo
From Analysis to Improvement: Challenges and Opportunities for Learning Analytics Journal Article
In: IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 11, no. 3, pp. 146-147, 2016, ISSN: 1932-8540.
Abstract | Links | BibTeX | Tags: Education, learning analytics, social network analysis
@article{Guenaga2016,
title = {From Analysis to Improvement: Challenges and Opportunities for Learning Analytics},
author = {Mariluz Guenaga and Pablo Garaizar},
url = {http://ieeexplore.ieee.org/abstract/document/7511788/?reload=true},
doi = {10.1109/RITA.2016.2589481},
issn = {1932-8540},
year = {2016},
date = {2016-07-13},
journal = {IEEE Revista Iberoamericana de Tecnologias del Aprendizaje},
volume = {11},
number = {3},
pages = {146-147},
publisher = {IEEE},
abstract = {Learning analytics (LA) is a multidisciplinary area of research, where education, statistics, and technology experts collaborate with other disciplines to get insights from learning data sets. This involves a continuous cycle of gathering data from teachers' and students' interactions, filtering and translating it to proper formats, using a wide range of analysis techniques and starting again after taking advantage from the results found. Considering the variety of expertise involved, the need for sharing knowledge and experiences is highlighted in relevant forums such as the Learning Analytics and Knowledge Conference. The same happens at Spanish level with the Learning Analytics Summer Institute, Spain and the Spanish Network of Learning Analytics. Research works presented in this special issue show the ability of analyzing and improving learning and teaching processes through LA. These three papers address different educational challenges, such as assessing massive collaborative projects, evaluating the accessibility and usability of open educational resources and mapping them with the IMS Caliper standard, and using social network analysis to evaluate the socio-regulation skills among students.},
keywords = {Education, learning analytics, social network analysis},
pubstate = {published},
tppubtype = {article}
}
Learning analytics (LA) is a multidisciplinary area of research, where education, statistics, and technology experts collaborate with other disciplines to get insights from learning data sets. This involves a continuous cycle of gathering data from teachers' and students' interactions, filtering and translating it to proper formats, using a wide range of analysis techniques and starting again after taking advantage from the results found. Considering the variety of expertise involved, the need for sharing knowledge and experiences is highlighted in relevant forums such as the Learning Analytics and Knowledge Conference. The same happens at Spanish level with the Learning Analytics Summer Institute, Spain and the Spanish Network of Learning Analytics. Research works presented in this special issue show the ability of analyzing and improving learning and teaching processes through LA. These three papers address different educational challenges, such as assessing massive collaborative projects, evaluating the accessibility and usability of open educational resources and mapping them with the IMS Caliper standard, and using social network analysis to evaluate the socio-regulation skills among students.
2015
Guenaga, Mariluz; Garaizar, Pablo
Editorial Especial Learning Analytics: Del Análisis del Aprendizaje a su Mejora: Retos y Oportunidades Journal Article
In: VAEP-RITA, vol. 3, no. 4, pp. 197-198, 2015.
