Dai Griffiths, Professor of Education, The University of Bolton visited GTI

Dai Griffiths, Professor of Education, The University of Bolton visited GTI

Dai Griffiths, Professor of Education, The University of Bolton visited GTI Educational Technologies Group during  1st and 2nd  of June 2017. During his visit members of the educational technologies group shared their PhD  Thesis work with him to which he provided valuable insights.

He also gave a talk  titled “The portability of Learning Analytics applications and learning designs” in which he explored issues associated when sharing work related to “learning analytics” which are often carried out in individual institutions, or, sometimes, in individual ministries of education in isolation. The talk ended up with interesting conversations.

GTI Learning participated in EMOOCs Workshop 2017

GTI Learning participated in EMOOCs Workshop 2017

On May 24th, members of GTI participated in the workshop “HybridEd Workshop: Innovations in Blended Learning with MOOCs” within the eMOOCs conference 2017. The main goal of the workshop was creating a space and an outlet to share and present experiences in Blended Learning (BL) using MOOCs.

During the first part, where several presentations took place, Laia Albó from GTI was presenting two papers related with the use of MOOCs in campus courses in the university. The first paper, co-authored with Davinia-Hernández-Leo, was “Breaking the walls of a campus summer course for high school students with two MOOCs”. A case study of integrating two external MOOCs in a face-to-face (f2f) summer course for high school students and that explore the main challenges from the point of view of the learning design process.

  • Citation : Albó L, Hernández-Leo D. Breaking the walls of a campus summer course for high school students with two MOOCs. Paper presented at: HybridEd Workshop. Innovations in blended learning with MOOCs; 2017 May 24; Leganés, Spain. Permanent link: http://hdl.handle.net/10230/32157

The second paper, co-authored with Cristina Gelpí, was “ From a FutureLearn MOOC to a blended SPOC: the experience of a Catalan Sign Language course”. A paper that presents a case study of transforming an existing MOOC into a SPOC for being used in a campus course using a blended learning approach with the aim of providing a reflection of the experience and reporting, as well, the challenges of the hybridization process.

  • Citation: Albó L, Gelpí C. From a FutureLearn MOOC to a blended SPOC: the experience of a Catalan Sign Language course. Paper presented at: HybridEd Workshop. Innovations in blended learning with MOOCs; 2017 May 24; Leganés, Spain. Permanent link: http://hdl.handle.net/10230/32158

In the second part of the workshop, Davinia-Hernández Leo, Laia Albó and Manel Jiménez (Director of the Center for Learning Innovation and Knowledge) were engaged in sharing BL designs using MOOCs with the other participants – reflecting on the different experiences, find common interests and exploring future possibilities through a group session.

The GSIC/EMIC group participates in round table discussion organized by Telefónica to discuss the production of MOOCs

The GSIC/EMIC group participates in round table discussion organized by Telefónica to discuss the production of MOOCs

Juan I. Asensio represented the GSIC/EMIC research group in a round table discussing the process, lessons learned and technological needs to produce MOOC. The event, organized by the Telefonica Chair at the University of Valladolid, involved the director of virtual training of the University of Burgos, a teacher participating in the first MOOCs produced by the University of Valladolid for MiriadaX, and Juan I. Asensio, who presented the research point of view, stressing the need to enhance the technology and the support for teachers if collaborative and gamified activities are to be introduced in MOOCs. In this sense, he put forward some of the findings
Link: http://ctme.uva.es/2017/05/19/jornada-2017-de-la-catedra-telefonica/

The eMOOCs 2017 conference organized at Universidad Carlos III de Madrid

The eMOOCs 2017 conference organized at Universidad Carlos III de Madrid

Prof. Carlos Delgado Kloos starts the conference as General Charir 2017 eMOOCs organized at Universidad Carlos III de Madrid. This conference brought to light the latest developments in massive open online courses (MOOCs), their potential scope and possibilities in education. The event was attended by relevant researchers in the area: Anant Agarwal (CEO edX), Armando Fox (Professor UCBerkeley), Javier Hdez Ros (Director (G), DGCONNECT, EC), Carolina Jeux (CEO Telefónica ED), Rick Levin (CEO Coursera), Simon Nelson (CEO Future Learn), Timothy O’Shea (Principal U. Edinburgh).

