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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
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Item Avoiding the Dark Side of Digital Transformation in Teaching. An Institutional Reference Framework for eLearning in Higher Education(MDPI, 2021-02-13) García-Peñalvo, F. J.The purpose of this paper is to define a reference framework for introducing eLearning practices in mainly face-to-face higher education institutions. We suggest a suitable adoption and management of associated infrastructures and processes, in order to guarantee the ethical use of data in the related academic and learning analytics. A theoretical framework is proposed after years of practice and experience in the institutional government of IT processes related to learning technology. The digital transformation of teaching should imply the right technological decisions made by people and for people, in order to achieve a more inclusive, participative, and human university supported by technology. digital transformation is a social requirement of governments, companies, and institutions, and it should take into account the associated risks of the unethical use of technology, which leads to the dark side of transformation processes. eLearning approaches, especially with the influence of the COVID-19 outbreaks, are increasing the need for digital mechanisms in universities. Further, there is a need for strategical support and reference models if we are to avoid these undesired effects.Item Using Learning Analytics to Detect Authentic Leadership Characteristics in Engineering Students(2018-05-01) Sein-Echaluce, M. L.; Fidalgo-Blanco, Á.; Esteban-Escaño, J.; García-Peñalvo, F. J.; Conde, M. Á.Previous research has shown that teamwork between students underpins the communication interactions among team members, and these interactions are underscored in the work environment, job quality, work outcome and, of course, grades. Analysing the interactions among the members of a team using a learning analytics system allows for a forma-tive evaluation that indicates the progress of each team member and taking remedial actions if appropriate progress has not been made. This paper uses a learning analytics system to study interactions between students and detect the values and attitudes demanded of a leader by society. The results of this analysis are keys for avoiding corruption and wrong practices and can even provide a solution to global intercultural troubles. In this study, a validated questionnaire of authentic leadership was given to 78 team members in a university context; the influence of some values and attitudes on leadership is proved with grades; and a learning analytics system was used to analyse information that could predict a leader’s behaviour during the development of teamwork.Item Learning Analytics to Assess Students’ Behavior With Scratch Through Clickstream(CEUR-WS.org, 2018-08-31) Amo, D.; Alier, M.; García-Peñalvo, F. J.; Fonseca, D.; Casañ, M. J.The construction of knowledge through computational practice requires to teachers a substantial amount of time and effort to evaluate programming skills, to understand and to glimpse the evolution of the students and finally to state a quantitative judgment in learning assessment. This suposes a huge problem of time and no adecuate intime feedback to students while practicing programming activities. The field of learning analytics has been a common practice in research since last years due their great possibilities in terms of learning improvement. Such possibilities can be a strong positive contribution in the field of computational practice such as programming. In this work we attempt to use learning analytics to ensure intime and quality feedback through the analysis of students behavior in programming practice. Hence, in order to help teachers in their assessments we propose a solution to categorize and understand students’ behavior in programming activities using business technics such as web clickstream. Clickstream is a technique that consists in the collection and analysis of data generated by users. We applied it in learning programming environments to study students behavior to enhance students learning and programming skills. The results of the work support this business technique as useful and adequate in programming practice. The main finding shows a first taxonomy of programming behaviors that can easily be used in a classroom. This will help teachers to understand how students behave in their practice and consequently enhance assessment and students’ following-up to avoid examination failures.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.Item Social network analysis approaches for social learning support(2014-10) Amo Filva, D.; García-Peñalvo, Francisco J.; Alier Forment, MarcItem 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 Analyzing navigation logs in MOOC: A case study(2016-11) Mercado-Varela, M. A.; García-Holgado, Alicia; García-Peñalvo, Francisco J.; Ramírez-Montoya, M. S.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 Autoría y analítica de aplicaciones móviles educativas multimodales(2016-09) Ruiz-Rube, I.; Miguel Mota, J.; Person, T.; Berns, A.; Dodero, J. M.Las interacciones de los estudiantes con dispositivos y aplicaciones móviles con propósitos educativos generan una gran cantidad de información que puede ser tratada con técnicas analíticas y de minería de datos para que el profesor pueda tomar decisiones relacionadas con el aprendizaje. No obstante, el desarrollo de aplicaciones móviles que sean capaces de recoger estas interacciones no es trivial para un usuario que no posea los conocimientos adecuados de programación. En este artículo se propone un componente para la captura y análisis de interacciones dentro de una herramienta de autor para la creación de aplicaciones móviles con capacidades extendidas, sin necesidad de tener amplios conocimientos de programación. La evaluación de la propuesta se ha llevado a cabo mediante el desarrollo y recogida de interacciones de una aplicación de apoyo al aprendizaje de idiomas utilizando realidad aumentada.