Abstract | Links | BibTeX | Tags: Education, learning analytics, social network analysis
@article{Guenaga2015b,
title = {Editorial Especial Learning Analytics: Del Análisis del Aprendizaje a su Mejora: Retos y Oportunidades},
author = {Mariluz Guenaga and Pablo Garaizar},
url = {http://rita.det.uvigo.es/VAEPRITA/index.php?content=Num_Pub&idiom=Es&visualiza=4&volumen=3&numero=4},
year = {2015},
date = {2015-12-01},
journal = {VAEP-RITA},
volume = {3},
number = {4},
pages = {197-198},
abstract = {Abstract- Learning analytics (LA) is a multidisciplinary area of research where education, statistics, and technology experts collaborate with other disciplines to get insights from learning data sets. This involves a continuous cycle of gathering data from teachers' and students' interactions, filtering and translating it to proper formats, using a wide range of analysis techniques and starting again after taking advantage from results found. Considering the variety of expertise involved, the need of sharing knowledge and experiences is highlighted in relevant forums such as the Learning Analytics and Knowledge (LAK) Conference. The same happens at Spanish level with the Learning Analytics Summer Institute (LASI-Spain) and the Spanish Network of Learning Analytics-(SNOLA).Research works presented in this special issue show the ability of analysing and improving learning and teaching processes through LA. These three papers address different educational challenges such as assessing massive collaborative projects, evaluating the accessibility and usability of open educational resources and mapping them with the IMS Caliper standard, and using social network analysis to evaluate the socio-regulation skills among students.},
keywords = {Education, learning analytics, social network analysis},
pubstate = {published},
tppubtype = {article}
}
Abstract- Learning analytics (LA) is a multidisciplinary area of research where education, statistics, and technology experts collaborate with other disciplines to get insights from learning data sets. This involves a continuous cycle of gathering data from teachers' and students' interactions, filtering and translating it to proper formats, using a wide range of analysis techniques and starting again after taking advantage from results found. Considering the variety of expertise involved, the need of sharing knowledge and experiences is highlighted in relevant forums such as the Learning Analytics and Knowledge (LAK) Conference. The same happens at Spanish level with the Learning Analytics Summer Institute (LASI-Spain) and the Spanish Network of Learning Analytics-(SNOLA).Research works presented in this special issue show the ability of analysing and improving learning and teaching processes through LA. These three papers address different educational challenges such as assessing massive collaborative projects, evaluating the accessibility and usability of open educational resources and mapping them with the IMS Caliper standard, and using social network analysis to evaluate the socio-regulation skills among students.
Guenaga, Mariluz; Longarte, Jon Kepa; Jerez, Alex Rayón
Global Engineering Education Conference (EDUCON), IEEE, 2015, ISBN: 978-1-4799-1908-6.
Abstract | Links | BibTeX | Tags: competency assessment, knowledge discovery, learning analytics
@conference{Guenaga2015b,
title = {Standardized enriched rubrics to support competeney-assessment through the SCALA methodology and dashboard},
author = {Mariluz Guenaga and Jon Kepa Longarte and Alex Rayón Jerez },
url = {https://ieeexplore.ieee.org/document/7095994/},
doi = {10.1109/EDUCON.2015.7095994},
isbn = {978-1-4799-1908-6},
year = {2015},
date = {2015-03-20},
booktitle = {Global Engineering Education Conference (EDUCON)},
journal = { Global Engineering Education Conference (EDUCON)},
publisher = {IEEE},
abstract = {Universities have increasingly emphasized competencies as central elements of students' development. However, the assessment of these competencies is not an easy task. The availability of data that learners generate in computer mediated learning offers great potential to study how learning takes place, and thus, to gather evidences for competency-assessment using enriched rubrics. These are the so-called electronic assessment instruments. Among them, the enriched rubrics arises as a tool to improve the assessment process. However, the lack of data interoperability and the decentralization of those educational applications set out a challenge to exploit trace data. To face these problems we have designed and developed SCALA (Supporting Competency-Assessment through a Learning Analytics approach), an analytics system that integrates usage -how the user interacts with resources- and social -how students and teachers interact among them- trace data to support competency assessment. After presenting the components of SCALA (process, model and platform), we evaluate them presenting six scenarios to know whether it is viable in terms of time, sustainability and quality assurance to normalize the heterogeneous data present in technology-rich learning environments. The results show and confirm the viability of the proposed solution and the possibility to offer real-time feedback to the teachers to assess students'.
},
keywords = {competency assessment, knowledge discovery, learning analytics},
pubstate = {published},
tppubtype = {conference}
}
Universities have increasingly emphasized competencies as central elements of students' development. However, the assessment of these competencies is not an easy task. The availability of data that learners generate in computer mediated learning offers great potential to study how learning takes place, and thus, to gather evidences for competency-assessment using enriched rubrics. These are the so-called electronic assessment instruments. Among them, the enriched rubrics arises as a tool to improve the assessment process. However, the lack of data interoperability and the decentralization of those educational applications set out a challenge to exploit trace data. To face these problems we have designed and developed SCALA (Supporting Competency-Assessment through a Learning Analytics approach), an analytics system that integrates usage -how the user interacts with resources- and social -how students and teachers interact among them- trace data to support competency assessment. After presenting the components of SCALA (process, model and platform), we evaluate them presenting six scenarios to know whether it is viable in terms of time, sustainability and quality assurance to normalize the heterogeneous data present in technology-rich learning environments. The results show and confirm the viability of the proposed solution and the possibility to offer real-time feedback to the teachers to assess students'.
