Recursos para Flipped Learning: Moodle versus Edpuzzle

[ES] La principal particularidad del modelo invertido de aprendizaje o flipped learning (FL) radica en el cambio de roles profesor-estudiante y lo que supone respecto a la distribución del tiempo para ambos. Durante la clase, no se incorporan nuevos conocimientos, estos los adquiere el alumno con anterioridad, pero se resuelven dudas y se realizan prácticas o ejercicios con el apoyo del profesor. Para los docentes, esta inversión del uso del tiempo marca una gran diferencia entre los modelos de aprendizaje invertido y tradicional. Utilizar FL es complejo y requiere tiempo. Se deben establecer objetivos de aprendizaje, planificar la secuencia de actividades, crear materiales de alta calidad y dar acceso a los estudiantes al contenido antes y fuera de la clase. El objetivo de este trabajo fue comparar el uso de 2 recursos digitales (Moodle y Edpuzzle) en las prácticas de Odontopediatría del Grado de Odontología de la Universidad Complutense de Madrid. Solo los alumnos matriculados en la asignatura participaron en el estudio, divididos en 3 grupos de 25 alumnos, con 2 profesores encargados de cada uno. Se aplicó FL en 2 grupos que utilizaron distintos recursos (A: Moodle y B: Edpuzzle) mientras que los alumnos restantes (grupo C) recibieron docencia presencial tradicional. Todos los alumnos tuvieron acceso a los vídeos demostrativos del procedimiento objeto de las prácticas. Nuestros resultados demostraron que podemos realizar FL con distintos recursos digitales, como Moodle y Edpuzzle. Sin embargo, las calificaciones obtenidas por los alumnos fueron superiores con Edpuzzle y por tanto, su aprendizaje mejoró al compararlo con Moodle y con la enseñanza tradicional. Concluimos que resulta más adecuado el uso de Edpuzzle para la aplicación de FL en las prácticas de Odontopediatría.Gallardo López, N.; Caleya Zambrano, A.; Feijóo García, G.; Sánchez Sánchez, E.; De Nova García, J.; Mourelle Martínez, R. (2021). Recursos para Flipped Learning: Moodle versus Edpuzzle. En Proceedings INNODOCT/20. International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València. 661-668. https://doi.org/10.4995/INN2020.2020.11891OCS66166

Designing a Web Application for Simple and Collaborative Video Annotation That Meets Teaching Routines and Educational Requirements

Video annotation and analysis is an important activity for teaching with and about audiovisual media artifacts because it helps students to learn how to identify textual and formal connections in media products. But school teachers lack adequate tools for video annotation and analysis in media education that are easy-to-use, integrate into established teaching organization, and support quick collaborative work. To address these challenges, we followed a design-based research approach and conducted qualitative interviews with teachers to develop TRAVIS GO, a web application for simple and collaborative video annotation. TRAVIS GO allows for quick and easy use within established teaching settings. The web application provides basic analytical features in an adaptable work space. Key didactic features include tagging and commenting on posts, sharing and exporting projects, and working in live collaboration. Teachers can create assignments according to grade level, learning subject, and class size. Our work contributes further insights for the CSCW community about how to implement user demands into developing educational tools

Evaluación del uso de un EVS y de mUVies en las aulas: una visión del profesorado y del alumnado

