2017
Garcia-Zubia, Javier; Cuadros, Jordi; Romero, Susana; Hernández, U.; Orduña, Pablo; Guenaga, Mariluz; Gonzalez-Sabate, Lucinio; Gustavsson, Ingvar
Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics Journal Article
In: IEEE Transactions on Education, vol. 60, no. 2, pp. 149-156, 2017, ISSN: 0018-9359.
Abstract | Links | BibTeX | Tags: Current measurement, Education, Electrical resistance measurement, Internet, Remote laboratories, Resistors
@article{etalal2017,
title = {Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics},
author = {Javier Garcia-Zubia and Jordi Cuadros and Susana Romero and U. Hernández and Pablo Orduña and Mariluz Guenaga and Lucinio Gonzalez-Sabate and Ingvar Gustavsson},
url = {http://ieeexplore.ieee.org/document/7582459/},
doi = {10.1109/TE.2016.2608790},
issn = {0018-9359},
year = {2017},
date = {2017-05-02},
journal = {IEEE Transactions on Education},
volume = {60},
number = {2},
pages = {149-156},
abstract = {Remote laboratories give students the opportunity of experimenting in STEM by using the Internet to control and measure an experimental setting. Remote laboratories are increasingly used in the classroom to complement, or substitute for, hands-on laboratories, so it is important to know its learning value. While many authors approach this question through qualitative analyses, this paper reports a replicated quantitative study that evaluates the teaching performance of one of these resources, the virtual instrument systems in reality (VISIR) remote laboratory. VISIR, described here, is the most popular remote laboratory for basic analog electronics. This paper hypothesizes that use of a remote laboratory has a positive effect on students' learning process. This report analyzes the effect of the use of VISIR in five different groups of students from two different academic years (2013-2014 and 2014-2015), with three teachers and at two educational levels. The empirical experience focuses on Ohm's Law. The results obtained are reported using a pretest and post-test design. The tests were carefully designed and analyzed, and their reliability and validity were assessed. The analysis of knowledge test question results shows that the post-test scores are higher that the pretest. The difference is significant according to Wilcoxon test (p <; 0.001), and produces a Cohen effect size of 1.0. The VISIR remote laboratory's positive effect on students' learning processes indicates that remote laboratories can produce a positive effect in students' learning if an appropriate activity is used.},
keywords = {Current measurement, Education, Electrical resistance measurement, Internet, Remote laboratories, Resistors},
pubstate = {published},
tppubtype = {article}
}
Remote laboratories give students the opportunity of experimenting in STEM by using the Internet to control and measure an experimental setting. Remote laboratories are increasingly used in the classroom to complement, or substitute for, hands-on laboratories, so it is important to know its learning value. While many authors approach this question through qualitative analyses, this paper reports a replicated quantitative study that evaluates the teaching performance of one of these resources, the virtual instrument systems in reality (VISIR) remote laboratory. VISIR, described here, is the most popular remote laboratory for basic analog electronics. This paper hypothesizes that use of a remote laboratory has a positive effect on students' learning process. This report analyzes the effect of the use of VISIR in five different groups of students from two different academic years (2013-2014 and 2014-2015), with three teachers and at two educational levels. The empirical experience focuses on Ohm's Law. The results obtained are reported using a pretest and post-test design. The tests were carefully designed and analyzed, and their reliability and validity were assessed. The analysis of knowledge test question results shows that the post-test scores are higher that the pretest. The difference is significant according to Wilcoxon test (p <; 0.001), and produces a Cohen effect size of 1.0. The VISIR remote laboratory's positive effect on students' learning processes indicates that remote laboratories can produce a positive effect in students' learning if an appropriate activity is used.
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.
Ferrero, Marta; Garaizar, Pablo; Vadillo, Miguel A.
Neuromyths in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation Journal Article
In: Frontiers in Human Neuroscience, vol. 10, no. 496, 2016, ISSN: 1662-5161.
