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We offer a research assistantship position to a student enrolled in the CSIM or the MIIS DTIC-UPF master programs. Tasks will be supervised by Dr. Davinia Hernández-Leo and Dr. Patricia Santos, and framed in the context of the Group of Interactive Technologies (GTI) / Interactive and Distributed Technologies for Education (TIDE) team. The team has currently ten members and their research lies at the intersection of ICT and learning sciences. This internship offers an excellent opportunity to collaborate in tasks associated ongoing research projects (MOOC production, experiments in schools, technology-supported hybrid education, design thinking game, data analytics, teaching community platforms…), with the potential to become one of the aspects a topic for the MSc thesis.

The position is offered to a highly motivated student, to join our team in interdisciplinary learning technologies research. Both backgrounds in Engineering/ICT (with interest in Education) or in Education (or similar, with interest in ICT) are welcome. Good level of English is required. Spanish or/and Catalan desired.

Please send application with CV to davinia DOT hernandez-leo AT upf DOT edu and patricia DOT santos AT upf DOT edu by July 31st.





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Sin títuloToday it has been the defense of the PhD Thesis, “Technology Support for Scalable and Dynamic Collaborative Learning: A Pyramid Flow Pattern Approach” by Kalpani Manathunga.

The PhD Thesis includes the following publications:

Manathunga, K. & Hernández-Leo, D. (2015). Has Research on Collaborative Learning Technologies Addressed Massiveness? A Literature Review. Journal of Educational Technology & Society, 18(4), 357–370.

Manathunga, K., & Hernández-Leo, D. (2016). A Multiple Constraints Framework for Collaborative Learning Flow Orchestration. In Chiu D., Marenzi I., Nanni U., Spaniol M., Temperini M. (Eds.), Advances in Web-Based Learning: Proceedings of 15th International Conference on Web-based Learning, ICWL 2016 (pp. 225-235). Rome, Italy: Springer LNCS (volume 10013).

Manathunga, K., & Hernández-Leo, D. (2016). PyramidApp: Scalable Method Enabling Collaboration in the Classroom. In K. Verbert, M. Sharples, & T. Klobučar (Eds.), Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016 (pp. 422-427). Lyon, France: Springer LNCS (volume 9891).

Manathunga, K., Hernández-Leo, D., Sharples, M., (2017) A Social Learning Grid for MOOCs: Exploring a FutureLearn Case, Springer LNCS (vol. 10254) Proceedings of eMOOCs 2017, Madrid, Spain, 243-253.

Manathunga, K., & Hernández-Leo, D., Authoring and Enactment of Mobile Pyramid-based Collaborative Learning Activities. Submitted to journal [Under review]

Manathunga, K., & Hernández-Leo, D., (2017). Towards Scalable Collaborative Learning Flow Pattern Orchestration Technologies. Accepted to be presented at 9th International Conference on Education and New Learning Technologies, EDULEARN 2017. Barcelona, Spain: IATED. http://hdl.handle.net/10230/32248

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Hernández-Leo D, Agostinho S, Beardsley M, Bennett S, Lockyer L. Helping teachers to think about their design problem: a pilot study to stimulate design thinking. Paper presented at: 9th annual International Conference on Education and New Learning Technologies EDULEARN17; 2017 July 3-5; Barcelona, Spain, pp. 5681-5690. Open access: http://hdl.handle.net/10230/32247  Link to slides.

Manathunga K, Hernández-Leo D. Towards scalable collaborative learning flow pattern orchestration technologies. Paper presented at: 9th annual International Conference on Education and New Learning Technologies EDULEARN17; 2017 July 3-5; Barcelona, Spain, pp. 6277-6286. Open access: http://hdl.handle.net/10230/32248


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Last Thursday, June 29th 2017, I gave the invited talk at the Universidad Carlos III de Madrid Teaching Innovation Symposium (Leganés). The talk was entitled “Lessons learnt working towards quality and teaching innovation” (or “Lecciones aprendidas trabajando hacia la calidad e innovación docente”, as the symposium was in Spanish). As the title of the talk indicates, I went through some of the lessons I’ve learnt during the 8 years I’ve leading the Teaching Quality and Innovation Support Unit of the Engineering School at UPF, Barcelona.

These are the slides of the talk and a link to the video.

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As part of EC-TEL 2017, the Twelfth European Conference On Technology Enhanced Learning with the theme of Data Driven Approaches in Digital Education, focusing on the new possibilities and challenges brought by the digital transformation of the education systems. We are thrilled to announce the first Multimodal Learning Analytics Across (Physical and Digital) Spaces (CrossMMLA) workshop. on Wednesday, September 13, 2017, in Tallinn.

See the detailed info, with the CfP, at http://crossmmla.org/ 


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User Modeling and User-Adapted Interaction Special Issue on:

Multimodal Learning Analytics & Personalized Support Across Spaces


Learning often occurs in spaces and at moments that go beyond those shaped in formal educational settings. Students’ opportunities for significant learning are commonly not limited to the moments when they interact with a specific educational tool. By contrast, learning can be considered as a complex life-long journey which is socially, epistemically, physically and digitally situated. Increasing access to emerging communication technologies and the proliferation of mobile and pervasive devices have made it possible for students to have access to a wide range of educational (and non-educational) resources. Moreover, students commonly work outside the boundaries of the institutional learning system(s). They may interact face-to-face, use other educational tools or even use resources that were not specifically designed to serve in learning contexts. Instructors may also want students to not only use the tools offered by the institution, but also other tools that are more suitable for the context and the subject matter.