Guenaga, Mariluz; Romero, Susana; Garcia-Zubia, Javier; Orduña, Pablo
Automatic Assessment of Progress Using Remote Laboratories Journal Article
In: International Journal of Online Engineering (iJOE), vol. 11, no. 2, 2015, ISSN: 1861-2121.
Abstract | Links | BibTeX | Tags: Automatic Assessment, Competencies, learning analytics, Remote laboratories
@article{Guenaga2015,
title = {Automatic Assessment of Progress Using Remote Laboratories},
author = {Mariluz Guenaga and Susana Romero and Javier Garcia-Zubia and Pablo Orduña },
url = {http://online-journals.org/index.php/i-joe/article/view/4379/3433},
doi = {10.3991/ijoe.v11i2.4379},
issn = {1861-2121},
year = {2015},
date = {2015-03-01},
journal = {International Journal of Online Engineering (iJOE)},
volume = {11},
number = {2},
abstract = {In this paper we present an automatic assessment model for the development of competencies in a physics course using VISIR remote experiment, based on a rubric, and using learning analytics techniques to process data automatically collected from students’ activity using Weblab-Deusto platform.},
keywords = {Automatic Assessment, Competencies, learning analytics, Remote laboratories},
pubstate = {published},
tppubtype = {article}
}
In this paper we present an automatic assessment model for the development of competencies in a physics course using VISIR remote experiment, based on a rubric, and using learning analytics techniques to process data automatically collected from students’ activity using Weblab-Deusto platform.
Guenaga, Mariluz; Menchaca, Iratxe; Solabarrieta, J.
Project-Based Learning: Methodology and Assessment Learning Technologies and Assessment Criteria Conference
Using Educational Analytics to Improve Test Performance, 2015, ISBN: 978-3-319-24257-6.
Abstract | Links | BibTeX | Tags: aprendizaje automático, learning analytics, machine learning, mining educational data
@conference{Guenaga2015b,
title = {Project-Based Learning: Methodology and Assessment Learning Technologies and Assessment Criteria},
author = {Mariluz Guenaga and Iratxe Menchaca and J. Solabarrieta},
url = {https://home/learninglabdeust/public_html.researchgate.net/publication/283535054_Project-Based_Learning_Methodology_and_Assessment_Learning_Technologies_and_Assessment_Criteria},
doi = {10.1007/978-3-319-24258-3_68},
isbn = {978-3-319-24257-6},
year = {2015},
date = {2015-01-01},
booktitle = {Using Educational Analytics to Improve Test Performance},
pages = {601-604},
abstract = {This paper uses a project-based learning methodology in higher education to analyse its relation to a theoretical framework of competency. Based on this analysis, we propose a set of technological tools to support the development of competency at the university level as well as a set of indicators to systematize the assessment process. Finally, indicators are related to data that can be obtained from these technological tools. This is the basis for additional work on learning analytics that is used to support the assessment of a project-based learning approach. },
keywords = {aprendizaje automático, learning analytics, machine learning, mining educational data},
pubstate = {published},
tppubtype = {conference}
}
This paper uses a project-based learning methodology in higher education to analyse its relation to a theoretical framework of competency. Based on this analysis, we propose a set of technological tools to support the development of competency at the university level as well as a set of indicators to systematize the assessment process. Finally, indicators are related to data that can be obtained from these technological tools. This is the basis for additional work on learning analytics that is used to support the assessment of a project-based learning approach.
Guenaga, Mariluz; Eguiluz, Andoni; Jerez, Alex Rayón; Torientes, Elena Quevedo
Un juego Serio para Desarrollar y Evaluar la Competencia de Trabajo en Equipo Journal Article
In: Revista Iberoamericana de Informática Educativa, vol. 21, pp. 3-11, 2015, ISSN: 1699-4574.
