Adriana Gewerc

Using a learning analytics tool for evaluation in self-regulated learning

In self-regulated learning, evaluation is a complex task of the teaching process, but even more if students have social media that allow them to build their personal learning environment in different ways. In these kind of virtual environments a large amount of data that needs to be assessed by teachers is generated, and therefore they require tools that facilitate the assessment task. In this paper, we present an experiment with a process mining-based learning analytics tool, called SoftLearn, that helps teachers to assess the students activity in self-regulated learning. The subject of this experiment is taught in blended learning mode with weekly classroom sessions, and the students use a social network software, called ELGG, as an e-portfolio in which they reflect their individual knowledge process construction. The results show that the use of this tool reduces significantly the assessment time and helps teachers to understand the learning process of the students.

Culturas, formación y desarrollo profesional. La integración de las TIC en las instituciones educativas

We present some result from teacher and professional development dimensions of two research projects carried out between 2006-2009. The projects share the same theoretical and methodological approach, and are designed to analyze and evaluate the factors that influence the processes of change in innovation projects with ICT in schools when the innovation aimed to promoting new teaching and learning environments mediated by ICT. The first, focused on the analysis of these processes of innovation and the other, the design of teaching situations with ICT involving innovation at the school. These investigations have been conducted through a longitudinal cases study, with collaborative action research. We worked during three school years in a Centro Rural Agrupado (CRA-Grouped Rural School), a Centro de Educacion Infantil y Primaria (CEIP- Pre-school and elementary school center), a Centro Publico Integrado (CPI- Integrated public school) and an Instituto de Ensenanza Secundaria (IES-Secondary school). The dimensions of analysis used are grouped at the macro level (education policy), meso (institutions) and micro level (teachers). It was intended to make visible the relationships between personal, professional, institutional and leadership in creating sustainable conditions for ICT innovation in schools. The results show abundant evidence of professional development and changes in professional and institutional culture through the collaborative action research process. The continuity of the work has been one of the elements that facilitated achievement. Teacher beliefs about content and instructional design are elements that hinder the process of change with ICT. The process was focus on the changes’ cultural aspect, which has enabled the sustainability of the proposals at the end of the research.

Evaluation of a Data-To-Text System for Verbalizing a Learning Analytics Dashboard

The SoftLearn Activity Reporter is a data‐to‐text service, which automatically generates textual reports about the activity developed by students within the SoftLearn virtual learning environment. In this paper, we describe the conception of the service, its architecture, and its subsequent evaluation by an expert pedagogue, where 20 full reports generated from real data from an undergraduate course supported by the SoftLearn platform were assessed. Results show that the automatically generated reports are a valuable complementary tool for explaining teachers and students the information comprised in a learning analytics dashboard.

Alfabetización mediática en la escuela primaria. Estudio de caso en Galicia

Las nuevas necesidades formativas para una integracion activa y critica de los ciudadanos en el Siglo XXI han generado disposiciones curriculares que integran la llamada Competencia Digital (CD). En este articulo se presenta una investigacion que propone describir, conocer y comprender los procesos de apropiacion e interpretacion de las propuestas curriculares referidas a la competencia digital en las escuelas primarias de Galicia. Las preguntas de investigacion refieren a: ?Como traduce el profesorado las disposiciones curriculares en sus practicas de aula? ?Que estrategias de ensenanza con nuevos medios se estan llevando a cabo en las aulas para contribuir al desarrollo de la competencia mediatica? Se realizo un diseno cualitativo basado en estudio de caso con enfoque etnografico, con observacion participante, entrevistas, grupos de discusion y analisis documental. Los datos fueron analizados utilizando Atlas.ti 7 en base a la teoria fundamentada. Los resultados evidencian la creacion de espacios para trabajar los medios en la escuela, aunque su tratamiento es escaso, con poca profundidad y deja de lado aspectos esenciales de la competencia digital, como el analisis critico de la informacion. La escuela aparece como un lugar esencial desde el que abordar los aprendizajes relacionados con esta competencia para garantizar la justicia social en la sociedad contemporanea, donde la participacion del alumno y su rol activo es fundamental para desarrollar las dimensiones de comunicacion y creacion de contenidos de la competencia digital.

