Publications
Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
Browse
66 results
Search Results
Item Achievements and challenges in learning analytics in Spain: The view of SNOLA(2020-04-22) Martínez-Monés, A.; Dimitriadis, Y.; Acquila-Natale, E.; Álvarez, A.; Caerio-Rodríguez, M.; Cobos, R.; Conde-González, M. Á.; García-Peñalvo, F. J.; Hernández-Leo, D.; Menchaca, I.; Muñoz-Merino, P. J.; Ros, S.; Sancho-Vinuesa, T.As in other research fields, the development of learning analytics is influenced by the networks of researchers that contribute to it. This paper describes one of such networks: the Spanish Network of Learning Analytics (SNOLA). The paper presents the research lines of the members of SNOLA, as well as the main challenges that learning analytics has to address in the next few years as perceived by these researchers. This analysis is based on SNOLA’s archival data and on a survey carried out to the current members of the network. Although this approach does not cover all the activity related to learning analytics in Spain, the results provide a representative overview of the current state of research related to learning analytics in this context. The paper describes these trends and the main challenges, among which we can point out the need to adopt an ethical commitment with data, to develop systems that respond to the requirements of the end users, and to reach a wider institutional impactItem Learning Analytics in Ecuador: An Initial Analysis based in a Mapping Review(ACM, 2019-10-16) Pazmiño-Maji, R.; Naranjo-Ordoñez, L.; Conde-González, M. Á.; García-Peñalvo, F. J.Learning Analytics allows to describe, diagnose, predict and prescribe learning, especially in Higher Education. Two thousand eight hundred fifty-three papers related to Learning Analytics are stored in the Scopus bibliography database from 2014 until the middle of 2019, evidencing the importance and increasing interest in this line of research. This research discovers specific characteristics of investigations in Learning Analytics and answers the general question: What is the actual state of Learning Analytics research in Ecuador? This research uses a systematic mapping to answer four research questions about indexed production in Learning Analytics by Ecuadorian authors. This study has been done from 2014 until June 2019 (11 semesters). Eighty-six articles about Learning Analytics were found in RRAAE, Scopus, WOS and IEEE. Sixty-eight reports were downloaded, arranged and analysed after removing duplicates, applying inclusion, exclusion and quality criteria. The methodology used is replicable by the researchers interested in establishing a baseline in general and in particular in Learning Analytics.Item Association rules with SIA in B-Learning Courses: A mapping review(Editorial Virtual Argentina, 2017-04-20) Pazmiño-Maji, R. A,; García-Peñalvo, F. J.; Conde-González, M. Á.According to scopus between the years 2012 and 2016 there are 3556 scientific documents about Blended Learning, these have been and are still an emerging learning methodology. With this document, we determine the association rules with statistical implicative analysis (SIA) in B-Learning courses in Science Faculty at the ESPOCH University. To this end, we use mapping review in the blended learning courses used in the last 5 years (2012 to 2016) in Institutional platform, milaulas.com, and google. We started with 3350 B-Learning courses and finally 13 had all quality criteria. This document also describe a Institutional experience about Association rules with SIA in B-Learning Courses in the last five years.Item TEEM 2019 Preface(ACM, 2019-10-16) Conde-González, M. Á.; Rodríguez-Sedano, F .J.; Fernández-Llamas, C.; García-Peñalvo, F. J.Preface of TEEM 2019 ProceedingsItem La investigación de pregrado en la Escuela Superior Politécnica de Chimborazo: Mapeo sistemático y analíticas(2019-02-10) Pazmiño-Maji, R. A.; Solis Benavides, C. E.; García-Peñalvo, F. J.; Conde-González, M. Á.Desde el año 2014 hasta agosto del 2018, Scopus muestra que existen 2180 artículos científicos sobre las Analíticas de Aprendizaje; esto evidencia la importancia y el interés en este tema. La metodología utilizada es el Mapeo Sistemático de literatura que permite responder a preguntas de investigación mediante la búsqueda secuencial, exhaustiva, sistemática y auditable de literatura científica. Esta investigación tiene el objetivo de responder a cuatro preguntas importantes en el ámbito de la investigación de pregrado, habiéndose aplicado el Mapeo Sistemático y las Analíticas Descriptivas y Predictivas a los Trabajos de Titulación de la Escuela Superior Politécnica de Chimborazo. El estudio se realizó desde el 2010 hasta el 2017 (8 años) y se utilizaron