Computer Applications in Engineering Education, 2017
This article presents a new approach based on "collaborative scenarios" to enhance teaching-learn... more This article presents a new approach based on "collaborative scenarios" to enhance teaching-learning programming in non-Computer Science oriented curricula. In this context, a literature review of tools related to teaching programming since a collaborative approach is presented. The collaborative scenarios was supported by a platform called TASystem, and applied in a case study carried out with students from Topographic Engineering Department at the Universidad del Valle (Colombia). The students' social interaction was analyzed with Social Network Analysis and Content Analysis techniques and so was the students' performance. The results showed an improvement in the students' performance and an increment in the social relationship among the students.
2016 International Symposium on Computers in Education (SIIE), 2016
Esta comunicación presenta un conjunto de trabajos de investigación sobre metodologías docentes, ... more Esta comunicación presenta un conjunto de trabajos de investigación sobre metodologías docentes, ludificación y calidad realizados en el seno del proyecto eMadrid, de la Comunidad Autónoma de Madrid. En primer lugar se resumen los trabajos realizados en los dos primeros años del proyecto. Posteriormente se presentan las líneas de trabajo previstas para los dos años restantes.
This article presents the experiences and best practices collected through the creation of four M... more This article presents the experiences and best practices collected through the creation of four MOOCs supported on edX platform by the team of Universidad Autónoma de Madrid, called UAMx. These courses are the first cohort offered in the current year about topics as Chemistry, History, Law and Medicine, and Computer Engineering. The description of these experiences is gathered in aspects such learning design, creation and promotion strategies. The lessons learned from this these experiences will allow us to improve the strategies and technologies for online education. In this address, some expectations about MOOCs are proposed in order to address research lines based on data.
The Social Network Analysis (SNA) techniques allow modelling and analysing the interaction among ... more The Social Network Analysis (SNA) techniques allow modelling and analysing the interaction among individuals based on their attributes and relationships. This approach has been used by several researchers in order to measure the social processes in collaborative learning experiences. But oftentimes such measures were calculated at the final state of experiences, what may be hardly representative of students' behaviours during the learning processes. Therefore, a temporal dimension in SNA metrics may extend and improve the understanding about students' interactions in a collaborative scenario. In this respect, this paper presents a systematic review about SNA metrics used for analysing CSCL scenarios and proposes to trace the behaviour of such metrics during experiences through the inclusion of a temporal dimension. In order to expose this approach, a real collaborative learning experience, supported by a platform called SMLearning System, was analysed. We found that social relationships among students tend to be symmetric, i.e., there was a proportional distribution of efforts and contributions of students, which is an expected condition in a collaborative scenario. Such observations are based on the temporal behaviour of the reciprocity metric and the correlation between in-and outdegree centrality metrics measured in time.
2015 IEEE Global Engineering Education Conference (EDUCON), 2015
ABSTRACT The MOOCs offers technologies which emerge as an alternative to support the blending of ... more ABSTRACT The MOOCs offers technologies which emerge as an alternative to support the blending of face-to-face pedagogies and virtual activities. However, a blended learning experience is influenced by several factors, such as: the student's attitude to learn; a well-known learning script; and interactions and group dynamic. This article proposes MOOCs scenarios based on the experience of two collaborative approaches implemented by the authors. These experiences are gathered in three aspects: methodological; technological; and educational practice. In conclusion, this article highlights a lack of services related with social interaction, monitoring and intervention by the instructors; without such services, the MOOCs technologies hardly support blended learning experiences.
ABSTRACT Learning Analytics (LA) provide a set of tools and methods that facilitate the visualiza... more ABSTRACT Learning Analytics (LA) provide a set of tools and methods that facilitate the visualization and analysis of data from educational environments in order to achieve a better understanding of the phenomena related to learning. However, the particularity of each environment and the diversity of methods of analysis do not facilitate a generalized implementation of this concept, so each context require a different approach. In this sense, a summary of the principles and experiences related with learning analytics is presented in this paper. Additionally a set of guidelines for the implementation of LA in the context of collaborative environments centered on social interaction is proposed, which was validated through SMLearning system, an environment for supporting the composition of multimedia interactive objects.
