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Item Promoting Computational Thinking in K-12 students by applying unplugged methods and robotics(ACM, 2017-10-18) Conde-González, M. Á.; Ferández-Llamas, C.; Rodríguez-Sedano, F. J.; Guerrero-Higueras, Á. M.; Matellán-Olivera, V.; García-Peñalvo, Francisco J.Nowadays students live in the digital age and they do not only should learn to speak, write or develop speciic skills. Students needs to be successful in their context and a possible way to achieve this is by developing the computational thinking. In the last few years there are several initiatives to promote computational thinking and to deine approaches and methods to support it. One of this is the unplugged methods, in which students develop computational thinking skills without using the technology. This paper presents an experiment to promote computational thinking by using unplugged methods and employing robots as teachers as an engagement factor for the students. During the experiment, they have been distributed in two groups. One has carried out unplugged activities to develop computational thinking while the other did not. From the experiment, it is possible to see that results are better for those students that have completed unplugged activities and there are differences depending on age.Item Study of the flexibility of a Learning Analytics tool to evaluate teamwork competence acquisition in different contexts(CEUR-WS.org, 2017-07-04) Conde-González, M. Á.; García-Peñalvo, Francisco J.; Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.Learning analytics tools and methodologies aim to facilitate teachers and/or decision makers with information and knowledge about what is happening in virtual learning environments in a straightforward and effortless way. However, it is necessary to apply these tools and methodologies in different contexts with a similar success, that is, that they should be flexible and portable enough. There exist several learning analytics tools that only works properly with very specific versions of learning platforms. In this paper, the authors aim to evaluate the flexibility and portability of a methodology and a learning analytics tool that supports individual assessment of teamwork competence. In order to do so the methodology and the tool are applied in a similar course from two different academic contexts. After the experiment, it is possible to see that the learning analytics tool seems to work properly and the suggested new functionalities are similar in both contexts. The methodology can be also applied but results could be improved if some meetings are carried out to check how team works are progressing with their tasks.Item SIA’s asymmetric rules approximation to hierarchical clustering in Learning Analytics: mathematical issues(2017-07-17) Pazmiño, R. A.; García-Peñalvo, Francisco J.; Conde-González, M. Á.Bichsel, proposes an analytics maturity model used to evaluate the progress in the use of academic and learning analytics. In the progress, there are positive results but, most institutions are below 80% level. Most institutions also scored low for data analytics tools, reporting, and expertise"]. In addition, a task with the methods of Data Mining and Learning Analytics is analyze them (precision, accuracy, sensitivity, coherence, fitness measures, cosine, confidence, lift, similarity weights) for optimize and adapt them]. Learning Analytics was and continues to be an emerging technology. The time to adoption Horizon is one year or less but, how many institutions, teachers, learners and data analytics tools, are ready? Statistical Implicative Analysis (SIA) was created for Regis Gras , 45 years ago, SIA is a statistical theory which provides a group of data analytics tools to extract knowledge. The approach is performed starting from the generation of asymmetric rules similar to dendrograms used in the hierarchical clusters. But, the asymmetric rules can be used like a hierarchical clusters? The principal aim of this paper is to give mathematical issues of asymmetric rules to hierarchical clustering in Learning Analytics.Item OPEN SOURCE LMS CUSTOMIZATION. A Moodle Stadistical Control Aplication(2008-01-30) Muñoz, C.; Conde-González, M. Á.; Reyero, J.; García-Peñalvo, Francisco J.This paper reflects the possibility of doing adaptations on a LMS depending on the necessities of a company or institution. In this case, ACEM allows the definition of course-level and platform-level reports and the automatic generation of certificates and diplomas for Moodle LMS. These adaptations are intended to complement all the different learning platforms by contributing added-value features like the generation of customizable diplomas and certificates and reports, which allow the obtaining information about both grades and participation in every activity of a course. All this necessities are not provided by default.Item SOA initiatives for eLearning. A Moodle case(2009) Casany, M. J.; Alier Forment, Marc; Conde-González, M. Á.; García-Peñalvo, Francisco J.Item Is it possible to apply statistical implicative analysis in hierarchical cluster analysis? Firsts issues and answers(2017) Pazmiño-Maji, R. A.; García-Peñalvo, Francisco J.; Conde-González, M. Á.Item Electronic devices and web 2.0 tools: usage trends in engineering students(Tempus Publication, 2017-03-31) Humanante Ramos, P. R.; García-Peñalvo, Francisco J.; Conde-González, M. Á.Personal Learning Environments or PLE are student centred spaces, which take into account theirs needs, learning styles and preferences. These spaces appear as important alternatives to overcome the shortcomings encountered with the use of institutional platforms. On the other hand, there is widespread use of mobile electronic devices and Web 2.0 tools among university students, mainly for communication and leisure activities, but that could be used for educational purposes. This research aims to make a diagnosis on access to and use of electronic devices and the web tools by students of the degree of Systems Engineering and Computer Science at Faculty of Engineering at the National University of Chimborazo in Ecuador, from the viewpoint of PLE. A methodological level corresponds to a quantitative and non-experimental research, ex-post-facto. The results show certain trends in the types of devices and their frequency of use, as well as their preferences for the tools to obtain and to find information, not only to create but to edit content and communicate with others, where they prioritize the use of certain social networks and some tools of synchronous and asynchronous communication. One of the main conclusions of this study mentions the huge potential currently offered by Web 2.0 tools to structure the PLE of college students, as well as the great potential for integration with mobile device.Item Learning analytics to identify the influence of leadership on the academic performance of work teams(2016-11) Fidalgo-Blanco, Á.; Sein-Echaluce Lacleta, M. L.; Esteban-Escaño, J.; García-Peñalvo, Francisco J.; Conde-González, M. Á.Item Approximation of Statistical Implicative Analysis to Learning Analytics: A systematic review(2016-11) Pazmiño-Maji, R. A.; García-Peñalvo, Francisco J.; Conde-González, M. Á.Item Analysing the attitude of students towards robots when lectured on programming by robotic or human teachers.(2016) Conde-González, M. Á.; Fernández-Llamas, C.; Rodríguez-Lera, F.; Rodríguez-Sedano, F. J.; Matellán-Olivera, V.; García-Peñalvo, Francisco J.