Network analysis software for diagramming arguments in informal logic classes

This article addresses the use of Network Analysis Software to diagram arguments in Informal Logic classes. It is shown as an innovative possibility that goes beyond the classic work with pencil and paper and even the work with specific software dedicated to diagramming. In particular, diagrams made in pencil and paper and diagrams elaborated with Araucaria software are compared through the construction of network graphs obtained by juxtaposing individual diagrams made by the students. The results show that there are no significant differences in the indices compared and that the verified variations respond to differences in the representation systems. Finally, the study suggests that the Network Analysis Software inaugurates a new form of diagrammatic cartographies with interest for the teaching of Logic.

Academic Social Networks and Learning Analytics to Explore Self-Regulated Learning: a Case Study

Social networks have become a new form of communication that allow students to share and collaborate. In this sense, they have joined forces with self-regulated learning (SRL) skills. This paper presents an experience at the University of Santiago de Compostela to analyze how SRL is developed in a course using a social network. This research used the following: 1) MSLQ questionnaire by Pintrich and 2) social network analysis techniques within the learning analytics framework. The results show that pedagogy encouraged students to interact and create a rich environment for developing SRL skills.

E-portfolios and social networks in university education systematizing an experience

This paper systematizes learning and teaching experience with about 700 students in different subject degrees from the University of Santiago de Compostela. The experience works with e-portfolios as part of a social network. In developing the e-portfolio, reflection, communication and collaboration are included by a frame-constructive learning cognitive perspective develops on social bases. This work allows students to develop self and social-regulation learning skills; improve tolerance towards their peers and reciprocity of knowledge and learning. The evaluation is done through a rubric. ELGG version 1.9.8 software tools complemented with learning analytics is used. Assessment experience shows significant gains in student learning and some difficulties are pointed out.

Conocimiento profesional y competencia digital en la formación del profesorado. El caso del Grado de Maestro en Educación Primaria Professional Knowledge and Digital Competency in Teacher Education. The case of Elementary Teacher Education Degree

Este articulo analiza las complejas intersecciones entre el conocimiento pedagogico, del contenido y de la tecnologia en la formacion inicial del profesorado de educacion primaria. Las preguntas guia son: ?Cuales son los contenidos y procesos de la formacion que facilitan en los profesores la construccion de su conocimiento profesional? ?Que deberian aprender los profesores en este mundo complejo y cambiante? El estudio se realiza a traves de: 1. El analisis del plan de estudios del Grado de Maestro en Educacion Primaria y las fichas de las materias en relacion a la atencion prestada a los diferentes aspectos del desarrollo de la competencia digital y el encuadre de tecnologias que adoptan y 2. Las representaciones del profesorado de la titulacion. Se utilizaron analisis de documentos y entrevistas en profundidad. Para el analisis se tuvo en cuenta el proyecto DIGCOMP (Ferrari, 2013), que distingue cinco areas para la adquisicion de la competencia digital: 1. Informacion, 2. Comunicacion, 3. Creacion de contenido. 4. Seguridad y 5. Resolucion de problemas. Entre los resultados mas sobresalientes destaca una perspectiva instrumental de las tecnologias y el dominio de la competencia informacional sobre los otros aspectos que conforman la competencia digital segun DIGCOMP. Abstract This paper analyzes the complex relationship between pedagogical, content, and technological knowledge in elementary initial teacher education. These are the guide questions: What are the contents and processes that facilitate the education of teachers when building their professional knowledge? What should teachers learn in this complex and changing world? The study is carried out by the analysis of: 1. The initial teacher education curriculum and the skills integrated in each subject. 2. The representations of the degree faculty. Document analysis and deep interviews were used. DIGCOMP project (Ferrari, 2013), which identifies five areas for the acquisition of digital competence, was taken into account. These areas are: 1. Information; 2. Communication; 3. Content creation; 4. Security; 5. Problem resolution. Among the most outstanding results it is highlighted an instrumental view of technology and the prevalence of information skills over other aspects of the digital competency according DIGCOMP.