[ES] La utilización de las Tecnologías de la Información y la Comunicación (TICs) y de las diferentes metodologías docentes innovadoras, que han hecho su aparición en un alto porcentaje de las materias que componen los actuales planes de estudio, ha resultado de gran ayuda en el proceso de autoaprendizaje del alumnado. Este es el caso de una asignatura de carácter cuantitativo del grado en Finanzas y Contabilidad de la Universitat de València. En el trabajo que se presenta, se expone, para el caso de dicha materia, la visión de cada uno de los agentes implicados en el proceso de enseñanza-aprendizaje respecto al uso de un “electronic voting system” (EVS), los clickers, y de vídeos de apoyo (mUVies). Mientras que el primero se ha utilizado a lo largo de las sesiones de la asignatura, el segundo ha constituido un material de uso optativo por parte del alumnado. Tras un primer análisis se deduce que, aunque para el equipo docente ha resultado una carga de trabajo importante, ésta ha resultado satisfactoria, no sólo por los resultados de la evaluación del alumnado sino por la acogida de éste, que valora muy positivamente el uso tanto de mUVies como de clickers.Expresamos nuestro agradecimiento al Servei de Formació Permanent i Innovació Educativa así como a los Vicerrectorats d'Estudis de Grau i Política Lingüística i de Polítiques de Formació i Qualitat Educativa de la Universitat de València por la concesión del proyecto de innovación educativa UV-SFPIE_GER17-585541 que ha financiado parcialmente esta comunicación.Calvo, V.; López Rodríguez, MI.; Ruiz Ponce, F. (2019). Evaluación del uso de un EVS y de mUVies en las aulas: una visión del profesorado y del alumnado. En INNODOCT/18. International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València. 549-559. https://doi.org/10.4995/INN2018.2018.8809OCS54955

Investigating undergraduate mathematics learners’ cognitive engagement with recorded lecture videos

The use of recorded lecture videos (RLVs) in mathematics instruction continues to advance. Prior research at the post-secondary level has indicated a tendency for RLV use in mathematics to be negatively correlated with academic performance, though it is unclear whether this is because regular users are generally weaker mathematics students or because RLV use is somehow depressing student learning. Through the lens of cognitive engagement, a quasi-experimental pre- and post-test design study was conducted to investigate the latter possibility. Cognitive engagement was operationalised using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), which measures learning approaches on two major scales: surface and deep. In two mathematics courses at two universities, in Australia and the UK, participants were administered the questionnaire near the course start and finish. Overall findings were similar in both contexts: a reduction in live lecture attendance coupled with a dependence on RLVs was associated with an increase in surface approaches to learning. This study has important implications for future pedagogical development and adds to the sense of urgency regarding research into best practices using RLVs in mathematics

Material educativo digital para el proceso de enseñanza aprendizaje de la evaluación muscular de cuello de pie en el programa de fisioterapia de la Universidad de La Sabana

27 páginasEste informe da cuenta del proceso de opción de grado como integrantes de un semillero de investigación en el cual se desarrolló un Material Educativo Digital (MED) como una herramienta educativa para estudiantes del área de la salud, aplicada al programa de Fisioterapia, en la asignatura de Evaluación y Diagnóstico Fisioterapéutico I. La Universidad de La Sabana cuenta con la Facultad de Enfermería y Rehabilitación integrada por el programa de fisioterapia, en donde el Fisioterapeuta está en la capacidad de desempeñarse con excelencia en los siguientes campos de acción: evaluación, diagnóstico, pronóstico e interacción terapéutica con personas y comunidades susceptibles a alteraciones de su movilidad corporal, liderar procesos de investigación que aporten al desarrollo de la disciplina y la mejora de la salud en personas y comunidades, en procesos de creación, desarrollo y gestión de proyectos relacionados con el movimiento corporal humano en forma independiente o en instituciones de salud, escenarios deportivos, empresas, etc.(1)

Towards Student Engagement Analytics: Applying Machine Learning to Student Posts in Online Lecture Videos

