2014
Jerez, Alex Rayón; Guenaga, Mariluz; Núñez, Asier
A web platform for the assessment of competences in Mobile Learning Contexts Conference
Global Engineering Education Conference (EDUCON), IEEE, 2014, ISBN: 978-1-4799-3191-0.
Abstract | Links | BibTeX | Tags: competence assessment, knowledge and learning technologies, mobile learning
@conference{Jerez2014b,
title = {A web platform for the assessment of competences in Mobile Learning Contexts},
author = {Alex Rayón Jerez and Mariluz Guenaga and Asier Núñez },
url = {https://ieeexplore.ieee.org/document/6826111/},
doi = {10.1109/EDUCON.2014.6826111},
isbn = {978-1-4799-3191-0},
year = {2014},
date = {2014-06-05},
booktitle = {Global Engineering Education Conference (EDUCON)},
publisher = {IEEE},
abstract = {Society demands new competences from professionals, who require having specific skills and abilities. Universities, accordingly, have changed from a content-based towards a competency-based educational model. However, the assessment of these competences is not a scalable task, has a subjective nature and must consider data from many different sources. This paper describes the model, architecture and objectives of an on-going research project aimed at developing a web platform called LACAMOLC, to provide teachers and students a dashboard which gathers usage and social data from different Knowledge and Learning Technologies such as Moodle, Google Apps for Education and MediaWiki to provide visual and learning analytics visualizations to support learning and assessment process. We select Pentaho as our analytics specific tool, based on its characteristics in order to effectively scale learning analytics systems and achieve long-term sustainability and scalability, and we design an experiment to carry out for teamwork competence.
},
keywords = {competence assessment, knowledge and learning technologies, mobile learning},
pubstate = {published},
tppubtype = {conference}
}
Society demands new competences from professionals, who require having specific skills and abilities. Universities, accordingly, have changed from a content-based towards a competency-based educational model. However, the assessment of these competences is not a scalable task, has a subjective nature and must consider data from many different sources. This paper describes the model, architecture and objectives of an on-going research project aimed at developing a web platform called LACAMOLC, to provide teachers and students a dashboard which gathers usage and social data from different Knowledge and Learning Technologies such as Moodle, Google Apps for Education and MediaWiki to provide visual and learning analytics visualizations to support learning and assessment process. We select Pentaho as our analytics specific tool, based on its characteristics in order to effectively scale learning analytics systems and achieve long-term sustainability and scalability, and we design an experiment to carry out for teamwork competence.
2013
Menchaca, Iratxe; Jerez, Alex Rayón; Guenaga, Mariluz
DESIGN OF A STANDARDIZED TOOL TO INTEGRATE LEARNING SCENARIOS IN MOBILE LEARNING FORMAL EXPERIENCES AT THE UNIVERSITY Conference
INTED2013 Proceedings, 7th International Technology, Education and Development Conference IATED, Valencia, Spain, 2013, ISBN: 978-84-616-2661-8.
Abstract | BibTeX | Tags: competence assessment, competence-based learning model, learning scenarios, mobile learning
@conference{Menchaca2013,
title = {DESIGN OF A STANDARDIZED TOOL TO INTEGRATE LEARNING SCENARIOS IN MOBILE LEARNING FORMAL EXPERIENCES AT THE UNIVERSITY},
author = {Iratxe Menchaca and Alex Rayón Jerez and Mariluz Guenaga},
isbn = {978-84-616-2661-8},
year = {2013},
date = {2013-03-04},
booktitle = {INTED2013 Proceedings},
pages = {3015-3025},
publisher = {IATED},
address = {Valencia, Spain},
series = {7th International Technology, Education and Development Conference},
abstract = {The integration of mobile devices in our way of life has supposed an update in our learning systems. However, the rate at which technology evolves is not comparable to the rate at which education is being adapted. The alignment between education and technology often involves a significant financial outlay for educational institutions as well as a significant investment of hours for teachers. This project proposes to make easier the work of teachers enabling the integration of mobile learning experiences at university learning environments. We propose to achieve this goal through the design and development of a mobile learning conceptual framework which could recreate digital learning scenarios, engaging, this way, students, in learning-related activities in diverse physical locations, enhancing availability and accessibility of information networks.