GTI Learning participates in EMOOCs 2017

GTI Learning participates in EMOOCs 2017

GTI Learning participated in 5th European MOOCs Stakeholders Summit (EMOOCS 2017) held in Madrid, Spain from 22nd to 26th May, 2017. Davinia Hernández-Leo presented a paper, co-authored with Kalpani Manathunga and Mike Sharples, on “A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case” in the main conference, where she also participated in the poster session demonstrating work with Konstantinos Michos and Manel Jiménez  titled, “How educators value data analytics about their MOOCs“. Following are synopsis of the two publications.

Innovative collaborative learning with ICT-MOOC

Innovative collaborative learning with ICT-MOOCThe educational technologies group of GTI is running a Massive Open Online Course (MOOC) in collaboration with the Universidad de Valladolid within the context of the RESET project. The MOOC called “Innovative collaborative learning with ICT” has started the enrolment period in the Canvas platform https://www.canvas.net/browse/valladolid-en/courses/innovative-collaborative-learning-en. The course is especially aimed at Secondary and Higher Education teachers ( both in-service and pre-service) but also teachers from other educational levels interested in the innovative use of technology for collaborative learning.

Stian Håklev visits the GSIC/EMIC group at University of Valladolid

Stian Håklev visited the GSIC/EMIC group on May 19th, to discuss the relationship between his current work at EPFL and the RESET project. During his PhD thesis, developed at University of Toronto under the supervision of Jim Slotta, Stian adapted a presential course to be taught as a MOOC, having to develop ad hoc technology to support some forms of collaboration. Now a postdoctoral researcher with the CHILI group at EPFL, where he’s exploring how to give technological support to the ideas in Pierre Dillembourg’s last book, “Orchestration graphs”. This research touches closely many of the ideas behind the GLUE!PS system developed by the GSIC/EMIC group at Universidad de Valladolid, and the Integrated Learning Design Environment codeveloped with the GTI group at Pompeu-Fabra. During his visit, we discussed lessons learned from past attempts and the potential of integrate these new system in the ILDE, or the possibility of mapping the semantics of the orchestration graphs with GLUE!PS lingua franca to, in an ensemble, support the process from design to deployment and enactment.

Workshop for teachers in Greek conference

Workshop for teachers in Greek conference

Members of the educational technologies group of GTI organized a 4-hours workshop in the 5th Panhellenic Scientific Conference “Integration and use of ICT in the educational process”. Kostas Michos from GTI-Learning in collaboration with Yannis Dimitriadis from the Universidad de Valladolid conducted the workshop entitled ”Design and implementation of innovative collaborative learning with the Integrated Learning Design Environment-ILDE“. 40 teachers and educational researchers from different domains participated with great enthusiasm and interest.

Stian Håklev, EPFL, Lausanne visited GTI

Stian Håklev, EPFL, Lausanne visited GTI

Stian Håklev Post-Doc from Computer-Human Interaction Lab for Learning & Instruction at  École Polytechnique Fédérale de Lausanne (EPFL), Lausanne, Switzerland visited GTI Group during 03rd  and 04th of April 2017. During his visit he also participated in the weekly meeting of the educational technologies group where he explained his PhD work titled: From Seminar to Lecture to MOOC: Scripting and Orchestration at Scale which mainly focused on enabling collaborative peer-based learning around Open Educational Resources. He also explained ongoing related Post Doc work where he focuses on developing orchestration graphs: enabling rich social pedagogical scenarios in MOOC. Several outcomes of his current work was also explained, including work related to the development of a web application named FROG which supports for designing, running and orchestrating collaborative pedagogical scenarios.

(See More : https://www.youtube.com/watch?v=DuLrm-9N3lQ)

Members of the educational technologies group also shared their PhD and Master Thesis work with him that led to interesting discussions which ended up in identifying potential future collaborations.