Abstract | Links | BibTeX | Tags: assessment, learning analytics, Serious games, teamwork competency
@article{Guenaga2015b,
title = {Un juego Serio para Desarrollar y Evaluar la Competencia de Trabajo en Equipo},
author = {Mariluz Guenaga and Andoni Eguiluz and Alex Rayón Jerez and Elena Quevedo Torientes},
editor = {Asociación para el Desarrollo de la Informática Educativa},
url = {https://dialnet.unirioja.es/servlet/articulo?codigo=5113264},
issn = {1699-4574},
year = {2015},
date = {2015-01-01},
journal = {Revista Iberoamericana de Informática Educativa},
volume = {21},
pages = {3-11},
abstract = { In this paper we present the main basis of teamwork competency, and how we integrate its
development and assessment in a serious game. We describe the game-design process, the pedagogical decisions, the methodology used and how these factors affects the final design. The paper explains the use of Learning Analytics techniques to monitor and assess teamwork competency. The game collects, without interfering with the user, the necessary data to measure the competency, and to enable the complete analysis of the system within the company in which it is used.},
keywords = {assessment, learning analytics, Serious games, teamwork competency},
pubstate = {published},
tppubtype = {article}
}
In this paper we present the main basis of teamwork competency, and how we integrate its
development and assessment in a serious game. We describe the game-design process, the pedagogical decisions, the methodology used and how these factors affects the final design. The paper explains the use of Learning Analytics techniques to monitor and assess teamwork competency. The game collects, without interfering with the user, the necessary data to measure the competency, and to enable the complete analysis of the system within the company in which it is used.
development and assessment in a serious game. We describe the game-design process, the pedagogical decisions, the methodology used and how these factors affects the final design. The paper explains the use of Learning Analytics techniques to monitor and assess teamwork competency. The game collects, without interfering with the user, the necessary data to measure the competency, and to enable the complete analysis of the system within the company in which it is used.
2014
Romero, Susana; Guenaga, Mariluz; Garcia-Zubia, Javier; Orduña, Pablo
Computers in Education (SIIE), IEEE, 2014, ISBN: 978-1-4799-4428-6.
Abstract | Links | BibTeX | Tags: Bolonia Process, learning analytics, Remote laboratories
@conference{Romero2014b,
title = {New challenges in the Bologna Process using Remote Laboratories and Learning Analytics to support teachers in continuous assessment},
author = {Susana Romero and Mariluz Guenaga and Javier Garcia-Zubia and Pablo Orduña },
url = {https://ieeexplore.ieee.org/document/7017735/},
doi = {10.1109/SIIE.2014.7017735},
isbn = {978-1-4799-4428-6},
year = {2014},
date = {2014-11-14},
booktitle = {Computers in Education (SIIE)},
publisher = {IEEE},
abstract = {Even if we want or not, whatever the consequences are, we are in Bologna and we have to carry out certain tasks, among them the development of competencies and the coherent and continuous evaluation. Within competencies we can find the instrumental ones, where Remote Laboratories may play a relevant role complementing theory and practice. Assessment can be carried out using the same tool, and integrating Learning Analytics techniques to support the evaluation and make it automatic.
},
keywords = {Bolonia Process, learning analytics, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
Even if we want or not, whatever the consequences are, we are in Bologna and we have to carry out certain tasks, among them the development of competencies and the coherent and continuous evaluation. Within competencies we can find the instrumental ones, where Remote Laboratories may play a relevant role complementing theory and practice. Assessment can be carried out using the same tool, and integrating Learning Analytics techniques to support the evaluation and make it automatic.
Romero, Susana; Guenaga, Mariluz; Garcia-Zubia, Javier; Orduña, Pablo
An automatic assessment model for remote laboratories Conference
Frontiers in Education Conference (FIE), IEEE, 2014, ISBN: 978-1-4799-3922-0.