Around the definition of mobile learning, there exist a wide variety of approaches that throughout the project are discussed, not only for the conceptual development of the term mobile learning, but also its evolution in real learning experiences. Mobile learning has traditionally been associated with non-formal learning experiences. Therefore, one of the challenges that this research project pursues is to facilitate the integration of mobile learning experiences in formal environments. Yet another challenge that assumes the project is to analyze the effectiveness of mobile devices for the development of collaborative methodologies to increase the motivation of the students as well as to emphasize the learning outcomes. Indeed, there is little previous research that offers enough data to validate these hypotheses, so that, we will also must face this handicap.
Besides, we are also looking for an efficient way to work skills in those learning scenarios. When defining learning scenarios, organizational modalities, types of learning and teaching methods, must have been previously defined, in order to identify the components that compose the learning stages. These aspects have established a component diagram based on five questions: what (contents), who (learning agents), how (methodologies), when (timing) and where (location environment).
The competence-based learning model is a core element of a methodological commitment acquired by the University of Deusto in recent years within the new training model called UDTM (University of Deusto’s Training Model). This model has begun to implement programs in all grades of the University and therefore is an essential factor in the process of standardization of the learning scenarios that we are proposing. In turn, mobile devices are versatile tools for the development of certain skills, so that in order to facilitate the integration of mobile learning experiences at the University, it is inevitable to raise skills development from mobile devices within formal teaching-learning processes. We select two generic competences currently introduced at programs of various degrees at the University of Deusto, and propose a catalog of mobile applications conducive to the performance of those skills. Finally, the project presents a forecast of experimentation and evaluation of formal experiences and proposes future research.},
keywords = {competence assessment, competence-based learning model, learning scenarios, mobile learning},
pubstate = {published},
tppubtype = {conference}
}
The integration of mobile devices in our way of life has supposed an update in our learning systems. However, the rate at which technology evolves is not comparable to the rate at which education is being adapted. The alignment between education and technology often involves a significant financial outlay for educational institutions as well as a significant investment of hours for teachers. This project proposes to make easier the work of teachers enabling the integration of mobile learning experiences at university learning environments. We propose to achieve this goal through the design and development of a mobile learning conceptual framework which could recreate digital learning scenarios, engaging, this way, students, in learning-related activities in diverse physical locations, enhancing availability and accessibility of information networks.
Around the definition of mobile learning, there exist a wide variety of approaches that throughout the project are discussed, not only for the conceptual development of the term mobile learning, but also its evolution in real learning experiences. Mobile learning has traditionally been associated with non-formal learning experiences. Therefore, one of the challenges that this research project pursues is to facilitate the integration of mobile learning experiences in formal environments. Yet another challenge that assumes the project is to analyze the effectiveness of mobile devices for the development of collaborative methodologies to increase the motivation of the students as well as to emphasize the learning outcomes. Indeed, there is little previous research that offers enough data to validate these hypotheses, so that, we will also must face this handicap.
Besides, we are also looking for an efficient way to work skills in those learning scenarios. When defining learning scenarios, organizational modalities, types of learning and teaching methods, must have been previously defined, in order to identify the components that compose the learning stages. These aspects have established a component diagram based on five questions: what (contents), who (learning agents), how (methodologies), when (timing) and where (location environment).
The competence-based learning model is a core element of a methodological commitment acquired by the University of Deusto in recent years within the new training model called UDTM (University of Deusto’s Training Model). This model has begun to implement programs in all grades of the University and therefore is an essential factor in the process of standardization of the learning scenarios that we are proposing. In turn, mobile devices are versatile tools for the development of certain skills, so that in order to facilitate the integration of mobile learning experiences at the University, it is inevitable to raise skills development from mobile devices within formal teaching-learning processes. We select two generic competences currently introduced at programs of various degrees at the University of Deusto, and propose a catalog of mobile applications conducive to the performance of those skills. Finally, the project presents a forecast of experimentation and evaluation of formal experiences and proposes future research.
