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Archive for the ‘technology’ Category

Special issue on
“Connecting Learning Design and Learning Analytics”

to be published at the
Interaction Design and Architecture(s) Journal (IxD&A)
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CFP: http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=102&link=call33
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Guest Editors:
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• Davinia Hernández-Leo, Universitat Pompeu Fabra Barcelona
• María Jesús Rodríguez-Triana, École Polytechnique Fédérale of Lausanne
• Yishay Mor, independent consultant
• Paul Salvador Inventado, Carnegie Mellon University

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Important dates:
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• Deadline: May 20, 2017 – extended till June 5, 2017 –
• Notification to the authors: June 30, 2017, delayed – please check journal website
• Publication of the special issue: end of September, 2017

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Overview
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Learning Design (LD) and Learning Analytics (LA) are both domains of research and action that aim to improve learning effectiveness.

Learning Design or, Design for Learning, is an emerging field of educational research and practice. Its practitioners are interested in understanding how the intuitive processes undertaken by teachers and trainers can be made visible, shared, exposed to scrutiny, and consequently made more effective and efficient. Arguably, most of the work in the field of LD has focused on the creative processes, on practices, tools and representations to support it, and on mechanisms for sharing its outputs between practitioners. Very little has been done in terms of the practices, tools and representations used for evaluating the effects of the designs. Several approaches emphasise top-down quality enhancement, which help designers to base their work on sound pedagogical principles. What is missing is the trajectory that would complete the feedback loop: the built-in evaluation of designs to see whether they achieved the expected outcomes.

Learning Analytics are about collecting and reporting data about learners and their contexts, for purposes of understanding and optimising learning environments. LA typically employ large datasets to provide real-time or retrospective insights about the effect and effectiveness of various elements and features of learning environments. Learning analytics are rooted in data science, artificial intelligence, and practices of recommender systems, online marketing and business intelligence. The tools and techniques developed in these domains make it possible to identify trends and patterns, and then benchmark individuals or groups against these trends. LA can help to identify at-risk learners and provide interventions, transform pedagogical approaches, and help students gain insight into their own learning.

How Learning Design may help Learning Analytics? According to situational approaches, one of the prerequisites to obtain relevant outputs is not to isolate the analysis of educational data from the context in which it is embedded. This tandem between LD and LA offers the opportunity to better understand student behaviour and provide pedagogical recommendations when deviations from the original pedagogical intention emerge addressing one of the challenges posed by LA.

How Learning Analytics may support Learning Design? Reciprocally, well-formulated learning analytics can be helpful to inform teachers on the success and outcomes of their learning designs. Learning analytics can provide evidences of the impact of a design in one or several learning situations in aspects such as engagement patterns in the activities proposed by the learning design, learning paths followed by the students, time consumed to complete the activities, etc.

To sum up, LD offers LA a domain vocabulary, representing the elements of a learning system to which analytics can be applied. LA in turn, offers LD a higher degree of rigor by validating or refuting assumptions about the effects of various designs in diverse contexts. There is a natural and synergistic relationship between both domains, which has led to a growing interest and some initial effort in bringing them together. However, making these links operational and coherent is still an open challenge.

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Topics of Interest
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This special issue solicits original research papers framing connecting learning design with learning analytics.
The main topics of interest are:

● Practical examples of synergies between LD and LA.
● Methods and tools for developing data-enriched learning design and / or design-aware learning analytics.
● Application domains for integrated LD-LA approaches, such as teacher inquiry, learning at scale, and self-determined learning.
● Theoretical and conceptual foundations, opportunities and challenges for synergies between LD and LA.
● Meta-models and mediating frameworks for connecting and correlating LD and LA.
● Utilising Design Patterns as such meta-models, and as boundary objects for all of the above.

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Submission guidelines and procedure
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All submissions (abstracts and later final manuscripts) must be original and may not be under review by another publication.
The manuscripts should be submitted either in .doc or in .rtf format.
All papers will be blindly peer-reviewed by at least two reviewers.
Authors are invited to submit 8-20 pages paper (including authors’ information, abstract, all tables, figures, references, etc.).
The paper should be written according to the IxD&A authors’ guidelines
->http://www.mifav.uniroma2.it/inevent/events/idea2010/index.php

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Authors’ guidelines
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Link to the paper submission page:
http://www.mifav.uniroma2.it/idea2010/login.php
(Please upload all submissions using the Submission page. When submitting the paper, please, choose Domain Subjects under:
“IxD&A special issue on: ‘Connecting Learning Design with Learning Analytics’)

More information on the submission procedure and on the characteristics
of the paper format can be found on the website of the IxD&A Journal
where information on the copyright policy and responsibility of authors,
publication ethics and malpractice are published.

For scientific advice and queries, please contact any of the guest-editors below and mark the subject as:
IxD&A special issue on: Connecting Learning Design with Learning Analytics.

• davinia [dot] hernandez [at] upf [dot] edu
• maria [dot] rodrigueztriana [at] epfl [dot] ch
• yishaym [at] gmail [dot] com
• pinventado [at] cmu [dot] edu

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We were delighted to host yesterday in UPF Barcelona the FutureLearn Academic Network meeting, with the theme “The Educator Experience”.  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 that I coordinate within the Interactive Technologies group at the UPF ICT Department.

flan-12The event started with an inspiring keynote by Professor Sir Timothy O’Shea, Principal & Vice-Chancellor, University of Edinburgh, who explained Edinburgh’s developing MOOC strategy, including producing 64 online Masters courses.

foto2.pngDr. Lisa Harris and Nic Fair explained how they are integrating MOOCs intoUniversity of Southampton practice from a perspective of education and research. foto3.png

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

foto.png

PhD Students from the Open University (ShiMing 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.