Abstract | Links | BibTeX | Tags: Automatic Assessment, learning analytics, Remote laboratories
@conference{Romero2014,
title = {An automatic assessment model for remote laboratories},
author = {Susana Romero and Mariluz Guenaga and Javier Garcia-Zubia and Pablo Orduña },
url = {https://ieeexplore.ieee.org/document/7044174/},
doi = {10.1109/FIE.2014.7044174},
isbn = {978-1-4799-3922-0},
year = {2014},
date = {2014-10-25},
booktitle = {Frontiers in Education Conference (FIE)},
publisher = {IEEE},
abstract = {In this paper we present an automatic assessment model for competences developed in a physics course using VISIR remote experiment, based on a rubric and using learning analytics techniques to process data automatically collected from students' activity using Weblab-Deusto platform.
},
keywords = {Automatic Assessment, learning analytics, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
In this paper we present an automatic assessment model for competences developed in a physics course using VISIR remote experiment, based on a rubric and using learning analytics techniques to process data automatically collected from students' activity using Weblab-Deusto platform.
Jerez, Alex Rayón; Guenaga, Mariluz; Nuñez, Asier
Frontiers in Education Conference , IEEE, 2014, ISBN: 978-1-4799-3922-0.
Abstract | Links | BibTeX | Tags: learning analytics, learning events
@conference{Jerez2014b,
title = {Ensuring the integrity and interoperability of educational usage and social data through Caliper framework to support competency-assessment},
author = {Alex Rayón Jerez and Mariluz Guenaga and Asier Nuñez},
url = {https://ieeexplore.ieee.org/document/7044448/},
doi = {10.1109/FIE.2014.7044448},
isbn = {978-1-4799-3922-0},
year = {2014},
date = {2014-10-25},
booktitle = {Frontiers in Education Conference },
publisher = {IEEE},
abstract = {The acquisition of knowledge is no longer enough to succeed in a society characterized by a constant change and high levels of uncertainty. Accordingly, universities have increasingly emphasized skills and competencies as central elements of students' development. However, the assessment of these competencies is not an easy task. The availability of data that learners generate in educational application offer great potential to study how learning takes place, and thus, to gather evidences for competency-assessment. The lack of interoperability and the decentralization of those educational applications poses a challenge to exploit those trace data. To face these problems we have designed and developed SCALA (Scalable Competence Assessment through a Learning Analytics approach), an analytics system that integrates usage (how the user interacts with resources and platforms) and social (how students and teachers interact among them) trace data to support competency assessment. In this paper, we are going to focus in how we have Extracted, Transformed and Loaded (ETL) those heterogeneous data sources in a single data model following the Caliper framework for ensuring the integrity and interoperability. Finally, we show some initial results of the graphs and learning analytics techniques to support the competency-based assessment.
},
keywords = {learning analytics, learning events},
pubstate = {published},
tppubtype = {conference}
}
The acquisition of knowledge is no longer enough to succeed in a society characterized by a constant change and high levels of uncertainty. Accordingly, universities have increasingly emphasized skills and competencies as central elements of students' development. However, the assessment of these competencies is not an easy task. The availability of data that learners generate in educational application offer great potential to study how learning takes place, and thus, to gather evidences for competency-assessment. The lack of interoperability and the decentralization of those educational applications poses a challenge to exploit those trace data. To face these problems we have designed and developed SCALA (Scalable Competence Assessment through a Learning Analytics approach), an analytics system that integrates usage (how the user interacts with resources and platforms) and social (how students and teachers interact among them) trace data to support competency assessment. In this paper, we are going to focus in how we have Extracted, Transformed and Loaded (ETL) those heterogeneous data sources in a single data model following the Caliper framework for ensuring the integrity and interoperability. Finally, we show some initial results of the graphs and learning analytics techniques to support the competency-based assessment.
Jerez, Alex Rayón; Guenaga, Mariluz; Núñez, Asier
Supporting competency-assessment through a learning analytics approach using enriched rubrics Conference
2014, ISBN: 978-1-4503-2896-8.
