HCII 2017
Permanent URI for this communityhttps://repositorio.grial.eu/handle/grial/932
Emerging interactive systems for education session at the HCI International 2017 Conference, held in Vancouver, Canada, 9 - 14 July 2017
Organized by GRIAL Research Group of the University of Salamanca and GRETEL Research Group of the La Salle, Universitat Ramon Llull
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Item Adaptive and cooperative model of knowledge management in MOOCs(Springer, 2017-07-13) Sein-Echaluce, M. L.; Fidalgo-Blanco, Á.; García-Peñalvo, F. J.One of the characteristics of Massive Open Online Courses (MOOC) is the heterogeneity of their participants’ profiles and, for the most traditional MOOC model, this is an important cause of the low completion rate. The MOOC model presents two apparent antagonistic concepts, globalization and diversity. MOOCs represent globalization (participants have to be adapted to the course) and their participants represent diversity. The authors of this paper argue that both concepts complement each other; that is, a MOOC can adapt the contents and navigation to the diversity of participants; and in turn the participants themselves can increase and improve the contents of the MOOC, through heterogeneous cooperation, to encourage massive learning. To proof it, this paper presents a new model, called ahMOOC, combining the hybrid-MOOC (hMOOC) and the adaptive MOOC (aMOOC). The hMOOC allows integrating characteristics of xMOOCs (based on formal e-training) with cMOOCs (based on informal and cooperative e-training). The aMOOC offers different learning strategies adapted to different learning objectives, profiles, learning styles, etc. of participants. The ahMOOCs continues having a lower dropout rate (such as hMOOC) than the traditional MOOCs. The qualitative analysis show the capacity of participants, with heterogeneous profiles, to create, in a cooperative and massive way, useful knowledge to improve the course and, later, to apply it in their specific work context. The study also shows that participants have a good perception on the capabilities of the ahMOOC to adapt the learning process to their profiles and preferences.Item Presentation of the paper “Adaptive and cooperative model of knowledge management in MOOCs” in HCII 2017(2017-07-20) Sein-Echaluce, M. L.; Fidalgo-Blanco, Á.; García-Peñalvo, F. J.This is the presentation of the paper entitled “Adaptive and cooperative model of knowledge management in MOOCs” in the Emerging interactive systems for education session at the HCI International 2017 Conference, held in Vancouver, Canada, 9 - 14 July 2017. One of the characteristics of Massive Open Online Courses (MOOC) is the heterogeneity of their participants’ profiles and, for the most traditional MOOC model, this is an important cause of the low completion rate. The MOOC model presents two apparent antagonistic concepts, globalization and diversity. MOOCs represent globalization (participants have to be adapted to the course) and their participants represent diversity. The authors of this paper argue that both concepts complement each other; that is, a MOOC can adapt the contents and navigation to the diversity of participants; and in turn the participants themselves can increase and improve the contents of the MOOC, through heterogeneous cooperation, to encourage massive learning. To proof it, this paper presents a new model, called ahMOOC, combining the hybrid-MOOC (hMOOC) and the adaptive MOOC (aMOOC). The hMOOC allows integrating characteristics of xMOOCs (based on formal e-training) with cMOOCs (based on informal and cooperative e-training). The aMOOC offers different learning strategies adapted to different learning objectives, profiles, learning styles, etc. of participants. The ahMOOCs continues having a lower dropout rate (such as hMOOC) than the traditional MOOCs. The qualitative analysis show the capacity of participants, with heterogeneous profiles, to create, in a cooperative and massive way, useful knowledge to improve the course and, later, to apply it in their specific work context. The study also shows that participants have a good perception on the capabilities of the ahMOOC to adapt the learning process to their profiles and preferences.Item Can we apply learning analytics tools in Challenge Based Learning contexts?(Springer, 2017-07-13) Conde-González, M. Á.; García-Peñalvo, Francisco J.; Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.The information and Communication Technologies changes how we interact with others and with the information. It can be really accessed at anytime and anywhere. Future professionals should be ready for this reality which requires changes in traditional teaching and learning methods. Challenge Based Learning is an example of them. This method poses challenges to students that they should solve employing the technology they use during their daily life. The evaluation of challenges solutions should take into account students’ final outcomes but also the interactions that take place between them. This could be very hard given the wide choice of tools that students can apply. Learning analytics tools could be a solution. This paper reviews and classifies the tools applied in several Challenge Based Learning experiments and describes different possibilities to apply Learning Analytics. From this research, it is possible to conclude that Learning Analytics can be applied in Challenge Based Learning contexts, but it is desirable to use a single platform to group the tools employed to solve the challenge.Item ECoLab: A cooperative system to improve training processes(Springer, 2017-07-13) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L:; García-Peñalvo, F. J.The goal of the qualitative research is to achieve information regarding the attitudes and opinions of a group of individuals with similar habits, needs and interests. The selection of the participants is a key element in the qualitative research. This paper presents a new model, ECoLab (Experiencial Cooperative Laboratory), of qualitative research that integrates the following methods: Focus Group, Delphi, After Action Review, LivingLab and MediaLab. This new model is designed to improve educational processes and works with the information from the tacit knowledge of the persons, specifically with their experience. For this reason, any person who participates must have participated (or be participating) in the process on which it is desired to investigate and improve. Thus, the group of people participating in ECoLab should be heterogeneous in terms of their role, experience and commitment to the subject matter of the study. ECoLab consists of different groups of people working cooperatively. The criterion of configuration of each group is based on the homogeneity of the role that they play or have played in the action to investigate. Therefore, the heterogeneity of the participants is integrated with the homogeneity in their grouping. This paper presents the ECoLab model (with two variants, iterative ECoLab and ECoLab lego) and a case study where the most urgent improvements of the Spanish University Education System are investigated in a qualitative way.Item Presentation of the paper “ECoLab: A cooperative system to improve training processes” in HCII 2017(Grupo GRIAL, 2017-07-17) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.This is the presentation of the paper entitled “ECoLab: A cooperative system to improve training processes” in the Emerging interactive systems for education session at the HCI International 2017 Conference, held in Vancouver, Canada, 9 - 14 July 2017. The goal of the qualitative research is to achieve information regarding the attitudes and opinions of a group of individuals with similar habits, needs and interests. The selection of the participants is a key element in the qualitative research. This paper presents a new model, ECoLab (Experiencial Cooperative Laboratory), of qualitative research that integrates the following methods: Focus Group, Delphi, After Action Review, LivingLab and MediaLab. This new model is designed to improve educational processes and works with the information from the tacit knowledge of the persons, specifically with their experience. For this reason, any person who participates must have participated (or be participating) in the process on which it is desired to investigate and improve. Thus, the group of people participating in ECoLab should be heterogeneous in terms of their role, experience and commitment to the subject matter of the study. ECoLab consists of different groups of people working cooperatively. The criterion of configuration of each group is based on the homogeneity of the role that they play or have played in the action to investigate. Therefore, the heterogeneity of the participants is integrated with the homogeneity in their grouping. This paper presents the ECoLab model (with two variants, iterative ECoLab and ECoLab lego) and a case study where the most urgent improvements of the Spanish University Education System are investigated in a qualitative way.