ABSTRACT En los escenarios de aprendizaje colaboración asistidos por computadora o CSCL, gran par... more ABSTRACT En los escenarios de aprendizaje colaboración asistidos por computadora o CSCL, gran parte del conocimiento que fluye durante la dinámica esta implícito dentro de las acciones, mensajes y objetos que se comparten. No obstante cuando se involucran diferentes herramientas de soporte a la colaboración, no se cuenta con mecanismos apropiados que faciliten la interoperabilidad del Awareness lo cual dificulta garantizar un seguimiento continuo de las actividades de los usuarios y con ellos la implementación de estrategias para la mejora de los procesos colaborativos. Por tal razón, este artículo presenta una Arquitectura Multi-Agentes como alternativa para la gestión de información de grupo como entorno para el desarrollo de servicios encaminados a la mejor de los procesos de enseñanza/aprendizaje colaborativos. Para la validación de esta propuesta se tuvieron en cuenta esquemas de interacción sincrónico y asíncrono alrededor de la herramienta Libro de Trabajo Digital (A Digital Workbook)
2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014
This document introduces the GHIA research group, summarizes its main research areas regarding e-... more This document introduces the GHIA research group, summarizes its main research areas regarding e-Learning systems and spot out some of its future work, exposing all this information within the context of the eMadrid network.
ABSTRACT This paper presents a description of a collaborative learning environment for the compos... more ABSTRACT This paper presents a description of a collaborative learning environment for the composition of educational multimedia objects, called SMLearning. This environment was built with social media technologies and evaluated through a blended learning experience. The user interactions in this experience have analyzed based on three types of actions: individualistic, cooperatives, and social acceptation. Based on a correlation analysis, we found that these three types of actions are directly related; and that could be due to the collaboration phenomenon.
ABSTRACT The T-Learning paradigm facilitates to the viewer/learner to take an active and leading ... more ABSTRACT The T-Learning paradigm facilitates to the viewer/learner to take an active and leading role in his/her teaching-learning process through the digital interactive television. In this sense, quality educational contents and simple interactive mechanisms with them are required, but there aren't strategies that facilitate the composition of educational material and procure continuity of education across platforms. To solve this lack, a model for generating educational content for cross-platform is presented in this article. This article propose a social media environment where their users can search, share and argue video format resources available on the Web and then combine them with interactive mechanisms to generate interactive multimedia educational content. A real blended learning experience was made to evaluate this proposal.
ABSTRACT Multimedia resources offer an opportunity to innovate and improve teaching and learning ... more ABSTRACT Multimedia resources offer an opportunity to innovate and improve teaching and learning environments through the interactivity. However, the interactivity is weakly supported by current learning environments and there is a lack of tools to build this type of material. Therefore, this paper describes a new collaborative environment for composing multimedia-interactive learning objects, called Social Media Learning (SMLearning). This environment includes a methodological guideline and a Social Media platform. This article presents details about Authoring Tool and Multimedia Player, which have been tested in a blended learning experience with a postgraduate course at the University Autónoma of Madrid, where students and teachers have been worked together for generating multimedia-interactive educational material.
The increasing popularity of Massive Open Online Courses (MOOCs) has raised the need for highly s... more The increasing popularity of Massive Open Online Courses (MOOCs) has raised the need for highly scalable, customizable, open learning environments. At the same time, there is a growing trend to open the services that the companies offer on the web with open APIs and in the form of REST services, facilitating their integration in customized applications. The goal of this work is to show how such open services can be used for the support of on-line educational systems. These services were not created for an education context, so it is necessary to complement it with functionalities for supporting aspects such as evaluations, monitoring or collaboration. This article discusses on the strategies for integrating services for education and presents two cases studies: first, SMLearning, a collaborative learning environment supported by social media platforms Facebook and YouTube, and second, an application for project-based programming courses, customized through a generative architecture, making heavy use of Google services.
It is already known that some collaborative assessment processes can provide students not only th... more It is already known that some collaborative assessment processes can provide students not only the possibility to show how well they have understood knowledge content, but also the opportunity to enhance and increase such knowledge. Such learning activities also allow instructors to diagnose the quality of the instructional process. However there is evidence that this type of activities involve an important effort. This article presents a mobile learning environment named digital workbook, which was designed to support students and instructors when applying a Collaborative Examination Technique. The tool was evaluated in a Computer Science undergraduate course, and the obtained results are highly encouraging.
It is well known that members of work groups need awareness about one another, about shared eleme... more It is well known that members of work groups need awareness about one another, about shared elements, and about the group process. We present a generic framework of awareness services for groupware systems. The proposed approach has been tested through the implementation of a prototype composed by several awareness services for the Knowledge Management system called KnowCat. KnowCat is a groupware that supports the collaborative construction of quality community knowledge. We carried out a research study with a group of students enrolled in a graduate course at Universidad Autónoma de Madrid (Spain) to test our approach. The study outcomes corroborated that providing to the KnowCat users the most useful information about how the classmates have interacted with the system through the awareness services, can help them to know how they should solve their own work in the system and to be aware that they are working in a collaborative way.
