Publications

Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34

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Author: search.filters.author.García-Peñalvo, F. J.Subject: search.filters.subject.Learning Analytics

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    Unplugged institutions: towards a localization of the cloud for Learning Analytics privacy enhancement
    (CEUR-WS.org, 2022-10-09) Amo-Filvà, D.; Fonseca, D.; Alier, M.; García-Peñalvo, F. J.; Casañ, M. J.
    The debate on privacy issues in Learning Analytics processes has been going on for a long time. In academic terms, various researchers attempted to identify the origin of the problem, provide solutions, and propose alternatives. However, the problem is complex, not yet solved, and increasingly pressing and serious. We reflect on cloud computing technologies as a generator of privacy issues and new derivatives. We assume that the technology used in the cloud is aggravating the problem, not Learning Analytics itself. Considering data capitalism, we argue that it is hopelessly impossible to solve the privacy problem, nor even mitigate it, when educational institutions use data ubiquity services in the cloud. We point to the paradox of Learning Analytics as the in-compatibility factor with third-party cloud computing services, where the latter is the link to all the associated privacy issues. To mitigate privacy issues, we propose the deconstruction of cloud computing for its localization. The localization is the basis of a new concept related to the disconnection of educational institutions from the cloud. New technological perspectives, legal frameworks, and social, cultural, and political changes are required.
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    Learning Analytics in K-12 Spanish education: a systematic mapping study
    (IEEE, 2021-09-30) Donate, B.; García-Peñalvo, F. J.; Amo, D.
    Learning analytics processes have an increased relevance in the digitization and virtualization of learning and teaching due to COVID-19, this analytical practice may mean improvements in K-12 levels in Spain. The work aims to expose the principal scientific publications regarding Learning analytics at these educational levels through a systematic mapping study. The authors set the hypothesis that there is limited research in such an educational context. Results validate the hypothesis and foster to continue the work through a deeper systematic review.
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    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.
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    Evaluación de la importancia de la ética, privacidad y seguridad en los estudios de Learning Analytics, en el marco de las conferencias LAK
    (Servicio de Publicaciones Universidad de Zaragoza, 2019-10-09) Amo, D.; Alier, M.; Fonseca, D.; García-Peñalvo, F. J.; Casañ, M. J.; Navarro, J.
    Los orígenes del Learning Analytics son difusos y rodeados por un intenso debate sobre su definición. Este debate se sitúa en el ámbito académico y comunidad científica. Además, se pretende identificar el alcance, retos y barreras en la aplicación de análisis de datos educativos. El presente artículo corresponde a una investigación más amplia, centrada en el tratamiento y gestión de datos educativos. Hemos conducido una Literature Review aplicando Text Analytics sobre los títulos, resúmenes y autores de los artículos publicados en todas las conferencias LAK (Learning Analytics & Knowledge, periodo 2011-2019). El objetivo del análisis de texto es doble. Por una parte, averiguar si en los congresos LAK existe debate alrededor de la temática “privacidad y seguridad en el tratamiento y uso datos educativos en Learning Analytics”. Por otra parte, dar una aproximación del nivel de profundidad y aportar nuevas direcciones de investigación, si así fuera necesario. El resultado refleja una amplia tendencia en los congresos LAK de hacer un tratamiento informatizado, predictivo y masivo de datos educativos para ilustrar casos de estudio, marcos teóricos y propuestas de enfoque. Muy pocos artículos presentados se concentran en ética y/o privacidad (pero con un alto impacto científico), y ninguno en seguridad.
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    Learning Analytics Summer Institute Spain 2018
    (CEUR-WS.org, 2018-08-31) Conde, M. Á.; Fernández-Llamas, C.; Guerrero-Higueras, Á. M.; Rodríguez-Sedano, F. J.; Hernández-García, Á.; García-Peñalvo, F. J.
    Learning Analytics Summer Institute Spain 2018 Proceedings