Abstract | Links | BibTeX | Tags: data integration, Education, large-scale interoperability, learning analytics, learning dashboard
@conference{Jerez2014,
title = {Supporting competency-assessment through a learning analytics approach using enriched rubrics},
author = {Alex Rayón Jerez and Mariluz Guenaga and Asier Núñez},
doi = {10.1145/2669711.2669913},
isbn = {978-1-4503-2896-8},
year = {2014},
date = {2014-10-03},
pages = {291-298},
abstract = {Universities have increasingly emphasized competencies as central elements of students' development. However, the assessment of these competencies is not an easy task. The availability of data that learners generate in computer mediated learning offers great potential to study how learning takes place, and thus, to gather evidences for competency-assessment using enriched rubrics. The lack of data interoperability and the decentralization of those educational applications set out a challenge to exploit trace data. To face these problems we have designed and developed SCALA (Scalable Competence Assessment through a Learning Analytics approach), an analytics system that integrates usage -how the user interacts with resources-and social -how students and teachers interact among them-trace data to support competency assessment. The case study of SCALA presents teachers a dashboard with enriched rubrics of blended datasets obtained from six assessment learning activities, performed with a group of 28 students working teamwork competency. In terms of knowledge discovery, we obtain results applying clustering and association rule mining algorithms. Thus, we provide a visual analytics tool ready to support competency-assessment.
Supporting Competency-Assessment through a Learning Analytics Approach Using Enriched Rubrics (PDF Download Available). Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/267266928_Supporting_Competency-Assessment_through_a_Learning_Analytics_Approach_Using_Enriched_Rubrics [accessed Mar 08 2018].},
keywords = {data integration, Education, large-scale interoperability, learning analytics, learning dashboard},
pubstate = {published},
tppubtype = {conference}
}
Universities have increasingly emphasized competencies as central elements of students' development. However, the assessment of these competencies is not an easy task. The availability of data that learners generate in computer mediated learning offers great potential to study how learning takes place, and thus, to gather evidences for competency-assessment using enriched rubrics. The lack of data interoperability and the decentralization of those educational applications set out a challenge to exploit trace data. To face these problems we have designed and developed SCALA (Scalable Competence Assessment through a Learning Analytics approach), an analytics system that integrates usage -how the user interacts with resources-and social -how students and teachers interact among them-trace data to support competency assessment. The case study of SCALA presents teachers a dashboard with enriched rubrics of blended datasets obtained from six assessment learning activities, performed with a group of 28 students working teamwork competency. In terms of knowledge discovery, we obtain results applying clustering and association rule mining algorithms. Thus, we provide a visual analytics tool ready to support competency-assessment.
Supporting Competency-Assessment through a Learning Analytics Approach Using Enriched Rubrics (PDF Download Available). Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/267266928_Supporting_Competency-Assessment_through_a_Learning_Analytics_Approach_Using_Enriched_Rubrics [accessed Mar 08 2018].
Supporting Competency-Assessment through a Learning Analytics Approach Using Enriched Rubrics (PDF Download Available). Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/267266928_Supporting_Competency-Assessment_through_a_Learning_Analytics_Approach_Using_Enriched_Rubrics [accessed Mar 08 2018].
Garaizar, Pablo; Guenaga, Mariluz
A multimodal learning analytics view of HTML5 APIs: technical benefits and privacy risks Conference
2014.
Abstract | Links | BibTeX | Tags: API, Education, Ethics, HTML 5, learning analytics, multimodal, privacy
@conference{Garaizar2014,
title = {A multimodal learning analytics view of HTML5 APIs: technical benefits and privacy risks},
author = {Pablo Garaizar and Mariluz Guenaga},
doi = {10.1145/2669711.2669911},
year = {2014},
date = {2014-10-01},
abstract = {During the last decade, students and teachers have been using a wide variety of web platforms to enhance education. Traditional forums, blogs, wikis, Learning Management Systems or social networks coexist with an astonishing volume of mobile learning apps. All of these platforms provide insightful logs of users' interactions. This is especially true when educational researchers take advantage of smartphones to gather and analyze learning processes in a multimodal manner (not only users' clicks or touch events, but also audio, video, location, motion, temperature, humidity or luminosity, among others). This paper describes the potential advantages of using HTML5 APIs to enhance education using web apps in mobile environments from a Multimodal Learning Analytics perspective, and discusses the privacy risks of this new scenario.