2014 IEEE Global Engineering Education Conference (EDUCON), 2014
ABSTRACT The effectiveness of a MOOC as a learning environment could be encouraged by an active s... more ABSTRACT The effectiveness of a MOOC as a learning environment could be encouraged by an active students' participation in social and collaborative learning processes. In this sense, both social media platforms and collaborative learning services have showed several successful experiences with massive projects. However, in this context, the lack of a pedagogical model that can be coupled with a multiple media and distributed resources increases the complexity of processes such as monitoring and assessment, which are fundamental in a learning environment. In consequence, this can produce the instructors' workload when they script and perform learning activities into these scenarios. This paper presents several reflections about monitoring and assessment processes from two collaborative learning systems approaches and proposes some ideas about their application in a MOOC context, with the aim to reduce the instructors' workload. Additionally, other considerations about massive collaborative learning experiences are presented.
In this paper we present major results of a detailed study about the functionalities that are pre... more In this paper we present major results of a detailed study about the functionalities that are present in different collaborative systems, realized as collaborative components. We have used this study to establish a methodology for the automatic generation of collaborative applications supporting group needs. The methodology is directed to any community of end users, who do not need to have any programming skills.
Con el fin de mejorar el escenario de colaboración propuesto por el sistema de gestión de conocim... more Con el fin de mejorar el escenario de colaboración propuesto por el sistema de gestión de conocimiento KnowCat, mediante el establecimiento de procesos de comunicación implícita (o meta- comunicación) entre los participantes, fuero implem entados los Servicios de Awareness: Usuarios Registrados, Usuarios en Línea, Vista Histórica, Vista de Radar, Participómetro y M apa de Interacción. Este artículo presenta los aspectos ge nerales para el desarrollo de estos servicios y el diseño experimen tal con el cual se evidencia como estos mejoraron la interacción en tre los usuarios y la calidad del conocimiento gestionado.
Computer Applications in Engineering Education, 2017
This article presents a new approach based on "collaborative scenarios" to enhance teaching-learn... more This article presents a new approach based on "collaborative scenarios" to enhance teaching-learning programming in non-Computer Science oriented curricula. In this context, a literature review of tools related to teaching programming since a collaborative approach is presented. The collaborative scenarios was supported by a platform called TASystem, and applied in a case study carried out with students from Topographic Engineering Department at the Universidad del Valle (Colombia). The students' social interaction was analyzed with Social Network Analysis and Content Analysis techniques and so was the students' performance. The results showed an improvement in the students' performance and an increment in the social relationship among the students.
2016 International Symposium on Computers in Education (SIIE), 2016
Esta comunicación presenta un conjunto de trabajos de investigación sobre metodologías docentes, ... more Esta comunicación presenta un conjunto de trabajos de investigación sobre metodologías docentes, ludificación y calidad realizados en el seno del proyecto eMadrid, de la Comunidad Autónoma de Madrid. En primer lugar se resumen los trabajos realizados en los dos primeros años del proyecto. Posteriormente se presentan las líneas de trabajo previstas para los dos años restantes.
This article presents the experiences and best practices collected through the creation of four M... more This article presents the experiences and best practices collected through the creation of four MOOCs supported on edX platform by the team of Universidad Autónoma de Madrid, called UAMx. These courses are the first cohort offered in the current year about topics as Chemistry, History, Law and Medicine, and Computer Engineering. The description of these experiences is gathered in aspects such learning design, creation and promotion strategies. The lessons learned from this these experiences will allow us to improve the strategies and technologies for online education. In this address, some expectations about MOOCs are proposed in order to address research lines based on data.