The Gradient lab at UC3M participated in the seventh international conference on learning analytics, “Learning Analytics & Knowledge”

The Gradient lab at UC3M participated in the seventh international conference on learning analytics, “Learning Analytics & Knowledge”

The Gradient lab at UC3M participated in the seventh international conference on learning analytics, “Learning Analytics & Knowledge”, which aims to analyze educational data to improve the learning process. The conference was held in Vancouver, Canada, from 13 to 17 March. This conference aims to promote the scientific exchange of interdisciplinary research at the intersection of learning and computer science. Inspired by the emergence of MOOCs and the tremendous change that accompanies reflection on education, this conference was created by ACM as a new academic venue for the presentation of high quality research on how learning and teaching can change and Improve when done to scale.

Pedro J. Muñoz-Merino, member of the Gradient lab at UC3M participated facilitating a workshop with Yi-Shan Tsai, Dragan Gasevic, Shane Dawson about “LA policy: developing an institutional policy for learning analytics using the RAPID outcome mapping approach.”

FutureLearn Academic Network meeting in Barcelona

FutureLearn Academic Network meeting in Barcelona

It’s with much pleasure that we hosted the FutureLearn Academic Network meeting, themed “The Educator Experience”, here at UPF successfully on 27th, January,2017. The meeting was co-organized by FutureLearn, the UPF Center for Learning Innovation & Knowledge (CLIK, directed by Manel Jiménez) and the Learning Technologies research team in GTI, coordinated by Davinia Hernández-Leo. See #BarcelonaFLAN in twitter!

FLAN-14

The event started with an inspiring keynote by Professor Sir Timothy O’Shea, Principal & Vice-Chancellor, University of Edinburgh, who explained Edinburgh’s MOOC strategy, including producing 64 online Masters courses.

Furthermore, the meeting consisted of following events:

–  Dr. Davinia Hernández-Leo and Dr. Manel Jiménez gave an overview of the MOOC research carried out at UPF, essentially in the context of the RESET project and the DTIC Maria de Maetzu strategic program on Data-Driven Knowledge Extraction.

– Dr. Lisa Harris and Nic Fair explained how they are integrating MOOCs into University of Southampton practice from a perspective of education and research

– PhD Students from the Open University (Shi Min Chua,Tina Papathoma) and Universitat Pompeu Fabra (Kalpani Manathunga, Ishari Amarasinghe, Kostas Michos) presented their ongoing research around analyzing and enhancing social learning in MOOCs and how educators learn how to teach in MOOCs.

– Dr. Rebecca Ferguson, from The Open University, presented a very interesting analysis about what the research of FutureLearn’s UK partners tell us.

Finally, the event concluded with a live Skype discussion moderated by Mike Sharples and the panel members were Ester Oliveras (UPF), Sarah Cornelius (University of Aberdeen), Sarah Speight (Nottingham), Pierre Binetruy (Paris Diderot) discussing about the experiences of educators on FutureLearn courses and how these can be improved.

Presentation of Prof. C. Delgado Kloos “Der MOOC: Ein guter Wegweiser” in openHPI-Forum

Presentation of Prof. C. Delgado Kloos “Der MOOC: Ein guter Wegweiser” in openHPI-Forum

Presentation of Prof. C. Delgado Kloos “Der MOOC: Ein guter Wegweiser” (https://www.tele-task.de/archive/video/html5/31477/#t=0) as keynote speaker at the openHPI-Forum, 26-27 Oct. 2016 (Postdam). (https://hpi.de/veranstaltungen/hpi-veranstaltungen/2016/openhpi-forum-2016.html). Forum participans discussed the future of education, what opportunities and challenges derived from MOOCs are emerging in the corporate context?, what role does lifelong learning play today, and what scenarios can be conceived in the future?.

GTI in SUNY COIL Symposium

GTI in SUNY COIL Symposium

GTI Learning participated in the SUNY COIL (Collaborative Online International Learning ) Symposium 14th of October 2016. The event was organized by UPF’s CLIK (Center for Learning Innovation and Knowledge) and the State University of New York (SUNY) to which many professionals interested in collaborative practices participated. Konstantinos Michos from GTI presented on “Collaborative learning activity with PyramidApp” during the event which led to interesting conversations.