Around the definition of mobile learning, there exist a wide variety of approaches that throughout the project are discussed, not only for the conceptual development of the term mobile learning, but also its evolution in real learning experiences. Mobile learning has traditionally been associated with non-formal learning experiences. Therefore, one of the challenges that this research project pursues is to facilitate the integration of mobile learning experiences in formal environments. Yet another challenge that assumes the project is to analyze the effectiveness of mobile devices for the development of collaborative methodologies to increase the motivation of the students as well as to emphasize the learning outcomes. Indeed, there is little previous research that offers enough data to validate these hypotheses, so that, we will also must face this handicap.
Besides, we are also looking for an efficient way to work skills in those learning scenarios. When defining learning scenarios, organizational modalities, types of learning and teaching methods, must have been previously defined, in order to identify the components that compose the learning stages. These aspects have established a component diagram based on five questions: what (contents), who (learning agents), how (methodologies), when (timing) and where (location environment).
The competence-based learning model is a core element of a methodological commitment acquired by the University of Deusto in recent years within the new training model called UDTM (University of Deusto’s Training Model). This model has begun to implement programs in all grades of the University and therefore is an essential factor in the process of standardization of the learning scenarios that we are proposing. In turn, mobile devices are versatile tools for the development of certain skills, so that in order to facilitate the integration of mobile learning experiences at the University, it is inevitable to raise skills development from mobile devices within formal teaching-learning processes. We select two generic competences currently introduced at programs of various degrees at the University of Deusto, and propose a catalog of mobile applications conducive to the performance of those skills. Finally, the project presents a forecast of experimentation and evaluation of formal experiences and proposes future research.
2012
Guenaga, Mariluz; Menchaca, Iratxe; Eguiluz, Andoni; Romero, Susana; Garcia-Zubia, Javier
Smartphones and teenagers, threat or opportunity Conference
Interactive Collaborative Learning , IEEE, 2012, ISBN: 978-1-4673-2427-4.
Abstract | Links | BibTeX | Tags: Education, Innovation, mobile learning, smartphone
@conference{Guenaga2012b,
title = {Smartphones and teenagers, threat or opportunity},
author = {Mariluz Guenaga and Iratxe Menchaca and Andoni Eguiluz and Susana Romero and Javier Garcia-Zubia},
url = {https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=6402203},
doi = {10.1109/ICL.2012.6402203},
isbn = {978-1-4673-2427-4},
year = {2012},
date = {2012-09-28},
booktitle = {Interactive Collaborative Learning },
publisher = {IEEE},
abstract = {Within the 3rd International Digital Citizenship Conference celebrated in San Sebastian-Spain in May 8th, we took part in a round table debate about the use of Smartphone in education with teenagers. There is an open discussion about the benefits or threats of using such an innovative technology. Usually the main trend is to forbid the use of mobile phones in the classroom. We bet for considering the use of any technology if it can benefit somehow our learning/teaching process. Smartphones are very powerful devices that can be used in many innovative ways. We can profit their availability, since many students have one. In this paper we analyze how different authors understand mobile learning, we review previous experiences and their results in educational institutions using mobile learning, and we reflect on the threats and opportunities of using mobile devices in education. Finally we show an approach to a new educational paradigm that is being implemented thanks to the educational revolution derived from the use of mobile devices and we provide simple guidelines for its implementation.
},
keywords = {Education, Innovation, mobile learning, smartphone},
pubstate = {published},
tppubtype = {conference}
}
Within the 3rd International Digital Citizenship Conference celebrated in San Sebastian-Spain in May 8th, we took part in a round table debate about the use of Smartphone in education with teenagers. There is an open discussion about the benefits or threats of using such an innovative technology. Usually the main trend is to forbid the use of mobile phones in the classroom. We bet for considering the use of any technology if it can benefit somehow our learning/teaching process. Smartphones are very powerful devices that can be used in many innovative ways. We can profit their availability, since many students have one. In this paper we analyze how different authors understand mobile learning, we review previous experiences and their results in educational institutions using mobile learning, and we reflect on the threats and opportunities of using mobile devices in education. Finally we show an approach to a new educational paradigm that is being implemented thanks to the educational revolution derived from the use of mobile devices and we provide simple guidelines for its implementation.