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. |
Menchaca, Iratxe; Guenaga, Mariluz; Solabarrieta, J Learning analytics for formative assessment in engineering education Journal Article International Journal of Engineering Education, 34 (3), pp. 953-967, 2018. Abstract | Links | BibTeX | Tags: data analytics, Engineering Education, learning @article{Menchaca2018, title = {Learning analytics for formative assessment in engineering education}, author = {Iratxe Menchaca and Mariluz Guenaga and J. Solabarrieta}, url = {https://home/learninglabdeust/public_html.researchgate.net/publication/325580658_Learning_analytics_for_formative_assessment_in_engineering_education}, year = {2018}, date = {2018-01-01}, journal = {International Journal of Engineering Education}, volume = {34}, number = {3}, pages = {953-967}, abstract = {The development of skills in the engineering education is one of the issues that generate greater interest at present. Thanks to Learning Analytics, we found an excellent opportunity to offer a quality competence assessment of our engineering students. Research in Learning Analytics currently focuses on applying these techniques to find out how the student learns and to improve teaching/learning processes. A key aspect in improving these processes is the assessment of general competences, which constitutes key learning in engineering students and has thus been identified as a need that can be met by Learning Analytics. This article presents two related studies conducted at the University of Deusto. The first study wants to show that it is possible to carry out an assessment of the project management competence through the analysis of the data that is obtained when the students interact with certain tools for the management of projects. In this sense, in the first study conducted with 93 students in the academic year 2014–2015, it compares the automatic assessment performed with Learning Analytics and the manual assessment carried out by the teacher. Another objective of this first study is to compare the validity at the time to assess the project management competence of the three technological tools used in the study. In the second study conducted with 227 students in the academic year 2015–2016, an assessment model is designed based on analytical data that is extracted from even more complex technological tools. In this second study the objective is to demonstrate that the use of Learning Analytics assessment to carry out continuous monitoring and provide feedback to the students, directly influences their capacity to manage a project and therefore, leads to an improvement in their results. The model designed in both studies for analysis is described in this paper, in addition to the methodology and research carried out. Learning analytics for formative assessment in engineering education | Request PDF. Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/325580658_Learning_analytics_for_formative_assessment_in_engineering_education [accessed Jul 10 2018].}, keywords = {data analytics, Engineering Education, learning}, pubstate = {published}, tppubtype = {article} } The development of skills in the engineering education is one of the issues that generate greater interest at present. Thanks to Learning Analytics, we found an excellent opportunity to offer a quality competence assessment of our engineering students. Research in Learning Analytics currently focuses on applying these techniques to find out how the student learns and to improve teaching/learning processes. A key aspect in improving these processes is the assessment of general competences, which constitutes key learning in engineering students and has thus been identified as a need that can be met by Learning Analytics. This article presents two related studies conducted at the University of Deusto. The first study wants to show that it is possible to carry out an assessment of the project management competence through the analysis of the data that is obtained when the students interact with certain tools for the management of projects. In this sense, in the first study conducted with 93 students in the academic year 2014–2015, it compares the automatic assessment performed with Learning Analytics and the manual assessment carried out by the teacher. Another objective of this first study is to compare the validity at the time to assess the project management competence of the three technological tools used in the study. In the second study conducted with 227 students in the academic year 2015–2016, an assessment model is designed based on analytical data that is extracted from even more complex technological tools. In this second study the objective is to demonstrate that the use of Learning Analytics assessment to carry out continuous monitoring and provide feedback to the students, directly influences their capacity to manage a project and therefore, leads to an improvement in their results. The model designed in both studies for analysis is described in this paper, in addition to the methodology and research carried out. Learning analytics for formative assessment in engineering education | Request PDF. Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/325580658_Learning_analytics_for_formative_assessment_in_engineering_education [accessed Jul 10 2018]. |
2016 |