como fuentes de información el buscador especializado Google Académico, La Red CEDIA y el repositorio DSpace. En la búsqueda inicial se encontraron un total de 7310 Trabajos de Titulación; luego de la aplicación de los criterios de inclusión, exclusión y calidad se analizaron 7097. Este trabajo muestra el aporte de la utilización del Mapeo Sistemático en Trabajos de Titulación de grado, además muestra dos formas de aplicar las Analíticas de Aprendizaje en la investigación y no exclusivamente en el aprendizaje.Item PLEs y plataformas de aprendizaje: Opiniones de profesores en contextos universitarios diferentes(RUTE Ediciones, 2016-12-31) Humanante-Ramos, P.; Conde-González, M. Á.; García-Peñalvo, F. J.La incorporación de las plataformas de aprendizaje en la práctica docente universitaria constituye un importante aporte para los procesos de aprendizaje de los estudiantes, sin embargo otras tecnologías, recursos y herramientas de uso común como aquellas de la Web 2.0 y los dispositivos móviles también influyen en la forma de aprender y forman parte de sus Entornos Personales de Aprendizaje (PLE). Por otro lado el nivel de acceso de los ciudadanos a las Tecnologías de la Información y Comunicación no es igual entre países de diferentes continentes, lo que podría influir en la forma de entender y gestionar los PLEs. Este trabajo investiga los criterios que tienen los docentes acerca del aporte de las plataformas de aprendizaje a los PLEs de sus estudiantes a partir de un estudio previo realizado a nivel discente en dos universidades de contextos geográficos y tecnológicos distintos pertenecientes a España y Ecuador. Los resultados indican más similitudes que diferencias entre las opiniones de los profesores consultados.Item 8th International Workshop on Software Engineering for E-learning (ISELEAR’17)(ACM, 2017-10-18) Conde-González, M. Á.; Sarasa-Cabezuelo, A.; Sierra, J. L.This paper introduces the TEEM 17 track for the 8th International Workshop on Software Engineering for E-Learning (ISELEÁR’17). The ISELEÁR workshop focuses on the systematic construction of E-Learning ecosystems by using appropriate methods, techniques and tools. Thus, and contrarily to other venues in E-Learning, which highlight the pedagogical dimension of the E-Learning ecosystems, ISELEÁR highlights the development aspects of the software that supports these ecosystems. This introduction describes the workshop’s mission, history, and review and selection process, and summarizes the papers accepted for the 2017 edition of the workshop.Item Comparing Hierarchical Trees in Statistical Implicative Analysis & Hierarchical Cluster in Learning Analytics(ACM, 2017-10-18) Pazmiño-Maji, R. A.; García-Peñalvo, F. J.; Conde-González, M. Á.Learning Analytics has been and is still an emerging technology in education; the amount of research on learning analysis is increasing every year. The integration of new open source tools, analysis methods, and other calculation options are important. This paper aims to compare hierarchical trees in Statistical Implicative Analysis (SIA) and some hierarchical clusters in Learning Analytics. To this end, we must use a quasi-experimental design with random binary data. A comparison is about the time it takes to evaluate the function for execute the four cluster algorithms: cohesion tree (ASI), similarity tree (ASI), agnes (cluster R package) and hclust (R base function). This paper provides an alternative hierarchical cluster used in Statistical Implicative Analysis that is possible to use in Learning Analytics (LA). Also, provides a comparative R-program used and identifies future research about software performance.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 SNOLA: creando una Red sobre Analíticas de Aprendizaje en España(Servicio de Publicaciones Universidad de Zaragoza, 2017-10-04) Agudo-Peregrina, Á. F.; Caeiro-Rodríguez, M.; Conde-González, M. Á.; Cruz-Benito, Juan; Delgado Kloos, Carlos; Menchaca, I.; Larrañaga, M.; Martínez-Monés, A.; Robles Gómez, A.Este artículo introduce de forma somera el Learning Analytics como disciplina y campo de investigación, incluyendo sus principales características, potenciales beneficios de cara a la sociedad, retos y tendencias actuales. A su vez, este manuscrito presenta la Red de Investigación SNOLA (Spanish Network of Learning Analytics, Red Española de Analítica de Aprendizaje), reconocida por el Ministerio de Economía y Competitividad del Gobierno de España. Sobre esta red, se comentan sus objetivos, retos, áreas de trabajo y actividades. En cuanto a SNOLA, se destaca su carácter participativo y abierto hacia la colaboración con distintos actores dentro del área LA, como son las instituciones, usuarios, educadores o los tecnólogos.