MOOC Maker in Conversation: Let’s Talk about MOOC

MOOC Maker in Conversation: Let’s Talk about MOOC

Participation of Prof. Carlos Alario-Hoyos in “MOOC Maker in Conversation: Let’s Talk about MOOC” held on September 29, 2016 at the University of Medellín, organized by the Network of Distance Education Network. The activity allowed the representatives of the different universities in Colombia, Spain and Guatemala to talk about generalities of the MOOCs, success cases in the implementation of MOOCs, conclusions eMOOCs 2015, promotion of eMOOCs 2016, among other topics. Approx. 60 people who, at the end of the round of presentations, had the opportunity to resolve their doubts in the question and answer space with the experts, during which the benefits of the MOOCs, the institutional challenges and the main trends of this methodology were evaluated.

International MOOC Colloquium: The MOOC Identity

International MOOC Colloquium: The MOOC Identity

Prof. C. Delgado-Kloos at the International MOOC Colloquium: The MOOC Identity, Anacapri, Italy, 1-4 Sept. 2016.

As the MOOC market continues to grow, and new stakeholders continue to enter, do universities still have a dominant role in education? How does their strategy evolve? The original academic format of the MOOC seems to be under pressure trying to improve, to achieve not only a better adaptation to the Web environment but also to respond to a more professional approach.

GTI Learning participates in EC-TEL 2016

GTI Learning participates in EC-TEL 2016

GTI Learning participated in 11th European Conference on Technology Enhanced Learning (EC-TEL2016) held in Lyon, France from 13th to 16th September, 2016. Kalpani Manathunga and Konstantinos Michos participated in the workshops conducted in parallel to the main EC-TEL conference. Konstantinos presented a paper, “Towards understanding the potential of teaching analytics within educational communities” at the “4th International Workshop on Teaching Analytics” (IWTA’16). Kalpani participated in Connecting Learning Design and Learning Analytics (CLAD) workshop co-organized by Davinia Hernández-Leo and the topic of the paper was “Connecting pattern-based learning designs with analytics: The case of the PyramidApp”.

Manathunga, K., Hernández-Leo, D., PyramidApp: Scalable method Enabling Collaboration in the Classroom. In: Proceedings of 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 2016, LNCS 9891, 422- 427.

Michos, K., & Hernández-Leo, D.,Understanding Collective Behavior of Learning Design Communities. In: Proceedings of 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 2016, LNCS 9891, 614-671.

Impact of MOOCs, CIDUI conference

Davinia Hernández Leo chaired on July 6th a panel on the impact of MOOCs. It was one of the monographic sessions of CIDUI 2016 conference. Davinia summarised five papers contributed by five teams of authors (see slides). Papers address the challenges around MOOCs and propose some solutions. This was followed by a debate by the authors with contributions by the audience.

Main topics included: challenges for educators and the institution; assessing the quality and impact of MOOCs; basic technological skills of educators and learners; and blended learning using MOOCs.

Davinia Hernández-Leo - Impact of MOOCs (CIDUI conference)

 

Hands-on workshops about PyramidApp

Hands-on workshops about PyramidApp

GTI- Learning team, headed by Davinia Hernandez-Leo conducted two interesting workshops on “Design Collaborative Learning activities using PyramidApp” at UPF on the 1st July and 6th September, 2016 respectively. During the workshop Davinia discussed on collaborative learning, current practices, flow patterns and practical challenges existing while participants also shared their experiences in such learning scenarios. Other GTI-Learning team members presented PyramidApp integrated within ILDE and how analytics can be useful to understand what happened during such collaborative learning enactments. Profiles of participants varied from teachers representing primary and secondary school, university lecturers, researchers and Masters’ students from Master in Communication and Education offered by UAB.  The interest shown by our active participants within 4 hours of hands-on experience was exceptional.

For further details visit https://portal.upf.edu/web/edutec/inici

Open edX 2016

Open edX 2016

Participation of Prof. Carlos Delgado-Kloos in Open edX 2016 , his talk: “Remedial Courses: From the Khan Academy Platform to Open edX”.

