publication . Part of book or chapter of book . Conference object . Article . 2013

Learning analytics @ UC3M

Delgado Kloos, Carlos; Pardo, Abelardo; Pedro Muñoz-Merino; Gutierrez, Israel; Leony, Derick; IEEE;
  • Published: 01 Jan 2013
Abstract
Proceedings of: 2013 IEEE Global Engineering Education Conference (EDUCON) 13-15 March 2013, Berlin (Germany). Feedback is important for any activity, and learning is no exception. Whereas assessment can give summative feedback about the proficiency of the learning, learning analytics can give a much finer level of feedback about the learning process. Learning analytics can help in identifying the effectiveness of learning elements, can help in engaging students, can guide teachers in the preparation and deployment of the teaching activity. In this paper, we present a number of different initiatives carried out at UC3M that include elements of learning analytics...
Subjects
free text keywords: e-learning, technology-enhanced learning, learning analytics, virtualization, gamification, visualization, Telecomunicaciones, Analytics, business.industry, business, Summative assessment, Synchronous learning, Multimedia, computer.software_genre, computer, Computer science, Blended learning, Educational technology, Data science, Experiential learning, Robot learning

[1] “Gartner Says Worldwide Enterprise IT Spending to Reach $2.7 Trillion in 2012”, Press Release, Gartner Newsroom, Orlando, Fl., 11 Oct. 2011, http://www.gartner.com/it/page.jsp?id=1824919

[2] Diana Oblinger: “Let's Talk… Analytics”, EDUCAUSE review online, published online 18 July 2012, in print September/October 2012, http://www.educause.edu/ero/article/lets-talk-analytics

[3] V.A. Romero Zaldívar, A. Pardo, D. Burgos, C. Delgado Kloos: "Monitoring Student Progress Using Virtual Appliances: A Case Study". Computers & Education, Vol. 58, Issue 4, May 2012, pp. 1058-1067

[4] A. Pardo, C. Delgado Kloos: “CCOLAB UC3M: Events recorded in an undergraduate collaborative C Programming Course”. In dataTEL. 2010.

[5] “3, 2, 1, … cursos 0”, Digital3, Univ. Carlos III de Madrid, Sept. 2012, http://hosting01.uc3m.es/semanal3/digital3/N29_septiembre_2012/

[6] D. Leony et al.: “GLASS: A Learning Analytics Visualization Tool”. In International Conference on Learning Analytics and Knowledge. ACM New York, USA, 2012, pp. 162-163. [OpenAIRE]

[7] I. Gutiérrez Rojas, R.M. Crespo García, C. Delgado Kloos: “Orchestration and feedback in lab sessions: improvements in quick feedback provision”. In C. Delgado Kloos et al. (eds.): EC-TEL 2011 Towards Ubiquitous Learning 6th European Conf. of Technology Enhanced Learning, 20-23 Sept. 2011, Palermo (Italy), Proc. LNCS 6964. Springer 2011. pp. 424-429.

[8] M. Fernández Molina et al. “Educational Justifications for the Design of the ISCARE Computer Based Competition Assessment Tool”. In International Conference on Web Based Learning. 2011. pp. 289-294

[9] P.J. Muñoz-Merino et al. “An Adaptive and Innovative Question-driven Competition-based Intelligent Tutoring System for Learning”. Expert Systems with Applications, 39(8), 2012, p. 6932-6948.

Abstract
Proceedings of: 2013 IEEE Global Engineering Education Conference (EDUCON) 13-15 March 2013, Berlin (Germany). Feedback is important for any activity, and learning is no exception. Whereas assessment can give summative feedback about the proficiency of the learning, learning analytics can give a much finer level of feedback about the learning process. Learning analytics can help in identifying the effectiveness of learning elements, can help in engaging students, can guide teachers in the preparation and deployment of the teaching activity. In this paper, we present a number of different initiatives carried out at UC3M that include elements of learning analytics...
Subjects
free text keywords: e-learning, technology-enhanced learning, learning analytics, virtualization, gamification, visualization, Telecomunicaciones, Analytics, business.industry, business, Summative assessment, Synchronous learning, Multimedia, computer.software_genre, computer, Computer science, Blended learning, Educational technology, Data science, Experiential learning, Robot learning

[1] “Gartner Says Worldwide Enterprise IT Spending to Reach $2.7 Trillion in 2012”, Press Release, Gartner Newsroom, Orlando, Fl., 11 Oct. 2011, http://www.gartner.com/it/page.jsp?id=1824919

[2] Diana Oblinger: “Let's Talk… Analytics”, EDUCAUSE review online, published online 18 July 2012, in print September/October 2012, http://www.educause.edu/ero/article/lets-talk-analytics

[3] V.A. Romero Zaldívar, A. Pardo, D. Burgos, C. Delgado Kloos: "Monitoring Student Progress Using Virtual Appliances: A Case Study". Computers & Education, Vol. 58, Issue 4, May 2012, pp. 1058-1067

[4] A. Pardo, C. Delgado Kloos: “CCOLAB UC3M: Events recorded in an undergraduate collaborative C Programming Course”. In dataTEL. 2010.

[5] “3, 2, 1, … cursos 0”, Digital3, Univ. Carlos III de Madrid, Sept. 2012, http://hosting01.uc3m.es/semanal3/digital3/N29_septiembre_2012/

[6] D. Leony et al.: “GLASS: A Learning Analytics Visualization Tool”. In International Conference on Learning Analytics and Knowledge. ACM New York, USA, 2012, pp. 162-163. [OpenAIRE]

[7] I. Gutiérrez Rojas, R.M. Crespo García, C. Delgado Kloos: “Orchestration and feedback in lab sessions: improvements in quick feedback provision”. In C. Delgado Kloos et al. (eds.): EC-TEL 2011 Towards Ubiquitous Learning 6th European Conf. of Technology Enhanced Learning, 20-23 Sept. 2011, Palermo (Italy), Proc. LNCS 6964. Springer 2011. pp. 424-429.

[8] M. Fernández Molina et al. “Educational Justifications for the Design of the ISCARE Computer Based Competition Assessment Tool”. In International Conference on Web Based Learning. 2011. pp. 289-294

[9] P.J. Muñoz-Merino et al. “An Adaptive and Innovative Question-driven Competition-based Intelligent Tutoring System for Learning”. Expert Systems with Applications, 39(8), 2012, p. 6932-6948.

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