Together with MJ Rodríguez-Triana (EPFL), Y. Mor (PAU Education), P. Salvador (Carnegie Mellon), S. Warburton (U. of Surrey), B. Rienties (OU UK), L.P. Prieto (EPFL) and P. Scupelli (Carnegie Mellon), we’re co-organizing a workshop, to be held at EC-TEL 2016 in September in Lyon on “Connecting Learning Analytics with Learning Design“.

The workshop aims to open up the dialogue between the learning design (LD) and learning analytics (LA) communities, acknowledging the potential benefits for both fields from a productive synergy. As such, we expect participants from both of these communities, who have a deep understanding of one domain, and at least a keen interest in the other. We also welcome participants from other domains where the synergy of LD and LA could offer valuable opportunities.

Submissions are due in mid/end June. All the details in the workshop website: http://clad2016.ld-grid.org/#clad16 and the hashtag #clad16 !

We could have called it the “Learning Analytics Research Week” at DTIC. It was my pleasure to host several activities around learning analytics research last week. 

Dr. Roberto Martínez-Maldonado from the Connected Intelligence Centre (CIC) at the University of Technology, Sydney (UTS) has been the first visiting academic with an Erasmus+ International Mobility Grant (Erasmus+ KA107) at UPF. Within the activities of his visit, he instructed seminars devoted to PhD students. They included a hands-on workshop on multidimensional activity data visualization. The workshop engaged participants in crafting participatory data stories through the development of rapid low fidelity prototypes of collaborative work data. The workshop briefly introduced a series of concepts (such as multimodal data visualisation, learning analytics, HCI interaction data capture and visual metaphors). Then, the workshop focused on analysing a multi-user, multi-modal dataset that imposes particular challenges for visualisation design. The purpose for the attendees was to generate out-of-the-box ideas for visualising this particular Learning Analytics dataset, aimed at telling a story about collaborative group processes.

roberto_martinez-maldonado_DTIC-UPFRoberto Martínez-Maldonado also gave a DTIC Research Seminar titled “Multi-modal sequence mining and analytics of face-to-face collaborative learning”, where he introduced his work aimed at analysing aspects of students’ activity when learning collaboratively using digital ecologies enriched with sensors for identifying users, and also at multi-display settings. This strand of research is seeking out to automatically distinguish, discover and distil salient common patterns of interaction within groups, by mining the logs of students’ actions, detected speech, changes in group’s artefacts, etc. The talk showcased a number of group situations where multiple people are engaged in creative tasks that require design thinking and sense making. Multiple data mining techniques have been used in these scenarios to generate understanding of collaborative group processes including: classification, sequence pattern mining, process mining and clustering techniques.

abelardo-pardo_DTIC_UPF.pngDr. Abelardo Pardo, Senior Lecturer at the School of Electrical and Information Engineering, The University of Sydney, also visited the DTIC last week. He gave a DTIC Research Seminar with the title “Feedback at scale with a little help from my algorithms”. In his talk, Abelardo Pardo explained that despite the importance of formative feedback to improve educational experiences, providing adequate feedback in the right form, at the right time, at the right level is still challenging and risky. Academics in higher education institutions are increasingly under pressure to solve the tension between larger student cohorts in active learning scenarios and the quality of feedback given to students. The increasing amount of tasks that are mediated by technology offers the possibility to obtain a detailed digital footprint of the students. The talk explored some ideas about how to combine educational technology, data collection and prediction algorithms with current tasks carried out by instructors to amplify their effect in active learning scenarios.

These activities are connected with the strategic research program on Data Science associated to the Maria de Maetzu” distinction awarded to the DTIC. Learning Analytics research partly funded by this program was also presented at the 6th International Learning Analytics & Knowledge Conference (LAK’16) recently held in Edinburgh.

I’ve enjoyed very much participating in the 6th International Conference on Learning Analytics and Knowledge (LAK’16) this year! I co-organized a workshop on learning analytics across-spaces, where also presented work on the alignment of learning design with analytics as a means to better interpret data coming from diverse spaces. This research is partly funded by RESET project and the Maria de Maeztu Units of Excellence Program awarded to our ICT department at UPF.
All workshop contributions were highly interesting and available online!


Other partner members of the RESET project (Alejandra Martínez-Monés, Universidad de Valladolid, and Pedro Muñoz Merino and José A. Ruipérez-Valiente, Universidad Carlos III de Madrid) also contributed to the workshop and the main conference.

Related publications:

FutureLearn MOOC platform held its partners conference at our university (Universitat Pompeu Fabra in Barcelona) last 11 and 12 April. I participated in a panel discussion on “How to get the best out of social learning: a discussion on how to engage learners and provoke conversation” where I shared our experience running the 3D Graphics for Web Developers around the use of FutureLearn social learning mechanisms and our “PyramidApp”, an on-going research initiative in the context of RESET project aimed at investigating how to scale up active pedagogies.


