Learning Analytics @ UC3M

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 for different purposes.The eMadrid Excellence Network is being funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2009/TIC-1650. We wish to acknowledge stimulating discussions with our partners in the context of the network. Partial support has also been received from the EEE project (TIN2011-28308-C03-01)

Design, Implementation and Evaluation of SPOCs at the Universidad Carlos III de Madrid

The Universidad Carlos III de Madrid has been offering several face-to-face remedial courses for new students to review or learn concepts and practical skills that they should know before starting their degree program. During 2012 and 2013, our University adopted MOOC-like technologies to support some of these courses so that a blended learning methodology could be applied in a particular educational context, i.e. by using SPOCs (Small Private Online Courses). This paper gathers a list of issues, challenges and solutions when implementing these SPOCs. Based on these challenges and issues, a design process is proposed for the implementation of SPOCs. In addition, an evaluation is presented of the different use of the offered courses based on indicators such as the number of videos accessed, number of exercises accessed, number of videos completed, number of exercises correctly solved or time spent on the platform.Work partially funded by the RESET project under grant no. TIN2014-53199-C3-1-R (funded by the Spanish Ministry of Economy and Competitiveness), the REMEDISS project under grant no. IPT-2012-0882-430000 (funded by the Spanish Ministry of Economy and Competitiveness) and the “eMadrid” project (funded by the Regional Government of Madrid) under grant no. S2013/ICE-2715. Carlos Delgado Kloos wishes to acknowledge support from Fundación CajaMadrid to visit Harvard University and MIT in the academic year 2012-13

5G: Where is the Money?

One of the most relevant issues in the new Digital Transformation is how telcos could create new 5G ecosystems. The use of new 5G technologies enters the telecommunication market in a very disruptive way. Telcos could be prepared for another technological change since the telco industry lived many transformations in the past. With 5G and their disruptive technologies, the result will be, making telcos enter in a non-telco area. Because of that, they will need to interact with different verticals and new partners. There are many technical kinds of literature covering these new 5G technologies, but few of them, cover how telcos should manage and do business with them. Some studies affirm that The telco companies who do not understand that they must interact with others as part of the new ecosystem will eventually die. However, not all are bad news for telcos, the future is not written. There are new opportunities and considering the logical technological restrictions and the possible and realistic possibilities, there is an open space that will be defined by the decisions that will be taken by the industry. This paper aims to clarify these concepts behind the new business models which are its usages, and its roles in the information system domain. To do that, the paper identifies the terminologies used to describe new business models and reuses the previous literature to elaborate on the research. General usages, roles, and potential of the concept are also outlined. The intention of this dissertation is to be used by non-technical people. Basic concepts are explained in a very simple way to allow readers to have an overview of the technical issues needed to understand the conclusions. How to present technical information, in a non-technical way, represents an extra challenge for the author. Finally, concrete and pragmatic proposals will be offered to telco managers and CEOs, to start working in the direction towards monetization of 5G, helping them with company decisions.Master in NFV and SDN for 5G Networks. Curso 2018/201

Boosting interaction with educational technology

Proceeding of: 2017 IEEE Global Engineering Education Conference (EDUCON), 25-28 April 2017, Athens, Greece.The MOOC movement has helped faculty in focusing on how to lecture. However, once this is done, it would not make sense not to use this content for on-campus classes. In this paper, we will explain how to harness top content created for MOOCs to improve on-campus classes, where the personal interaction is a key added feature. Interactive practices and on-site interaction, especially in-class interaction, are of particular relevance in the evolution of Higher Education towards a more effective learning.The eMadrid Excellence Network is being funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2013/ICE-2715. This work also received partial support from the Spanish Ministry of Economy and Competitiveness, Project RESET (TIN2014-53199-C3-1-R) and fellowship FPDI-2013-17411, and from the European Commission through Erasmus+ projects MOOC-Maker (561533-EPP-1-2015-1-ES-EPPKA2-CBHE-JP) and SHEILA (562080-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD).Publicad

SPOCs for Remedial Education: Experiences at the Universidad Carlos III de Madrid

The Universidad Carlos III de Madrid has been offering several face-to-face remedial courses for freshmen to review or learn concepts and practical skills that they should know before starting their degree programme. During the last two years, our University has adopted MOOC-like technologies to support some of these courses so that a "fipping the classroom" methodology can be applied to a particular small educational context. This paper gathers a list of issues and challenges encountered when using Khan Academy technologies for small private online courses (SPOCs). These issues and challenges include the absence of a single platform that supports all the requirements, the need for integration of different learning platforms, the complexity of the authoring process, the need for an adaptation of gamifcation during the learning process and the adjustment of the learning analytics functionality. In addition, some lessons learned are presented, as well as specifc actions taken in response, where MOOCs do not replace teachers and classrooms for these remedial courses, but improve their effectiveness.This work was partially funded by the EEE project, “Plan Nacional de I+D+i TIN2011-28308-C03-01” and the “eMadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” project (S2009/TIC-1650)”. The last author wishes to acknowledge support from Fundación CajaMadrid to visit Harvard University and MIT in the academic year 2012-13