And Manel and I 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.

foto5There was also a Skype discussion with the participation of Ester Oliveras (UPF), Sarah Cornelius (University of Aberdeen), Sarah Speight (Nottingham), Pierre Binetruy (Paris Diderot) moderated by Mike Sharples about what have been the experiences of educators on FutureLearn courses, and how can these be improved.

All in all it was an enriching event, with interesting ideas and discussions about the role of MOOCs to achieve educational impact, to accelerate the educational technologies strategy within the institution, for educational research, and as research methodology. See #BarcelonaFLAN in twitter! And pictures in Flickr!

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The kick-off of our new project, ChangeMakers: Nurturing the design thinking mindset of children through coordinated gaming, was held last 19-20 Dec. Info at the UPF website (and DTIC, and ACUP) website, and some impact in media.

Website: www.changemkrs.eu

Facebook: www.facebook.com/changemk/

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Kalpani Manathunga and Konstantinos Michos, PhD students in our learning technologies team at UPF, attended the in the 11th European Conference on Technology Enhanced Learning (EC-TEL2016) held in Lyon, France from 13th to 16th September, 2016. They also participated in  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”.

The papers they presented in the main conferences are:

Abstract : Computer Supported Collaborative Learning methods support fruitful social interactions using technological mediation and orchestration. However, studies indicate that most existing CSCL methods have not been applied to large classes, means that they may not scale well or that it’s unclear to what extent or with which technological mechanisms scalability could be feasible. This paper introduces and evaluates PyramidApp, implementing a scalable pedagogical method refining Pyramid (aka Snowball) collaborative learning flow pattern. Refinements include rating and discussing to reach upon global consensus. Three different face-to-face classroom situations were used to evaluate different tasks of pyramid interactions. Experiments led to conclude that pyramids can be meaningful with around 20 participants per pyramid of 3–4 levels, with several pyramids running in parallel depending on the classroom size. An underpinning algorithm enabling elastic creation of multiple pyramids, using control timers and triggering flow awareness facilitated scalability, dynamism and overall user satisfaction in the experience.

Abstract: Social computing enables collective actions and social interaction with rich exchange of information. In the context of educators’ networks where they create and share learning design artifacts, little is known about their collective behavior. Learning design tooling focuses on supporting educators (learning designers) in making explicit their design ideas and encourages the development of “learning design communities”. Building on social elements, this paper aims to identify the level of engagement and interactions in three communities using an Integrated Learning Design Environment (ILDE). The results show a relationship between the exploration of different artifacts and creation of content in all the three communities confirming that browsing influence the community’s outcomes. Different patterns of interaction suggest specific impact of language and length of support for users.

See also info in our gti group website and also the presentation we did about PyramidApp in a Collaborative Online International Learning Symposium.

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International Journal of Educational Technology in Higher Education welcomes submissions to the thematic series on ‘Learning design for in situ continuous professional development’. Deadline: Dec. 1st.

Building on recent advances in learning design and focusing on higher education, this thematic series addresses the specific challenges that designers of learning arrangements face when designing in situ professional development (such as workplace learning). As always, such designs should cover the activities that learners engage in, the social setting (fellow learners, facilitators) and the context in which learners carry out their activities. If the workplace is the context and the learners are professionals, designers face unprecedented challenges. For example, how can educators be convinced to become genuine designers who cast aside their default constraints of school, curriculum, lecture and embrace the opportunities of online or blended learning? How can learning activities be designed that are at the very leas compatible with but better still make sense in a workplace setting? How can team learning be facilitated? How can the transition from merely learning in a team to learning in a large, personal networked learning environment be made? And also, how should this kind of learning be implemented in a workplace environment that has been spoon fed on training sessions with mere knowledge transfer, often in settings away from the workplace? We welcome papers that focus on these and other challenges typical for the design of in situ professional development arrangements. Although such papers may be situated in any workplace setting, papers addressing the topic of teacher professional development are of specific interest.

Potential topics include but are not limited to:

  • Learning design
  • Design thinking
  • Professional development
  • Continuous professional development
  • Workplace learning
  • online learning
  • Technology-enhanced learning
  • Blended learning

 

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Below the slides I used in the panel “Global partnership for development. The role of academia in empowering participatory and collaborative action” at the Social Impact of Science Conference 2016. I talked about “Open collaborative platforms, education and research: MOOCs, ILDE“.

SIS2016_daviniahl_UPF2

The session was chaired by Enric Senabre Hidalgo, Universitat Oberta de Catalunya, and with speakers Xavier Serra Casals, Dept. of Information and Communication Technologies, Universitat Pompeu Fabra; Davinia Hernández Leo, Dept. of Information and Communication Technologies, Universitat Pompeu Fabra; Bruno Raimbault, Médecins Sans Frontières, Open Street Map movement; Xabier Barandiaran, Barcelona City Council – Participation Councillorship. The session organised with the support of the DTIC-UPF María de Maeztu Units of Excellence Programme (MDM-2015-0502).

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Some days ago Lori Lockyer, from Maquarie University (Sydney, Australia) visited us. We discuss with her our current research and she also shared with us outcomes from her projects, all around bringing learning design and analytic thinking together.

 

GTIleanring-with-Lori

 

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