List of results published directly linked with the projects co-funded by the Spanish Ministry of Economy and Competitiveness under the María de Maeztu Units of Excellence Program (MDM-2015-0502).

List of publications acknowledging the funding in Scopus.

The record for each publication will include access to postprints (following the Open Access policy of the program), as well as datasets and software used. Ongoing work with UPF Library and Informatics will improve the interface and automation of the retrieval of this information soon.

The MdM Strategic Research Program has its own community in Zenodo for material available in this repository   as well as at the UPF e-repository   

 

 

Back Michos K, Hernández-Leo D. Towards understanding the potential of teaching analytics within educational communities. International Workshop on Teaching Analytics, EC-TEL 2016.

Michos K, Hernández-Leo D. Towards understanding the potential of teaching analytics within educational communities. International Workshop on Teaching Analytics, EC-TEL 2016, Lyon, France,S eptember 2016. CEUR Proceedings Vol-1738, pp 1-8.

The use of learning analytics in ICT-rich learning environments assists teachers to (re)design their learning scenarios. Teacher inquiry is a process of intentional and systematic research of teachers into their students ́ learning. When teachers work in small groups or communities and present results of their practice more interpretations are generated around the use and meaning of this data. In this workshop paper we present preliminary research about four dimensions of learning analytics (engagement, assessment, progression, satisfaction), and their visualization as teaching analytics, that are hypothesized to be relevant to help teachers in the (re)design of their learning scenarios. Moreover, we evaluate teachers’ acceptance of exchanging these types of analytics within their teaching community. A workshop for blended MOOCs design (N=20 participants) showed that although all the analytics dimensions were valuable, assessment data was the most useful dimension for (re)designing while data about the engagement of students was the less useful. Educational practitioners also showed interest in knowing a combination of specific data (e.g. achievements related with the satisfaction of students). Last, most participants expressed their willingness to share visual learning analytics related to their designs with their colleagues. The role of contextual information to interpret the learning analytics was recognized as important.

Keywords: Teacher inquiry, professional learning communities, learning design