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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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See information at: https://www.upf.edu/web/etic/phd-fellowship-in-educational-technologies

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Martinez-Maldonado, R., Goodyear, P., Carvalho, L., Thompson, K., Hernandez-Leo, D., Dimitriadis, Y., Prieto, L. P., and Wardak, D. (2017). Supporting Collaborative Design Activity in a Multi-User Digital Design Ecology. Computers in Human Behaviour, CHB, 71(June 2017), 327-342.
Open access: https://repositori.upf.edu/handle/10230/28165

Abstract

Across a broad range of design professions, there has been extensive research on design practices and considerable progress in creating new computer-based systems that support design work. Our research is focused on educational/instructional design for students’ learning. In this sub-field, progress has been more limited. In particular, neither research nor systems development have paid much attention to the fact that design is becoming a more collaborative endeavor. This paper reports the latest research outcomes from R&D in the Educational Design Studio (EDS), a facility developed iteratively over four years to support and understand collaborative, real-time, co-present design work. The EDS serves to (i) enhance our scientific understanding of design processes and design cognition and (ii) provide insights into how designers’ work can be improved through appropriate technological support. In the study presented here, we introduced a complex, multi-user, digital design tool into the existing ecology of tools and resources available in the EDS. We analysed the activity of four pairs of ‘teacher-designers’ during a design task. We identified different behaviors – in reconfiguring the task, the working methods and toolset usage. Our data provide new insights about the affordances of different digital and analogue design surfaces used in the Studio.

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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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Cross-LAK 2017: 2nd International Workshop on Learning Analytics Across Physical and Digital Spaces

*Call for Papers*

===================================================

http://crosslak.utscic.edu.au/
#crosslak17

In conjunction with LAK 2017 at Simon Fraser University, Vancouver, Canada | March 13-17, 2017 http://lak17.solaresearch.org/

Important Dates

Submission Deadline: Jan. 10, 2017
Notification to Authors: Feb 10, 2017
Camera-Ready Papers: March 1, 2017
Workshop: April 13 or 14, 2017

Workshop Theme

Student’s learning happens where the learner is rather than being constrained to a single physical or digital environment. Educational research has revealed the pedagogical benefits of letting students experience different types of content, “real world” challenges, and physical and social interactions with educators or other learners. 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 tools that were not specifically designed to serve in learning contexts. Teachers may want students to use not only the tools offered by the institution, but also other tools that are more suitable to the context and subject matter.

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 support) or to enrich their learning experiences in the classroom in ways that were not previously possible (e.g. face-to-face/blended learning support). This is creating new possibilities for learning analytics to provide continued support or a more holistic view about learning, moving beyond desktop-based learning resources. An overarching concern is how to integrate analytics across these different spaces and tools in a coordinated way. In short, there is an increasing interest in providing support for students’ learning across physical and digital spaces, and the means to achieve this are more readily available.

We invite invite contributions to the Workshop on Learning Analytics Across Physical and Digital Spaces Research. Contributions should relate to the design and study of learning analytics innovations and solutions, including but not limited to any of the following themes:

    >>>Support Across Multiple Digital Spaces: Studies of novel analytics approaches and systems that span across multiple digital learning tools (including mining, modelling or visualising datasets that integrate logs from multiple learning tools);

    >>>Bridging the Physical and Digital Realms: Design and study of learning situations that include collocated settings and/or the use of online (remote access) tools  (e.g. including ‘everyday’ settings, collocated collaboration situations, multi-device ecologies or blended learning cases);

    >>>Data Integration of Heterogeneous Learning Data Sources: Discussion of methodologies and theoretical approaches, and their technical solutions, to integrate learning activity logs from multiple sources of learner’s data (including technical but also non-technical issues such as ethics, orchestration or data management).

 

Submissions; we welcome papers under two categories:

    >>>Short papers (5 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.

    >>>Position papers (2-5 pages). Position 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 panel to be 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.

Formatting: Contributions must be submitted through the EasyChair submission system. Please use the formatting instructions and the template provided in the workshop website.

 

The expected outcomes of the workshop are the following:  

    >>>Consolidating the Cross-LAK Community. This workshop will build on the design space and guidelines formulated in the first edition of Cross-LAK [8] in order to consolidate the synergy between researchers and propose further steps as a community.

    >>>Provide a forum to ignite collaboration. The workshop will bring together the sub-communities within the learning sciences, educational technology, and LAK with the goal of contributing with their expertise in identifying the major issues to be tackled in the area, generating new ideas for future research and sparking on each other in ways that can lead to future collaboration within the LAK community.

    >>>Work towards a special issue on Cross-LAK themes. Proceedings of research papers which will be produced and selected papers will be invited to be submitted in full to a special issue (SI) on Cross-LAK in an indexed journal so other members of the LAK community can benefit and further contribute to the design space.

Organising Committee

Roberto Martinez-Maldonado (University of Technology Sydney, Australia)
Davinia Hernandez-Leo (Universitat Pompeu Fabra, Spain)
Abelardo Pardo (The University of Sydney, Australia)
Hiroaki Ogata (Kyushu University, Japan)

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>.

 

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I’ve been in charge of a session on Final degree /master projects with a professional orientation framed in the context of Jornadas REDU (Red de Docencia Universitaria) 2016 (twitter: @REDU). I’ve really enjoyed the fruitful discussions; many inspiring ideas shared and important challenges identified! It was gratifying for me to see how much Spanish universities have advanced since 2011-2012, when we did a study around good practices in Final degree projects. The papers accepted for discussion at Jornadas REDU will be available very soon in the jornadas website.

 

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Shirley Agostinho from University of Wollongong visited us the last two weeks. We have enormously enjoyed her visit these days, including encouraging conversations with the different members of the team, the nice piece of joint work done and the avenues for collaboration identified. We will really miss having her around!

daviniateamphoto_1stday

From left: Laura Serra, Marc Beardsley, Kostas Michos, Kalpani Manathunga, Davinia Hernández-Leo, Shirley Agostinho, Pablo Abenia, Laia Albo

This is the picture we took the first day of her visit (Sep. 12th) and that she has also shared in their “learning design research” blog.

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