Publications
Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
Browse
3 results
Search Results
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 Problems and opportunities in the use of technology to manage informal learning(2014-10) García-Peñalvo, Francisco J.; Griffiths, Dai; Jonhson, M.; Sharples, P.; Sherlock, D.There is a mismatch between the enthusiasm of policy makers and other actors for initiatives to support the validation of informal learning, and the lack of adoption of systems in practice. This problem is explored, with reference to the creation of the Informal Learning Collector in the European Commission TRAILER project. It is proposed that formality in learning can be usefully understood as a measure of the degree of managerial control over the learning process. It is then argued that the use of managerial tools, such as validation and competence catalogues, runs the danger of constraining the scope for informal learning. Analytics techniques offer the possibility of providing insight into practice by examining documents, without the need for formal description or tagging. However, these methods raise problems of surveillance (by companies and the state), confidentiality, and security of data. A prototype system is described which tests the feasibility of the approach.Item Mirando hacia el futuro: Ecosistemas tecnológicos de aprendizaje basados en servicios(2015-10) García-Peñalvo, Francisco J.; Hernández-García, Ángel; Conde-González, M. Á.; Fidalgo Blanco, Ángel; Sein-Echaluce Lacleta, María LuisaLa gran distancia existente entre la tecnología y las metodologías docentes provoca que los nuevos avances tecnológicos no tengan fácil su integración en los contextos y prácticas metodológicas implantados, y que las tecnologías educativas maduras y los métodos educativos aplicados no respondan a las demandas de la sociedad ni al potencial transformador de la tecnología para la mejora del aprendizaje. Esta contribución plantea la necesidad de ofrecer un entorno tecnológico para el soporte de servicios de aprendizaje, el ecosistema educativo, que rompa con las limitaciones tecnológicas y de proceso de las actuales plataformas tecnológicas para conseguir una mejora de los procesos educativos. La propuesta de ecosistema educativo se concreta en 6 líneas de actuación: 1) arquitectura para la implantación de ecosistemas de servicios de aprendizaje; 2) toma de decisiones basadas en analíticas de aprendizaje; 3) sistemas de gestión de conocimiento adaptativos; 4) formación gamificada; 5) porfolios semánticos para la recogida de evidencias de aprendizaje; 6) metodologías educativas que hagan un uso efectivo de los avances tecnológicos en pro de la mejora del aprendizaje.