This proliferation of emerging communication technologies is creating new possibilities for providing automated, continued feedback and a more holistic view for supporting learning. Pervasive and mobile technologies can be used to allow learners to get remote access to educational resources from different physical spaces (e.g. ubiquitous/mobile learning) or to enrich their learning experiences in the classroom in ways that were not previously possible (e.g. face-to-face/blended learning).

However, to date most learning analytics and personalized support systems have been generally designed from a perspective which is agnostic of the physical space where learning happens or the various digital spaces through which learners interact. As a result, key challenges are emerging in regards of how systems can be adapted or how they can be used to provide support and/or feedback across different physical and digital spaces. Moreover, there are also technical challenges that need to be addressed to integrate and exploit learners’ data coming from heterogeneous, multimodal sources in order to provide such continued support or feedback.

In short, student’s learning activity happens where the learner is rather than within a specific educational system. Thus, there is an increasing interest in providing multimodal, personalized support or feedback to students across varied physical and digital spaces. For this special issue, we encourage submission of original papers that demonstrate ways to integrate and coordinate learning analytics and personalized feedback systems that provide continued support to learning across digital and/or physical spaces. Contributions can be made on any of the following themes:

  • Providing Personalized Support to Learners Interacting Across Multiple Digital Spaces: Studies of novel analytics approaches and systems providing personalized support or feedback across multiple digital learning tools. This includes data mining, learner modelling and/or visualization (or Open Learner Modelling) approaches applied to datasets that integrate logs from multiple learning tools;
  • Providing Personalized Support Bridging the Physical and Digital Realms: Design and study of learning situations that include collocated/face-to-face interaction and/or the use of online (remote access) tools (e.g. including ‘everyday’ settings, collocated collaboration situations, multi-device ecologies, ubiquitous learning technology or blended learning cases). This also includes classroom analytics, multimodal learning analytics (MMLA), and modelling collocated group interactions;
  • Generating Models of Learner’s Interaction Data from Heterogeneous Sources: Discussion of methodologies and theoretical approaches, and their technical solutions, to acquire learner models by integrating activity logs from multiple sources of student’s data. This includes technical approaches (such as conceptual models, formal representation of heterogeneous learner models or generic user modelling systems) but also non-technical issues (such as privacy and security of information for personalization, cultural adaptation, or data management).

 Paper Submission and Review Process  

Prospective authors must submit an extended abstract to the special issue editors via EasyChairIt must be at most 4 single-spaced pages long, not counting references, formatted with 12pt font and 1 inch margins. The special issue editors will screen all submitted abstracts. Abstracts that do not pass this initial screening (i.e., abstracts deemed not to have a reasonable chance of acceptance) will not be considered further. Authors of abstracts that pass the initial screening will be invited to submit a full version of the manuscript using the formatting guidelines and submission instructions of the journal, which can be consulted at http://www.umuai.org/paper_submission.html

Suggested Timeline

  • November 1, 2017: Submission of title and abstract
  • December 1, 2017: Notification of suitability of abstract
  • March 15, 2018: Submission of full papers
  • June 15, 2018: First round of review notifications
  • August 15, 2018: Revisions of papers due
  • November 1, 2018: Final notifications due
  • December 15, 2018: Camera ready papers due
  • February 15, 2019: Publication of special issue

Guest Editors

Roberto Martinez-Maldonado, University of Technology Sydney, NSW Australia Roberto.Martinez-Maldonado@uts.edu.au roberto.martinezmaldonado.net

Davinia Hernandez-Leo, Universitat Pompeu Fabra, Barcelona, Spain Davinia.Hernandez@upf.edu www.dtic.upf.edu/~daviniah/

Abelardo Pardo, The University of Sydney, NSW Australia, Abelardo.Pardo@sydney.edu.au http://sydney.edu.au/engineering/people/abelardo.pardo.php

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I’m sharing here our slides of our paper about social learning spaces for MOOCs, with an analysis of a case in FutureLearn, presented in the Research track of #EMOOCs2017 Conference!

SLGridManathunga, K., Hernández-Leo, D., Sharples, M., (2017) A Social Learning Grid for MOOCs: Exploring a FutureLearn Case, Springer LNCS (vol. 10254) Proceedings of eMOOCs 2017, Madrid, Spain, 243-253. Open access: https://repositori.upf.edu/handle/10230/28273


Abstract. Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities.This paper looks into available and potential collaborative and social learning spaces within MOOCs and proposes a social learning space grid that can aid MOOC designers to implement such spaces, considering the relSLSG-examplesated requirements. Furthermore, it describes a MOOC case study incorporating three collaborative and social learning spaces and discusses challenges faced. Interesting lessons learned from the case give an insight on which spaces to be implemented and the scenarios and factors to be considered.

We also presented this work, link to slides, in the FLAN meeting (Barcelona, January 2017)

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