The Social Network Analysis (SNA) techniques allow modelling and analysing the interaction among ... more The Social Network Analysis (SNA) techniques allow modelling and analysing the interaction among individuals based on their attributes and relationships. This approach has been used by several researchers in order to measure the social processes in collaborative learning experiences. But oftentimes such measures were calculated at the final state of experiences, what may be hardly representative of students' behaviours during the learning processes. Therefore, a temporal dimension in SNA metrics may extend and improve the understanding about students' interactions in a collaborative scenario. In this respect, this paper presents a systematic review about SNA metrics used for analysing CSCL scenarios and proposes to trace the behaviour of such metrics during experiences through the inclusion of a temporal dimension. In order to expose this approach, a real collaborative learning experience, supported by a platform called SMLearning System, was analysed. We found that social relationships among students tend to be symmetric, i.e., there was a proportional distribution of efforts and contributions of students, which is an expected condition in a collaborative scenario. Such observations are based on the temporal behaviour of the reciprocity metric and the correlation between in-and outdegree centrality metrics measured in time.
2015 IEEE Global Engineering Education Conference (EDUCON), 2015
ABSTRACT The MOOCs offers technologies which emerge as an alternative to support the blending of ... more ABSTRACT The MOOCs offers technologies which emerge as an alternative to support the blending of face-to-face pedagogies and virtual activities. However, a blended learning experience is influenced by several factors, such as: the student's attitude to learn; a well-known learning script; and interactions and group dynamic. This article proposes MOOCs scenarios based on the experience of two collaborative approaches implemented by the authors. These experiences are gathered in three aspects: methodological; technological; and educational practice. In conclusion, this article highlights a lack of services related with social interaction, monitoring and intervention by the instructors; without such services, the MOOCs technologies hardly support blended learning experiences.
ABSTRACT Learning Analytics (LA) provide a set of tools and methods that facilitate the visualiza... more ABSTRACT Learning Analytics (LA) provide a set of tools and methods that facilitate the visualization and analysis of data from educational environments in order to achieve a better understanding of the phenomena related to learning. However, the particularity of each environment and the diversity of methods of analysis do not facilitate a generalized implementation of this concept, so each context require a different approach. In this sense, a summary of the principles and experiences related with learning analytics is presented in this paper. Additionally a set of guidelines for the implementation of LA in the context of collaborative environments centered on social interaction is proposed, which was validated through SMLearning system, an environment for supporting the composition of multimedia interactive objects.
ABSTRACT En los escenarios de aprendizaje colaboración asistidos por computadora o CSCL, gran par... more ABSTRACT En los escenarios de aprendizaje colaboración asistidos por computadora o CSCL, gran parte del conocimiento que fluye durante la dinámica esta implícito dentro de las acciones, mensajes y objetos que se comparten. No obstante cuando se involucran diferentes herramientas de soporte a la colaboración, no se cuenta con mecanismos apropiados que faciliten la interoperabilidad del Awareness lo cual dificulta garantizar un seguimiento continuo de las actividades de los usuarios y con ellos la implementación de estrategias para la mejora de los procesos colaborativos. Por tal razón, este artículo presenta una Arquitectura Multi-Agentes como alternativa para la gestión de información de grupo como entorno para el desarrollo de servicios encaminados a la mejor de los procesos de enseñanza/aprendizaje colaborativos. Para la validación de esta propuesta se tuvieron en cuenta esquemas de interacción sincrónico y asíncrono alrededor de la herramienta Libro de Trabajo Digital (A Digital Workbook)
2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014
This document introduces the GHIA research group, summarizes its main research areas regarding e-... more This document introduces the GHIA research group, summarizes its main research areas regarding e-Learning systems and spot out some of its future work, exposing all this information within the context of the eMadrid network.
ABSTRACT This paper presents a description of a collaborative learning environment for the compos... more ABSTRACT This paper presents a description of a collaborative learning environment for the composition of educational multimedia objects, called SMLearning. This environment was built with social media technologies and evaluated through a blended learning experience. The user interactions in this experience have analyzed based on three types of actions: individualistic, cooperatives, and social acceptation. Based on a correlation analysis, we found that these three types of actions are directly related; and that could be due to the collaboration phenomenon.
ABSTRACT The T-Learning paradigm facilitates to the viewer/learner to take an active and leading ... more ABSTRACT The T-Learning paradigm facilitates to the viewer/learner to take an active and leading role in his/her teaching-learning process through the digital interactive television. In this sense, quality educational contents and simple interactive mechanisms with them are required, but there aren't strategies that facilitate the composition of educational material and procure continuity of education across platforms. To solve this lack, a model for generating educational content for cross-platform is presented in this article. This article propose a social media environment where their users can search, share and argue video format resources available on the Web and then combine them with interactive mechanisms to generate interactive multimedia educational content. A real blended learning experience was made to evaluate this proposal.