Kickoff, CoT project


Our new research project “CoT” has just started! The project has received funding from RecerCaixa (see related UPF news item, RecerCaixa press). The kickoff meeting, with the members of the research team, was held yestarday at the Campus de Poblenou UPF (29/2/2016). The project will last until February 2019 (three years). Website will be ready soon and we will use the twitter hashtag #CoTprojectRC. Below the abstract of the project (també en català, y en español).


CoT: Communities of teaching as a data‐informed design science and contextualized practice

Abstract of the project: The research field of technologies for learning design deals with supporting teachers’ fundamental role of devising good arrangements for their students to learn. Sharing and collaboration around learning design practices between teachers, especially in the context of their educational centers, becomes a relevant mechanism for collectively improving teaching quality. The ultimate aim of the project is to empower teachers and educational centers as communities of teaching in which their members share the concern of being able to design the best possible learning activities for their students, learning from each other practices and considering the singularities of their context. To contribute towards this aim, the objective of the project focuses on providing teachers with a platform for data-informed learning design and studying the role that data analytics can play to support learning design processes in the context of educational communities. Data will include metrics of design activity within communities and metrics of engagement and achievement of learners when experiencing a learning design.

CAT Resum del projecte: La recerca que es farà en el projecte CoT, “comunitats d’ensenyament com a ciència de disseny informada amb dades i pràctica contextualitzada” persegueix millorar la manera en què els professors treballen amb altres professors, dissenyen les millors activitats possibles perquè els seus estudiants aprenguin i les implementen fent servir tecnologies de la informació i les comunicacions. Per aconseguir aquest objectiu, el projecte contribuirà amb tecnologies que permetin als centres educatius treballar en comunitat, fer servir sistemàticament processos de disseny per a la creació d’activitats innovadores, documentar la pràctica docent i reflexionar sobre el seu impacte per a millorar-la. Especial èmfasi de la recerca recaurà en entendre el paper d’analítiques de dades per recolzar els processes de disseny, incloent-hi dades d’accions de disseny per part dels professors i d’impacte en els estudiants.

ES Resumen del proyecto: La investigación que se hará en el proyecto CoT “comunidades de docencia como ciencia de diseño informada con datos y práctica contextualizada” persigue mejorar la manera en que los profesores trabajan con otros profesores, diseñan las mejores actividades posibles para que sus estudiantes aprendan y las implementen utilizando tecnologías de la información y las comunicaciones. Para conseguir este objetivo, el proyecto contribuirá con tecnologías que permitan a los centros educativos trabajar en comunidad, utilizando sistemáticamente procesos de diseño para la creación de actividades innovadoras, documentando la práctica docente y reflexionando sobre su impacto hacia la mejora. La investigación hará especial énfasis en estudiar el papel de las analíticas de aprendizaje para apoyar los procesos de diseño, incluyendo datos de acciones de diseño por parte de los profesores y de impacto con sus estudiantes.

Cross-LAK 2016: International Workshop on Learning Analytics Across Physical and Digital Spaces *Call for Papers*



In conjunction with LAK 2016 at the University of Edinburgh | April 25-29, 2016 http://lak16.solaresearch.org/

*Important Dates*
Submission Deadline: January 24, 2016 (5pm PDT) –> Extended January 31st, 2016
Notification to Authors: February 19, 2016
Camera-Ready Papers: April 3, 2016 (5pm PDT)
Workshop: April 25-29, 2016 (TBC)

*Workshop Theme*
The exploration of how students interact with digital resources in physical spaces in the context of blended learning scenarios is gaining relevance within the Learning Analytics community.  The challenge is to find the best approaches that can be applied to automatically capture traces of students’ activity, and understand how learning analytics techniques can be used in heterogeneous contexts. This workshop aims to articulate the community of researchers, interested in analytics for ubiquitous, mobile and/or face-to-face learning. The workshop will provide a platform to review and discuss challenges and opportunities for integrating and coordinating analytic techniques to support learning across digital and physical spaces. The goals of the workshop are to share approaches and identify a set of guidelines to design and connect Learning Analytics solutions according to the pedagogical needs and contextual constraints of practitioners.

The workshop will focus on (but is not limited to)  the following four themes:

>>> 1- Learning analytics across digital spaces.
Examples of application of learning analytics in educational settings where multiple digital technologies (digital spaces, learning environments, tools such as  e-books, learning management systems, e-portfolio systems, social network platforms, intelligent tutoring systems, etc), connected or disconnected, are used to facilitate different learning activities.