A Multimodal Learning Analytics View of HTML5 APIs: Technical Benefits and Privacy Risks (PDF Download Available). Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/267266823_A_Multimodal_Learning_Analytics_View_of_HTML5_APIs_Technical_Benefits_and_Privacy_Risks [accessed Mar 08 2018].},
keywords = {API, Education, Ethics, HTML 5, learning analytics, multimodal, privacy},
pubstate = {published},
tppubtype = {conference}
}
During the last decade, students and teachers have been using a wide variety of web platforms to enhance education. Traditional forums, blogs, wikis, Learning Management Systems or social networks coexist with an astonishing volume of mobile learning apps. All of these platforms provide insightful logs of users' interactions. This is especially true when educational researchers take advantage of smartphones to gather and analyze learning processes in a multimodal manner (not only users' clicks or touch events, but also audio, video, location, motion, temperature, humidity or luminosity, among others). This paper describes the potential advantages of using HTML5 APIs to enhance education using web apps in mobile environments from a Multimodal Learning Analytics perspective, and discusses the privacy risks of this new scenario.
A Multimodal Learning Analytics View of HTML5 APIs: Technical Benefits and Privacy Risks (PDF Download Available). Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/267266823_A_Multimodal_Learning_Analytics_View_of_HTML5_APIs_Technical_Benefits_and_Privacy_Risks [accessed Mar 08 2018].
A Multimodal Learning Analytics View of HTML5 APIs: Technical Benefits and Privacy Risks (PDF Download Available). Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/267266823_A_Multimodal_Learning_Analytics_View_of_HTML5_APIs_Technical_Benefits_and_Privacy_Risks [accessed Mar 08 2018].
Jerez, Alex Rayón; Guenaga, Mariluz; Núñez, Asier
vol. 8719, Springer, Cham, 2014, ISBN: 978-3-319-11199-5.
Abstract | Links | BibTeX | Tags: competency-assessment, dashboard, learning analytics, learning metrics
@conference{Jerez2014b,
title = {Heterogeneous Educational Data Integration and Knowledge Discovery to Supporting Competency Assessment in SCALA Web Tool},
author = {Alex Rayón Jerez and Mariluz Guenaga and Asier Núñez },
doi = {10.1007/978-3-319-11200-8_81},
isbn = {978-3-319-11199-5},
year = {2014},
date = {2014-09-19},
volume = {8719},
pages = {584-585},
publisher = {Springer, Cham},
abstract = {The lack of data interoperability among different educational systems imposes a challenge to data analytics. To face these problems, we have developed SCALA (Scalable Competency Assessment web platform through a Learning Analytics approach), an integrated analytics system that employs Learning Analytics techniques to visualize in a single interface enriched indicators to teachers and learners, gaining insights into their habits and the impact of their learning activities.},
keywords = {competency-assessment, dashboard, learning analytics, learning metrics},
pubstate = {published},
tppubtype = {conference}
}
The lack of data interoperability among different educational systems imposes a challenge to data analytics. To face these problems, we have developed SCALA (Scalable Competency Assessment web platform through a Learning Analytics approach), an integrated analytics system that employs Learning Analytics techniques to visualize in a single interface enriched indicators to teachers and learners, gaining insights into their habits and the impact of their learning activities.
Orduña, Pablo; Almeida, Aitor; Ros, Salvador; Garcia-Zubia, Javier; Lopez-de-Ipiña, Diego
Leveraging Non-explicit Social Communities for Learning Analytics in Mobile Remote Laboratories Journal Article
In: Journal of universal computer science, vol. 20, no. 15, 2014.
Abstract | Links | BibTeX | Tags: data mining, learning analytics, Remote laboratories, social networks
@article{Orduña2014,
title = {Leveraging Non-explicit Social Communities for Learning Analytics in Mobile Remote Laboratories},
author = {Pablo Orduña and Aitor Almeida and Salvador Ros and Javier Garcia-Zubia and Diego Lopez-de-Ipiña},
url = {http://home/learninglabdeust/public_html.jucs.org/jucs_20_15/leveraging_non_explicit_social/jucs_20_15_2043_2053_orduna.pdf},
doi = {10.3217/jucs-020-15-2043},
year = {2014},
date = {2014-01-01},
journal = {Journal of universal computer science},
volume = {20},
number = {15},
abstract = {When performing analytics on educational datasets, the best scenario is where the dataset was designed to be analyzed. However, this is often not the case and the data extraction becomes more complicated. This contribution is focused on extracting social networks from a dataset which was not adapted for this type of extraction and where there was no relation among students: a set of remote laboratories where students individually test their experiments by submitting their data to a real remote device. By checking which files are shared among students and submitted individually by them, it is possible to know who is sharing how many files with who, automatically extracting what students are bigger sources. While it is impossible to extract the full real social network of these students, all the edges found are clearly part of it. These relations can indeed be used as a new input for performing the analytics on the dataset.