Guenaga, Mariluz; Menchaca, Iratxe; Solabarrieta, J Using learning analytics to assess project management skills on engineering degree courses Journal Article Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, pp. 369-376, 2016, ISBN: 978-1-4503-4747-1. Abstract | Links | BibTeX | Tags: Collaborative Learning, Computational Science and Engineering Education, computing education programs, data analytics, database management system engines, decision support systems, Engineering Education, Formative Assessment, human computer interaction (hci), information systems applications, interaction paradigms @article{Guenaga2016b, title = {Using learning analytics to assess project management skills on engineering degree courses}, author = {Mariluz Guenaga and Iratxe Menchaca and J. Solabarrieta}, editor = {Francisco José García-Peñalvo}, url = {https://dl.acm.org/citation.cfm?doid=3012430.3012542}, doi = {10.1145/3012430.3012542}, 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 = {369-376}, abstract = {Learning analytics is a field of study that has been evolving since the outset in attempting to meet various needs. The use of learning analytics techniques has helped us ascertain the level of students' participation and their degree of satisfaction in order to learn how they use resources or identify students at risk. Research currently focuses on applying these techniques to find out how the student learns and to improve teaching/learning processes. A key aspect in improving these processes is the assessment of general competences, which constitutes key learning in engineering students and has thus been identified as a need that can be met by learning analytics. An experiment was conducted on 93 students from different engineering groups at the University of Deusto with a view to assessing the extent to which students have developed the project management competence, using learning analytics techniques. The model designed for analysis is described in this paper, in addition to the methodology and research carried out. Results have shown that by combining an automatic analysis and exploratory learning analytics techniques, conclusions can effectively be drawn about the extent to which a given student has developed a competence based on data obtained via use of a technological tool.}, keywords = {Collaborative Learning, Computational Science and Engineering Education, computing education programs, data analytics, database management system engines, decision support systems, Engineering Education, Formative Assessment, human computer interaction (hci), information systems applications, interaction paradigms}, pubstate = {published}, tppubtype = {article} } Learning analytics is a field of study that has been evolving since the outset in attempting to meet various needs. The use of learning analytics techniques has helped us ascertain the level of students' participation and their degree of satisfaction in order to learn how they use resources or identify students at risk. Research currently focuses on applying these techniques to find out how the student learns and to improve teaching/learning processes. A key aspect in improving these processes is the assessment of general competences, which constitutes key learning in engineering students and has thus been identified as a need that can be met by learning analytics. An experiment was conducted on 93 students from different engineering groups at the University of Deusto with a view to assessing the extent to which students have developed the project management competence, using learning analytics techniques. The model designed for analysis is described in this paper, in addition to the methodology and research carried out. Results have shown that by combining an automatic analysis and exploratory learning analytics techniques, conclusions can effectively be drawn about the extent to which a given student has developed a competence based on data obtained via use of a technological tool. |
2014 |
Orduña, Pablo; Almeida, Aitor; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier Learning Analytics on federated remote laboratories: tips and techniques Conference Global Engineering Education Conference (EDUCON), 2014 IEEE, IEEE, 2014, ISBN: 978-1-4799-3191-0. Abstract | Links | BibTeX | Tags: context, educational institutions, Engineering Education, Internet, protocols, Remote laboratories @conference{Orduña2014e, title = {Learning Analytics on federated remote laboratories: tips and techniques}, author = {Pablo Orduña and Aitor Almeida and Diego Lopez-de-Ipiña and Javier Garcia-Zubia}, url = {https://ieeexplore.ieee.org/document/6826107/}, doi = {10.1109/EDUCON.2014.6826107}, isbn = {978-1-4799-3191-0}, year = {2014}, date = {2014-04-05}, booktitle = {Global Engineering Education Conference (EDUCON), 2014 IEEE}, publisher = {IEEE}, abstract = {A remote laboratory is a software and hardware tool which enables students to use real equipment -located in an educational institution- through the Internet. This way, students can experiment as if they were using the laboratories with their own hands. And, depending on the design, instructors can later see the results of these students. During the last decade, federation protocols to share remote laboratories have emerged. The focus of these protocols is to be make remote laboratories of one institution available in other in an automated manner, through institutional contracts. And these federation protocols usually rely on existing Remote Laboratory Management Systems (RLMS), which usually provide APIs for tracking student usage. At the same time, the interest on Learning Analytics is increasing. Learning Analytics focuses on the measurement and analysis of data about learners in their context. In the particular context of federated remote laboratories, new challenges arise: on the one hand, remote laboratories must be prepared to track insightful information from the student session so as to extract patterns, and on the other hand, the usage of a federated environment requires different degrees of anonymity. This contribution describes the new Learning Analytics dashboard of WebLab-Deusto, detailing what information can be extracted and how the usage of a RLMS simplifies the development of such tools in a federated environment. }, keywords = {context, educational institutions, Engineering Education, Internet, protocols, Remote laboratories}, pubstate = {published}, tppubtype = {conference} } A remote laboratory is a software and hardware tool which enables students to use real equipment -located in an educational institution- through the Internet. This way, students can experiment as if they were using the laboratories with their own hands. And, depending on the design, instructors can later see the results of these students. During the last decade, federation protocols to share remote laboratories have emerged. The focus of these protocols is to be make remote laboratories of