EdX is a non-profit initiative created by founding partners Harvard and MIT and made up of dozens of leading global institutions. EdX offers interactive online courses and MOOC from the best universities and institutions in the world. Open edX is the open source platform that powers edX courses. The edX code is available for free, institutions can host their own Open edX instances and offer their own classes. Educators can expand the platform to build learning tools that precisely meet their needs. And developers can bring new features to the Open edX platform. The goal is to create a worldwide community of educators and technologists who share innovative solutions to benefit students around the world. The Carlos III University of Madrid is a member of edX.

Conference “La Transformación de la Universidad a través de los MOOCs del siglo XXI” (The transformation of University through MOOCs in the 21st century)

conferencia la transformacion de la universidad

The conference named “La transformación de la universidad a través de los MOOCs en el siglo XXI“, july 29th, with the participation of Carlos Alario Hoyos at Galileo University, Guatemala.

This event is aimed to people working in e-Learning Area, or interested in learning and implementing MOOCs, and to general public, interested in knowing the main trends and implementations of MOOCs. This conference aims to raise awareness of the importance and relevance MOOCs currently have in development and strengthening of skills to promote employment, as well as show the benefits that teachers can get in this study methodology.

Members of the RESET project at L@S’16 and LAK’16 conferences

The 6th International Conference on Learning Analytics and Knowledge

Members of the RESET project, José Ruipérez and Pedro J. Muñoz-Merino from UC3M, Alejandra Martínez-Monés from UVa, and Davinia Hernández-Leo from UPF, have participated in the 3rd Annual Conference on Learning at Scale (L@S’16) and the 6th International Conference on Learning Analytics and Knowledge (LAK’16). Participation include contributions to the main conferences and the co-organization and participation in a workshop on learning analytics across-spaces.

 

Publications:

LAK

Members of the RESET team in FutureLearn Partners Conference

Members of the RESET team in FutureLearn Partners Conference

FutureLearn , a prominent Massive Open Online Course (MOOC) provider, held its partners conference at Pompeu Fabra University, Barcelona on 11 and 12 April where over 20 existing and potential partners met and shared their experiences. Members of the RESET project participated in the event and Davinia Hernandez-Leo contributed to a panel discussion on “How to get the best out of social learning: a discussion on how to engage learners and provoke conversation”. She shared experiences from 3D Graphics for Web Developers MOOC, a project of GTI members in collaboration with UPF MOOC staff, that was finished its first cycle in March on FutureLearn platform exceeding 6000 participants. She explained different social learning mechanisms used within the course (eg: comments, discussions, FutureLearn platform filters such as mostly liked, followed, etc..), specifically the case of “PyramidApp”, an on-going research project of GTI-Learning team in the context of RESET project aimed at reformulating scalable educational ecosystems offering technological innovations.

Reset members participation in EMOOCS 2016 conference

emoocs-logo-print_yellow

Researchers of the RESET team have participated in the EMOOCs 2016 (European MOOCs Stakeholders Summit) conference, held at Graz (Austria) from 22 to 24 February. Conference tracks include research, experiences, institutions and corporate, and a MOOC prior to the conference. EMOOCS 2016 has a wide participation of RESET research team members, which will present three papers and moderate two panels.

Papers:

  • Are higher education students registering and participating in MOOCs? The case of MiríadaX. Authors: L. Albó, D. Hernández-Leo, M. Oliver
  • Interactive activities: the key to learning programming with MOOCs. Authors: C. Alario-Hoyos, C. Delgado Kloos, I. Estévez-Ayres, C. Fernández-Panadero, J. Blasco, S. Pastrana, G. Suárez-Tangil, J. Villena-Román
  • Describing MOOC-based Hybrid initiatives: The H-MOOC Framework. Authors: M. Pérez-Sanagustín, I. Hilliger, C. Alario-Hoyos, C. Delgado Kloos, S. Rayyan

Panels:

  • Panel Session 1: Governmental Policy supporting MOOCs
    • Moderator: Carlos Delgado Kloos, Universidad Carlos III de Madrid.
    • Panelists:
      • Catherine Mongenet, FUN, France
      • Isabel Schünemann, Hochschulforum Digitalisierung, Stifterverband, Germany
      • Nigel Smith, Futurelearn, UK
      • Pierpaolo Limone, U Foggia, Italy
  • Panel Session 2: MOOCs and Accreditation
    • Moderator: Carlos Delgado Kloos, Universidad Carlos III de Madrid
    • Panelists:
      • Jenni Hayman, Instructional Designer Global Freshman Academy, Arizona State University, USA
      • Natalie Cernecka, Director of Partnerships, OpenClassrooms, France
      • Fabian Schumann, Iversity, Germany