},
keywords = {data mining, learning analytics, Remote laboratories, social networks},
pubstate = {published},
tppubtype = {article}
}
When performing analytics on educational datasets, the best scenario is where the dataset was designed to be analyzed. However, this is often not the case and the data extraction becomes more complicated. This contribution is focused on extracting social networks from a dataset which was not adapted for this type of extraction and where there was no relation among students: a set of remote laboratories where students individually test their experiments by submitting their data to a real remote device. By checking which files are shared among students and submitted individually by them, it is possible to know who is sharing how many files with who, automatically extracting what students are bigger sources. While it is impossible to extract the full real social network of these students, all the edges found are clearly part of it. These relations can indeed be used as a new input for performing the analytics on the dataset.
2009
Jerez, Alex Rayón; Guenaga, Mariluz; Núñez, Asier
Integrating and visualizing learner and social data to elicit higher-order indicators in SCALA dashboard Journal Article
In: i-KNOW '14 Proceedings of the 14th International Conference on Knowledge Technologies and Data-driven Business, no. 28, 2009, ISBN: 978-1-4503-2769-5.
Abstract | Links | BibTeX | Tags: computer-assisted instruction, dashboard, data integration, information retrieval, large-scale interoperability, learning analytics, visual analytics
@article{Jerez2009,
title = {Integrating and visualizing learner and social data to elicit higher-order indicators in SCALA dashboard},
author = {Alex Rayón Jerez and Mariluz Guenaga and Asier Núñez},
editor = {ACM New York, NY, USA ©2014},
doi = {10.1145/2637748.2638435},
isbn = { 978-1-4503-2769-5},
year = {2009},
date = {2009-09-16},
journal = {i-KNOW '14 Proceedings of the 14th International Conference on Knowledge Technologies and Data-driven Business},
number = {28},
abstract = {The assessment of competencies is a difficult task; on one hand due to its subjective nature, and, on the other one, because of the difficulties to make it scalable and simple. Since ICT are becoming increasingly important learning mediating tools, data stored in learning tools could yield a wealth of information that could serve as an indicator to measure students' progress and the development of competencies. However, the lack of data interoperability among different educational applications imposes a challenge to data mining and analytics that rely on diverse and distributed data. Besides, these educational technologies do neither usually provide a statistics module in which the teacher can obtain specific reports about students' performance, nor visualization tools to summarize student usage data. In response to this weakness, and based on the limitations encountered in existing tools, we have developed an integrated and extensible web tool called SCALA (Scalable Competency Assessment through a Learning Analytics approach) that not only shows but also mines using analytics techniques for the discovery of student patterns and metric relations in web-based educational systems.},
keywords = {computer-assisted instruction, dashboard, data integration, information retrieval, large-scale interoperability, learning analytics, visual analytics},
pubstate = {published},
tppubtype = {article}
}
The assessment of competencies is a difficult task; on one hand due to its subjective nature, and, on the other one, because of the difficulties to make it scalable and simple. Since ICT are becoming increasingly important learning mediating tools, data stored in learning tools could yield a wealth of information that could serve as an indicator to measure students' progress and the development of competencies. However, the lack of data interoperability among different educational applications imposes a challenge to data mining and analytics that rely on diverse and distributed data. Besides, these educational technologies do neither usually provide a statistics module in which the teacher can obtain specific reports about students' performance, nor visualization tools to summarize student usage data. In response to this weakness, and based on the limitations encountered in existing tools, we have developed an integrated and extensible web tool called SCALA (Scalable Competency Assessment through a Learning Analytics approach) that not only shows but also mines using analytics techniques for the discovery of student patterns and metric relations in web-based educational systems.