Abstract | Links | BibTeX | Tags: Education, meta-analysis, neuromyths, neuroscience, teachers
@article{Ferrero2016,
title = {Neuromyths in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation},
author = {Marta Ferrero and Pablo Garaizar and Miguel A. Vadillo},
editor = {Lutz Jäncke},
url = {http://paginaspersonales.deusto.es/garaizar/papers/FRONTIERS2016-MF-PG-MAV.pdf
http://journal.frontiersin.org/article/10.3389/fnhum.2016.00496/full},
doi = {10.3389/fnhum.2016.00496},
issn = {1662-5161},
year = {2016},
date = {2016-10-13},
journal = {Frontiers in Human Neuroscience},
volume = {10},
number = {496},
abstract = {Enthusiasm for research on the brain and its application in education is growing among teachers. However, a lack of sufficient knowledge, poor communication between educators and scientists, and the effective marketing of dubious educational products has led to the proliferation of numerous ‘neuromyths.’ As a first step toward designing effective interventions to correct these misconceptions, previous studies have explored the prevalence of neuromyths in different countries. In the present study we extend this applied research by gathering data from a new sample of Spanish teachers and by meta-analyzing all the evidence available so far. Our results show that some of the most popular neuromyths identified in previous studies are also endorsed by Spanish teachers. The meta-analytic synthesis of these data and previous research confirms that the popularity of some neuromyths is remarkably consistent across countries, although we also note peculiarities and exceptions with important implications for the development of effective interventions. In light of the increasing popularity of pseudoscientific practices in schools worldwide, we suggest a set of interventions to address misconceptions about the brain and education.},
keywords = {Education, meta-analysis, neuromyths, neuroscience, teachers},
pubstate = {published},
tppubtype = {article}
}
Enthusiasm for research on the brain and its application in education is growing among teachers. However, a lack of sufficient knowledge, poor communication between educators and scientists, and the effective marketing of dubious educational products has led to the proliferation of numerous ‘neuromyths.’ As a first step toward designing effective interventions to correct these misconceptions, previous studies have explored the prevalence of neuromyths in different countries. In the present study we extend this applied research by gathering data from a new sample of Spanish teachers and by meta-analyzing all the evidence available so far. Our results show that some of the most popular neuromyths identified in previous studies are also endorsed by Spanish teachers. The meta-analytic synthesis of these data and previous research confirms that the popularity of some neuromyths is remarkably consistent across countries, although we also note peculiarities and exceptions with important implications for the development of effective interventions. In light of the increasing popularity of pseudoscientific practices in schools worldwide, we suggest a set of interventions to address misconceptions about the brain and education.
Ferrero, Marta; Garaizar, Pablo; Vadillo, Miguel A.
Misconceptions about the brain in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation Conference
2016.
BibTeX | Tags: Education, meta-analysis, neuromyths, teachers
@conference{Ferrero2016b,
title = {Misconceptions about the brain in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation},
author = {Marta Ferrero and Pablo Garaizar and Miguel A. Vadillo },
year = {2016},
date = {2016-10-01},
keywords = {Education, meta-analysis, neuromyths, teachers},
pubstate = {published},
tppubtype = {conference}
}
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.
Barredo, Alejandro; Garaizar, Pablo
Flow Paths: A standalone tangible board system to create educational games Conference
Global Engineering Education Conference (EDUCON),, IEEE, 2015, ISBN: 978-1-4799-1908-6.
Abstract | Links | BibTeX | Tags: Education, educational programs, games
@conference{Barredo2015,
title = {Flow Paths: A standalone tangible board system to create educational games},
author = {Alejandro Barredo and Pablo Garaizar },
url = {http://online-journals.org/index.php/i-jet/article/view/4640/3583},
doi = {10.1109/EDUCON.2015.7095987},
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 = {Educational mobile apps are ubiquitous these days. Despite of their huge commercial success, parents and children realized that physical objects manipulation requires a different set of skills, often developed using traditional toys. A century ago, Montessori proposed a methodology that emphasizes the use of physical materials to facilitate self-learning of abstract concepts. Self-correcting Montessori's materials allow learners to improve autonomously in a structured environment. In the same vein, Flow Paths provides a standalone tangible board system to create educational games.