Exchange of ideas between RESET and ECOLearning european project

Exchange of ideas between RESET and ECOLearning european project

Researchers of the RESET team at the University of Valladolid have hosted a small meeting with partners of the ECOLearning european project from the Segovia campus of the University of Valladolid, led by Alfonso Gutiérrez Martín. In the meeting, Alfonso Gutiérrez explained how the ECOLearning have proposed an european portal to access MOOC in which about 40.000 education practitioners have taken online courses, mostly on pedagogy and technology issues. Several of those practitioners are now creating their own MOOCs and offering them through the ECOLearning portal. There are some interesting lessons learned from this ongoing project related to the difficulties of implementing collaborative activities at large scales as well as some limitations found in existing technologies, that are relevant for the aims of the RESET project. Thus, testing the contributions of the RESET project with a subset of the ECO community is a promising area of future collaboration.

MiríadaX MOOC platform data analysis

Catedra

MiríadaX is the main Spanish MOOC provider, promoted by Telefónica, Universia and Banco Santander. MiríadaX offers MOOCs since 2013, most of them in Spanish, and few in Portuguese and English. In the context of the Cátedra Telefónica-UPF, where members of the RESET project participated, we have analyzed MiríadaX platform data up to the end of 2014, including data form 144 courses and 191,608 participants.

Part of the analysis, focused on understanding the behaviour of university students’ participation in MOOCs,  will be presented at the eMOOCs conference in March 2016.

Albó, L., Hernández-Leo, D., Oliver, M. (2016) Are higher education students registering and participating in MOOCs? The case of MiríadaX. EMOOCs 2016 conference, Graz, Austria. (more…)

Congress FICOD 2015

Congress FICOD 2015

Participation of Prof. Carlos Delgado Kloos in the Congress FICOD 2015. FICOD is the International Forum for Digital Content, a fundamental tool of the Digital Agenda for Spain and an event organized by the Ministry of Industry, Energy and Tourism, through Red.es, which promotes and fosters the development of the Spanish digital economy – within and beyond our borders – as one of the main engines of current growth. The forum met in its seventh edition in 2015 and became an essential meeting point for all actors in the industry and those who were interested in some of the many facets of the digital economy.

5th Cread Andes Congress and virtual meeting Educa Ecuador

5th Cread Andes Congress and virtual meeting Educa Ecuador

Participation of Prof. Carlos Delgado-Kloos at the 5th Cread Andes Congress and virtual meeting Educa Ecuador, 24-27 November 2015. He analyzed how the phenomenon of globalization, international competitiveness, and the incorporation of new information and communication technologies (ICTs), have contributed to the creation of spaces for communication, interaction and training, so that all people are formed and educated in virtuality.

Master thesis developed by researchers of RESET team receive several awards

The master thesis of Jose A. Ruiperez Valiente, which was supervised by Pedro J. Muñoz Merino, has received several awards. This master thesis is titled as “Design and Implementation of a Learning Analytics Module for the Khan Academy Platform” and both the author and supervisor are researchers of the RESET team.

This master thesis describes an approach to deal with the problem of making sense of raw data in educational environments. A part of this master thesis a set of indicators related to the learning process and also the visualization dashboard ALAS-KA were developed. Afterwards both the indicators and ALAS-KA were used to evaluate the learning process of students using Khan Academy platform. Currently ALAS-KA software is open source. The results have been very satisfactory including receiving the next following awards:

(more…)

Members of RESET team participate in a workshop on applying mixed methods and qualitative research in Social Sciences at UVA

Members of RESET team participate in a workshop on applying mixed methods and qualitative research in Social Sciences at UVA

Researchers of the RESET team at the University of Valladolid have sponsored and participated in a workshop offered by Jennifer Greene (University of Illinois, USA, see http://www.researchgate.net/profile/Jennifer_Greene4), an expert in applying mixed methods evaluation to human environments of rich social interaction, notably education. The workshop sessions, held in October 19-22, discussed how to plan and develop educational research that integrate mixed methods. She discussed and analyzed the diversity of methodological strategies, techniques and tools for research. Besides attending the workshop, some of the RESET researchers also had the opportunity to discuss in a private meeting the challenges of performing evaluations in context-aware ubiquitous learning environment, and the difficulties of this approach in large scale learning systems.