ABSTRACT Multimedia resources offer an opportunity to innovate and improve teaching and learning ... more ABSTRACT Multimedia resources offer an opportunity to innovate and improve teaching and learning environments through the interactivity. However, the interactivity is weakly supported by current learning environments and there is a lack of tools to build this type of material. Therefore, this paper describes a new collaborative environment for composing multimedia-interactive learning objects, called Social Media Learning (SMLearning). This environment includes a methodological guideline and a Social Media platform. This article presents details about Authoring Tool and Multimedia Player, which have been tested in a blended learning experience with a postgraduate course at the University Autónoma of Madrid, where students and teachers have been worked together for generating multimedia-interactive educational material.
The increasing popularity of Massive Open Online Courses (MOOCs) has raised the need for highly s... more The increasing popularity of Massive Open Online Courses (MOOCs) has raised the need for highly scalable, customizable, open learning environments. At the same time, there is a growing trend to open the services that the companies offer on the web with open APIs and in the form of REST services, facilitating their integration in customized applications. The goal of this work is to show how such open services can be used for the support of on-line educational systems. These services were not created for an education context, so it is necessary to complement it with functionalities for supporting aspects such as evaluations, monitoring or collaboration. This article discusses on the strategies for integrating services for education and presents two cases studies: first, SMLearning, a collaborative learning environment supported by social media platforms Facebook and YouTube, and second, an application for project-based programming courses, customized through a generative architecture, making heavy use of Google services.
It is already known that some collaborative assessment processes can provide students not only th... more It is already known that some collaborative assessment processes can provide students not only the possibility to show how well they have understood knowledge content, but also the opportunity to enhance and increase such knowledge. Such learning activities also allow instructors to diagnose the quality of the instructional process. However there is evidence that this type of activities involve an important effort. This article presents a mobile learning environment named digital workbook, which was designed to support students and instructors when applying a Collaborative Examination Technique. The tool was evaluated in a Computer Science undergraduate course, and the obtained results are highly encouraging.
It is well known that members of work groups need awareness about one another, about shared eleme... more It is well known that members of work groups need awareness about one another, about shared elements, and about the group process. We present a generic framework of awareness services for groupware systems. The proposed approach has been tested through the implementation of a prototype composed by several awareness services for the Knowledge Management system called KnowCat. KnowCat is a groupware that supports the collaborative construction of quality community knowledge. We carried out a research study with a group of students enrolled in a graduate course at Universidad Autónoma de Madrid (Spain) to test our approach. The study outcomes corroborated that providing to the KnowCat users the most useful information about how the classmates have interacted with the system through the awareness services, can help them to know how they should solve their own work in the system and to be aware that they are working in a collaborative way.
2014 IEEE Global Engineering Education Conference (EDUCON), 2014
ABSTRACT The effectiveness of a MOOC as a learning environment could be encouraged by an active s... more ABSTRACT The effectiveness of a MOOC as a learning environment could be encouraged by an active students' participation in social and collaborative learning processes. In this sense, both social media platforms and collaborative learning services have showed several successful experiences with massive projects. However, in this context, the lack of a pedagogical model that can be coupled with a multiple media and distributed resources increases the complexity of processes such as monitoring and assessment, which are fundamental in a learning environment. In consequence, this can produce the instructors' workload when they script and perform learning activities into these scenarios. This paper presents several reflections about monitoring and assessment processes from two collaborative learning systems approaches and proposes some ideas about their application in a MOOC context, with the aim to reduce the instructors' workload. Additionally, other considerations about massive collaborative learning experiences are presented.
In this paper we present major results of a detailed study about the functionalities that are pre... more In this paper we present major results of a detailed study about the functionalities that are present in different collaborative systems, realized as collaborative components. We have used this study to establish a methodology for the automatic generation of collaborative applications supporting group needs. The methodology is directed to any community of end users, who do not need to have any programming skills.
Con el fin de mejorar el escenario de colaboración propuesto por el sistema de gestión de conocim... more Con el fin de mejorar el escenario de colaboración propuesto por el sistema de gestión de conocimiento KnowCat, mediante el establecimiento de procesos de comunicación implícita (o meta- comunicación) entre los participantes, fuero implem entados los Servicios de Awareness: Usuarios Registrados, Usuarios en Línea, Vista Histórica, Vista de Radar, Participómetro y M apa de Interacción. Este artículo presenta los aspectos ge nerales para el desarrollo de estos servicios y el diseño experimen tal con el cual se evidencia como estos mejoraron la interacción en tre los usuarios y la calidad del conocimiento gestionado.
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