one institution available in other in an automated manner, through institutional contracts. And these federation protocols usually rely on existing Remote Laboratory Management Systems (RLMS), which usually provide APIs for tracking student usage. At the same time, the interest on Learning Analytics is increasing. Learning Analytics focuses on the measurement and analysis of data about learners in their context. In the particular context of federated remote laboratories, new challenges arise: on the one hand, remote laboratories must be prepared to track insightful information from the student session so as to extract patterns, and on the other hand, the usage of a federated environment requires different degrees of anonymity. This contribution describes the new Learning Analytics dashboard of WebLab-Deusto, detailing what information can be extracted and how the usage of a RLMS simplifies the development of such tools in a federated environment. |
2012 |
Tawfik, Mohamed; Sancristobal, Elio; Martin, Sergio; Gil, Charo; Pesquera, Alberto; Losada, Pablo; Peire, Juan; Castro, Manuel; Garcia-Zubia, Javier; Hernandez-Jayo, U; Orduña, Pablo; Angulo, Ignacio; C. Costa Lobo, M; Marques, A; C. Viegas, M; Alves, G R VISIR: Experiences and Challenges Journal Article International Journal of Online Engineering (iJOE), 8 (1), 2012. Abstract | Links | BibTeX | Tags: Engineering Education, Remote Labs, VISIR @article{Tawfik2012, title = {VISIR: Experiences and Challenges}, author = {Mohamed Tawfik and Elio Sancristobal and Sergio Martin and Charo Gil and Alberto Pesquera and Pablo Losada and Juan Peire and Manuel Castro and Javier Garcia-Zubia and U. Hernandez-Jayo and Pablo Orduña and Ignacio Angulo and C. Costa Lobo, M and A. Marques and C. Viegas, M and G.R. Alves }, url = {http://online-journals.org/index.php/i-joe/article/view/1879/2112}, doi = {10.399/ijoe.v8il.1879}, year = {2012}, date = {2012-02-01}, journal = {International Journal of Online Engineering (iJOE)}, volume = {8}, number = {1}, abstract = {It is of crucial importance the integration of practical sessions in engineering curricula owing to their significant role in understanding engineering concepts and scientific phenomena. However, the lack of practical sessions due to the high costs of the equipment and the unavailability of instructors has caused a significant declination in experimentation in engineering education. Remote laboratories have tackled this issues providing online reusable and shared workbenches unconstrained by neither geographical nor time considerations. Thereby, they have extremely proliferated among universities and integrated into engineering curricula over the last decade. This contribution compiles diverse experiences based on the deployment of the remote laboratory, Virtual Instrument Systems in Reality (VISIR), on the practices of undergraduate engineering grades at various universities within the VISIR community. It aims to show the impact of its usage on engineering education concerning the assessments of students and teachers as well. In addition, the paper address the next challenges and future works carried out at several universities within the VISIR community.}, keywords = {Engineering Education, Remote Labs, VISIR}, pubstate = {published}, tppubtype = {article} } It is of crucial importance the integration of practical sessions in engineering curricula owing to their significant role in understanding engineering concepts and scientific phenomena. However, the lack of practical sessions due to the high costs of the equipment and the unavailability of instructors has caused a significant declination in experimentation in engineering education. Remote laboratories have tackled this issues providing online reusable and shared workbenches unconstrained by neither geographical nor time considerations. Thereby, they have extremely proliferated among universities and integrated into engineering curricula over the last decade. This contribution compiles diverse experiences based on the deployment of the remote laboratory, Virtual Instrument Systems in Reality (VISIR), on the practices of undergraduate engineering grades at various universities within the VISIR community. It aims to show the impact of its usage on engineering education concerning the assessments of students and teachers as well. In addition, the paper address the next challenges and future works carried out at several universities within the VISIR community. |
2011 |
Hernández, U; Garcia-Zubia, Javier; Orduña, Pablo; Angulo, Ignacio; Lopez-de-Ipiña, Diego; Dziabenko, Olga; Canivell, V WebLab-Deusto-CPLD: A Practical Experience Conference WebLab-Deusto-CPLD: A Practical Experience , 8 (1), International Journal of Online Engineering (iJOE), 2011. Abstract | Links | BibTeX | Tags: Engineering Education, remoet laboratories, students experiments @conference{Hernández2011, title = {WebLab-Deusto-CPLD: A Practical Experience}, author = {U. Hernández and Javier Garcia-Zubia and Pablo Orduña and Ignacio Angulo and Diego Lopez-de-Ipiña and Olga Dziabenko and Canivell, V}, editor = {Nan}, url = {https://morelab.deusto.es/media/publications/2011/conferencepaper/weblab-deusto-cpld-a-practical-experience.pdf}, doi = {10.3991/ijoe.v8iS1.1952}, year = {2011}, date = {2011-01-01}, booktitle = {WebLab-Deusto-CPLD: A Practical Experience }, volume = {8}, number = {1}, pages = {17-18}, publisher = {International Journal of Online Engineering (iJOE)}, abstract = {The paper shows the experience of the University of Deusto with the WebLab-Deusto-CPLD at the “Programmable Logic” subject of the Faculty of Engineering in the field of Digital Electronics. Presented herein is a technical overview of the laboratory, and its characteristics. }, keywords = {Engineering Education, remoet laboratories, students experiments}, pubstate = {published}, tppubtype = {conference} } The paper shows the experience of the University of Deusto with the WebLab-Deusto-CPLD at the “Programmable Logic” subject of the Faculty of Engineering in the field of Digital Electronics. Presented herein is a technical overview of the laboratory, and its characteristics. |