Has research on collaborative learning technologies addressed massiveness?

The paper, “Has research on collaborative learning technologies addressed massiveness? : A Literature Review” by Kalpani Manathunga and Davinia Hernandez-Leo has been published in the Special Issue on “Managing Cognitive Load in Technology-Based Learning Environments” of Journal of Educational technology & Society (Q2, 5 year IF = 1.376). This journal article is a part from initial work of Kalpani’s PhD dissertation and this survey looks into the insights of existing research (till 2013) around collaborative learning technologies for arguably large numbers of participants.

Graphs_kalpi

Abstract:
There is a growing interest in understanding to what extent innovative educational technologies can be used to support massive courses. Collaboration is one of the main desired elements in massive learning actions involving large communities of participants. Accumulated research in collaborative learning technologies has proposed and evaluated multiple models and implementation tools that engage learners in knowledge-intensive social interactions fostering fruitful learning. However, it is unclear to what extent these technologies have been designed to support large-scale learning scenarios involving arguably massive participation. This paper contributes with a literature review that aims at providing an answer to this question as well as offering insights about the context of use, characteristics of the technologies, and the types of activities and collaboration mechanisms supported. The main results point out that till 2013 the level of massiveness considered in top scientific journal papers on collaborative learning technologies was low, the scenarios studied were predominantly contextualized in co-located higher education settings using Learning Management Systems, the most common activities considered were open and structured discussion, followed by peer assessment and collaborative writing, and the most broadly used mechanism to foster fruitful collaboration was group formation following diverse policies.

Ref: Manatunga, K., Hernández-Leo, D.,(2015) Has research on collaborative learning technologies addressed massiveness?Educational Technology & Society, 18(4), 357-370.

RESET Project kick-off Meeting: A collaboration among UC3M, UVA and UPF

RESET, a Spanish National project aimed to reformulate scalable educational ecosystems offering technological innovations, is a collaboration among three universities; Universidad Carlos III de Madrid, Universidad de Valladolid and Universitat Pompeu Fabra spanning from 2015 to 2017. The project kick-off meeting, organized by a member of UPF – GTI, Davinia Hernandez-Leo, was successfully held on 28th and 29th of September 2015 at UPF premises.

All collaborating members representing the three universities participated in the event. Pierre-Antoine Ullmo from PAU Education was invited for a speech where he discussed on “MOOCs are dead, long live MOOCs” followed by future concerns related to MOOCs.

unnamedGuest speakers Miquel Duran and Silvia Simon from University of Girona, shared their experiences on low-cost MOOCs as part of their Moocs4All project. Further, project participants from the three universities presented their research work and experiences. Finally the meeting ended with a brainstorming session where participants shared their initiatives aligned with RESET project objectives and future work to be followed.

International Conference on ICT and Post 2015 Education

International Conference on ICT and Post 2015 Education

Participation of Prof. C. Delgado-Kloos at the International Conference on ICT and Post 2015 Education. 23 – 25 May 2015 in Qingdao, China. The event addressed the possibilities of mobile technologies, cloud computing and the increase of open educational resources to solve existing problems and shape future education. All within the framework of the configuration of the post 2015 educational agenda, coordinated by UNESCO.

Symposium UNESCO’s work in mobile learning

Symposium UNESCO’s work in mobile learning

Participation of Prof. Carlos Alario-Hoyos in the Panel discussion No. 3 “Enhancing, management, planning and evaluation ” as part of the Symposium UNESCO’s work in mobile learning”. Conference: “MOOC MAKER Construction of Management Capacities of MOOCs in Higher Education”, March 7-11, 2016 in Paris (France). Event organized by UNESCO.