Gradient, UC3M

En este artículo se presenta un resumen de las líneas de investigación que se realizan en el Laboratorio Gradient perteneciente al Grupo GAST (Grupo de Aplicaciones y Servicios Telemáticos) del Departamento de Ingeniería Telemática de la Universidad Carlos III de Madrid. La temática principal de investigación es la aplicación de tecnologías para la mejora de la enseñanza y el aprendizaje. El resumen se centra en tres líneas: Personalización del aprendizaje, uso de dispositivos móviles con fines educativos y aplicaciones de Realidad Virtual y Realidad Aumentada en educación.En este artículo se presenta un resumen de las líneas de investigación que se realizan en el Laboratorio Gradient perteneciente al Grupo GAST (Grupo de Aplicaciones y Servicios Telemáticos) del Departamento de Ingeniería Telemática de la Universidad Carlos III de Madrid. La temática principal de investigación es la aplicación de tecnologías para la mejora de la enseñanza y el aprendizaje. El resumen se centra en tres líneas: Personalización del aprendizaje, uso de dispositivos móviles con fines educativos y aplicaciones de Realidad Virtual y Realidad Aumentada en educación.Publicad

Proyecto eMadrid: metodologías educativas, ludificación y calidad

Esta comunicación presenta un conjunto de trabajos de investigación sobre metodologías docentes, ludificación y calidad realizados en el seno del proyecto eMadrid, de la Comunidad Autónoma de Madrid. En primer lugar se resumen los trabajos realizados en los dos primeros años del proyecto. Posteriormente se presentan las líneas de trabajo previstas para los dos años restantesEstos trabajos se han financiado parcialmente por el proyecto eMadrid (S2013/ICE-2715) de la Comunidad de Madrid, los proyectos FLEXOR (TIN2014-52129-R), RESET (TIN2014-53199-C3-1-R) e iProg (TIN2015-66731-C2-1-R) del Ministerio de Economía y Competitividad, y el proyecto “Adaptación de la metodología PhyMEL a la formación clínica mediante el uso de simuladores” financiado por la empresa Medical Simulato

Evaluation of a Learning Analytics Application for Open edX Platform

Massive open online courses (MOOCs) have recently emerged as a revolution in education. Due to the huge amount of users, it is difficult for teachers to provide personalized instruction. Learning analytics computer applications have emerged as a solution. At present, MOOC platforms provide low support for learning analytics visualizations, and a challenge is to provide useful and effective visualization applications about the learning process. At this paper we review the learning analytics functionality of Open edX and make an overview of our learning analytics application ANALYSE. We present a usability and effectiveness evaluation of ANALYSE tool with 40 students taking a Design of Telematics Applications course. The survey obtained very positive results in a system usability scale (SUS) questionnaire (78.44/100) in terms of the usefulness of visualizations (3.68/5) and the effectiveness ratio (92/100) of the actions required for the respondents. Therefore, we can conclude that the implemented learning analytics application is usable and effective.Acknowledgements: This work has been supported by the "eMadrid" project (Regional Government of Madrid) under grant S2013/ICE-2715, the "RESET" project (Ministry of Economy and Competiveness) under grant RESET TIN2014-53199-C3-1-R and the European Erasmus+ SHEILA project under grant 562080-EPP-1-2015-BE-EPPKA3-PI-FORWARD

OpenCases: case studies on openness in education

OpenCases is a study which is part of the OpenEdu Project. It is a qualitative study consisting of a review of literature on open education and nine in-depth case studies of higher education institutions, a consortium of universities, a private organisation and a national initiative. It analysed the rationale and enabling conditions for involvement in open education, open education activities, strategies, impact, challenges and prospects. The main outcome of this study is evidence that a large number of OER have reached a large group of learners. However, completion rates of MOOCs are low. Accreditation is not formalised and in general its impact on employability is not measure

From software engineering to courseware engineering

Proceedings of: 2016 IEEE Global Engineering Education Conference (EDUCON), 10-13 April 2016, Abu Dhabi, United Arab EmiratesThe appearance of MOOCs has contributed to the use of educational technology in new contexts. As a consequence, many teachers face the challenge of creating educational content (courseware) to be offered in MOOCs. Although some best practices exist, it is true that most of the content is being developed without much thought about adequacy, reusability, maintainability, composability, etc. The main thesis at this paper is that we are facing a "courseware crisis" in the same way as there was a "software crisis" 50 years ago, and that the way out is to identify good engineering discipline to aid in the development of courseware. We need Courseware Engineering in the same way as at those times we needed Software Engineering. Therefore, the challenge is now to define and develop fundamentals, tools, and methods of Courseware Engineering, as an analogy to the fundamentals, tools, and methods that were developed in Software Engineering.The eMadrid Excellence Network is being funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2013/ICE-2715. This work also received partial support from the Spanish Ministry of Economy and Competitiveness Project RESET (TIN2014-53199-C3-1-R) and from the European Erasmus+ projects MOOC-Maker (561533-EPP-1-2015-1-ES-EPPKA2-CBHE-JP) and SHEILA (562080-EPP-1-2015-BE-EPPKA3-PI-FORWARD). The first author would like to acknowledge fruitful discussions with Martin Wirsing and his group from LMU München during his research stay at this university with a scholarship from the Spanish Ministry of Education, Culture, and Sport