},
keywords = {Education, educational programs, games},
pubstate = {published},
tppubtype = {conference}
}
Educational mobile apps are ubiquitous these days. Despite of their huge commercial success, parents and children realized that physical objects manipulation requires a different set of skills, often developed using traditional toys. A century ago, Montessori proposed a methodology that emphasizes the use of physical materials to facilitate self-learning of abstract concepts. Self-correcting Montessori's materials allow learners to improve autonomously in a structured environment. In the same vein, Flow Paths provides a standalone tangible board system to create educational games.
2014
Bustillo, J.; Garaizar, Pablo
Scratching the surface of digital literacy… but we need to go deeper Conference
Frontiers in Education Conference (FIE), 2014 IEEE, IEEE, 2014, ISBN: 978-1-4799-3922-0.
Abstract | Links | BibTeX | Tags: Computational Thinking, digital literacy, Education, Programming, Scratch
@conference{Bustillo2014,
title = {Scratching the surface of digital literacy… but we need to go deeper},
author = {J. Bustillo and Pablo Garaizar},
url = {https://ieeexplore.ieee.org/document/7044224/},
doi = {10.1109/FIE.2014.7044224},
isbn = {978-1-4799-3922-0},
year = {2014},
date = {2014-10-25},
booktitle = {Frontiers in Education Conference (FIE), 2014 IEEE},
publisher = {IEEE},
abstract = {The popularization of digital educational devices with low barriers to entry has encouraged the development of many training activities oriented towards the incorporation of technology in schools. In some cases, the introduction of technology has led to the development of new educational practices that support the development of computational thinking. However, the supposed benefits of these approaches have not been properly assessed. Moreover, having taught over 30 workshops with the Scratch programming tool to teachers at different educational levels (primary, secondary, university), we found no evidence of subsequent methodological changes in schools. This study tries to understand the dissonance between the alleged success of initiatives around digital literacy and the lack of continuity in the use of user-friendly programming environments like Scratch. For this purpose, we analyzed the evolution of the grades of Scratch programming achieved by the students of the School of Education of Vitoria-Gasteiz and their engagement with Scratch. We also interviewed teachers from different schools who have participated in Scratch workshops with us. After this study, we identified some of the circumstances that facilitate and hinder the development of computational thinking. Since we consider Scratch as a resource that allows the development of new methodological approaches in the classroom as well as the acquisition of skills related to computational thinking, we propose a framework that will help to overcome the current status.
},
keywords = {Computational Thinking, digital literacy, Education, Programming, Scratch},
pubstate = {published},
tppubtype = {conference}
}
The popularization of digital educational devices with low barriers to entry has encouraged the development of many training activities oriented towards the incorporation of technology in schools. In some cases, the introduction of technology has led to the development of new educational practices that support the development of computational thinking. However, the supposed benefits of these approaches have not been properly assessed. Moreover, having taught over 30 workshops with the Scratch programming tool to teachers at different educational levels (primary, secondary, university), we found no evidence of subsequent methodological changes in schools. This study tries to understand the dissonance between the alleged success of initiatives around digital literacy and the lack of continuity in the use of user-friendly programming environments like Scratch. For this purpose, we analyzed the evolution of the grades of Scratch programming achieved by the students of the School of Education of Vitoria-Gasteiz and their engagement with Scratch. We also interviewed teachers from different schools who have participated in Scratch workshops with us. After this study, we identified some of the circumstances that facilitate and hinder the development of computational thinking. Since we consider Scratch as a resource that allows the development of new methodological approaches in the classroom as well as the acquisition of skills related to computational thinking, we propose a framework that will help to overcome the current status.
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].
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.
2011
Garcia-Zubia, Javier; Alves, G. R.
Using remote labs in education Book
University of Deusto Press, Bilbao, Spain, 2011, ISBN: 978-84- 9830-335-3.
Links | BibTeX | Tags: Education, Remote Labs
@book{Garcia-Zubia2011,
title = {Using remote labs in education},
author = {Javier Garcia-Zubia and G.R. Alves},
url = {https://home/learninglabdeust/public_html.researchgate.net/publication/236667779_Using_Remote_labs_in_Education_two_little_ducks_in_remote_experimentation},
isbn = {978-84- 9830-335-3},
year = {2011},
date = {2011-12-01},
publisher = {University of Deusto Press, Bilbao, Spain},
keywords = {Education, Remote Labs},
pubstate = {published},
tppubtype = {book}
}