>>> 2- Learning analytics bridging physical and digital spaces.
Examples of application of learning analytics in educational settings with an significant face-to-face component (e.g. in the classroom, computer lab, collocated experimental settings, etc), a blend of collocated face-to-face and remote learning activities, or experimental approaches to gather collaborative student’s data while interacting with various systems.

>>> 3- Mobile and ubiquitous learning analytics.
Examples of application of learning analytics in ubiquitous educational settings with an important component of student’s mobility and where the learning activity spans across various physical and digital spaces.

>>> 4- Data integration of heterogeneous learning data sources.
Examples of learning analytics (conceptual and/or technological) solutions to collect, gather and synchronise student’s activity data coming from varied heterogeneous data sources.

We welcome papers under two categories:
>>>Short papers (4 pages). Short papers consist of authors describing their research in the area of learning analytics across physical and digital spaces, aligned to at least one of the four themes of the workshop. Authors of successful submissions will give a brief firehose presentation and present a poster at the poster session during the workshop.

>>>Panel papers (2-4 pages). Panel papers explain a unique perspective on the field that the author would like to contribute, aligned to one or all the themes of the workshop. Authors of successful submissions will participate in one of panels held during the workshop.

Participation Requirements: All workshop participants are encouraged to submit at least one paper under any of these two categories. There is no restriction on the number of papers submitted by the same author. The submission of a paper is not compulsory.

Contributions must be submitted through the EasyChair submission system. All submissions should be formatted as per the ACM formatting guidelines. Please use the formatting instructions and a link to the templates provided in the workshop website.

If you have any further questions, we encourage you to contact the organisers at <roberto.martinez-maldonado [at] uts.edu.au, davinia.hernandez [at] upf.edu>.

*Organising Committee*
Roberto Martinez-Maldonado (University of Technology Sydney, Australia)
Davinia Hernandez-Leo (Universitat Pompeu Fabra, Spain)
Abelardo Pardo (The University of Sydney, Australia)
Dan Suthers (University of Hawaii, USA)
Kirsty Kitto (Queensland University of Technology, Australia)
Sven Charleer (KU Leuven, Belgium)
Naif Aljohani (King Abdulaziz University, Saudi Arabia)
Hiroaki Ogata (Kyushu University, Japan)

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, 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.

Abstract: Most MOOCs offer open learning opportunities at Higher Education (HE) level. However, it is still unclear how HE students are taking this type of course. This study focuses on the profile of HE students participating in MOOCs, their registration, preferred topics and completion patterns and how they compare to other types of participants. The paper presents a descriptive analysis of the MiríadaX platform data up to the end of 2014, including an analysis of 144 courses and 191,608 participants. Results indicate that current HE students, who are mostly Latin American and Spanish males interested in technology subjects,register for and complete lower numbers of MOOCs than participants who have already completed their HE studies. HE students older than standard ages have a significant presence in MOOCs and have higher numbers of MOOC registrations and completitions.

Conclusions of the study, in brief, include:

– The majority of university students involved in MiríadaX MOOCs are male (60.70%) in a range of 18-24. Interestingly enough, there is an important number of HE students participating in MOOCs with ages as from 24 (40%). Most HE students are from Latin American countries (57.5%) and Spain (41.01%).

  • University students register for on average of 3.56 courses completing only 0.55 courses (similar pattern when comparing men and women).
  • University students are taking MOOCs following a pattern of registration and completion of MOOCs in between participants without HE studies (lower numbers) and with HE studies completed (higher numbers).
  • Within the collective of university students, those more active are older than 24, representing profiles of stronger intrinsic motivation to learn or to improve their professional competences.
  • MOOCs in the technological science subject area, followed by psychology and economics, show higher percentages of registrations for all types of participants. In the physics subject area, university students represent the highest percentage of types of participants registered.

One interpretation of results is that MOOCs are generally perceived as useful lifelong learning opportunities and not that much as a resource (comparable e.g. to books) that can support the HE curriculum. The particular result for the case of physics subject may be explained by a use of these MOOCs as remedial (level O) courses for freshmen at universities. The recent initiatives on the use of MOOCs to support blended educational approaches may influence the future evolution of the trends identified in this paper.

A more extensive study is presented in a Cátedra Telefónica-UPF report (in Spanish). The report cover multiple aspects and all types of participants but it does not include a deep focus on a particular profile of participants (as in the previous paper). It provides and analysis of the social profile of individuals registering in MiríadaX courses, demand of courses by topic, and an analysis of drop-out rates.

Oliver, M.; Hernández-Leo, D.; Albó, L. (2015). MOOCs en España. Análisis de la demanda. Cuaderno de la Cátedra Telefónica-UPF “Social Innovation in Education”. Universitat Pompeu Fabra. Disponible online http://repositori.upf.edu/handle/10230/25400


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