The use of online learning environments in higher education is becoming ever more prevalent with the inception of MOOCs (Massive Open Online Courses) and the increase in online and flipped courses at universities. Although the online systems used to deliver course content make education more accessible, students often express frustration with the lack of assistance during online lecture videos. Instructors express concern that students are not engaging with the course material in online environments, and rely on affordances within these systems to figure out what students are doing. With many online learning environments storing log data about students usage of these systems, research into learning analytics, the measurement, collection, analysis, and reporting data about learning and their contexts, can help inform instructors about student learning in the online context. This thesis aims to lay the groundwork for learning analytics that provide instructors high-level student engagement data in online learning environments. Recent research has shown that instructors using these systems are concerned about their lack of awareness about student engagement, and educational psychology has shown that engagement is necessary for student success. Specifically, this thesis explores the feasibility of applying machine learning to categorize student posts by their level of engagement. These engagement categories are derived from the ICAP framework, which categorizes overt student behaviors into four tiers of engagement: Interactive, Constructive, Active, and Passive. Contributions include showing what natural language features are most indicative of engagement, exploring whether this machine learning method can be generalized to many courses, and using previous research to develop mockups of what analytics using data from this machine learning method might look like

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

People increasingly use videos on the Web as a source for learning. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning for the period from 2016 to 2021. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends of design guidelines to produce learning video

Κατηγοριοποίηση και περιληπτικές αποδόσεις εργασιών συνεδρίων της ACM SIGCSE

Η παρούσα εργασία αφορά στη μελέτη εργασιών οι οποίες παρουσιάστηκαν στο συνέδριο ACM SIGCSE τις χρονιές 2016, 2017 και 2018. Αρχικά, γίνεται μια κατηγοριοποίηση, με βάση τον κύριο τομέα της Εκπαίδευσης της Πληροφορικής τον οποίο αφορά η κάθε εργασία που παρουσιάστηκε στα προαναφερθέντα συνέδρια. Οι κατηγορίες στις οποίες κατατάχθηκαν τα άρθρα είναι οι εξής: • Αξιολόγηση σπουδαστών • Ασφάλεια και προστασία της ιδιωτικής ζωής • Διαδραστικά περιβάλλοντα μάθησης • Διαφορετικότητα των φύλων/ Πολυπολιτισμικότητα • Εκπαίδευση της Μηχανικής Λογισμικού • Εισαγωγή στην Πληροφορική • Εκπαίδευση της Πληροφορικής • Ενσωμάτωση Πληροφορίας • Ηλεκτρονική μάθηση • Οπτικοποίηση • Πρότυπα αναλυτικά προγράμματα • Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση • Συνεργατική Μάθηση • Συστήματα διαχείρισης μάθησης • Υπολογιστική Σκέψη • Υπολογιστικός Αλφαβητισμός Στη συνέχεια, δίνονται περιληπτικές αποδόσεις των εργασιών της χρονιάς 2017 που εμπίπτουν στις παρακάτω επιλεγμένες κατηγορίες: • Αξιολόγηση φοιτητών/μαθητών • Εισαγωγή στην Πληροφορική • Εκπαίδευση της Πληροφορικής • Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση • Συνεργατική Μάθηση • Υπολογιστική ΣκέψηThis thesis focuses on the study of papers presented at the ACM SIGCSE conference in the years 2016, 2017 and 2018. Initially, a categorization is defined, based on the main areas of IT education that are included in the aforementioned conferences. The categories in which the articles were classified are: • Student evaluation • Security and Privacy • Interactive learning environments • Gender Diversity / Multiculturalism • Software engineering education • CS1 • Computer Science Education • Integration of Information • E-learning • Visualization • Model curricula • K-12 • Collaborative learning • Computational Thinking • Computing Literacy Afterwards, reviews of the papers of the year 2017 are presented concerning the following categories: • Student evaluation • CS1 • Computer Science Education • K-12 • Collaborative learning • Computational Thinkin

INNODOCT/20. International Conference on Innovation, Documentation and Education

La conferencia tiene como objetivo proporcionar un foro para académicos y profesionales que se reúnen para compartir la investigación, discutir ideas, proyectos actuales, resultados y desafíos relacionados con las Nuevas Tecnologías de la Información y Comunicación, Innovaciones y Metodologías aplicadas a la Educación y la Investigación.Garrigós Simón, FJ.; Estelles Miguel, S.; Lengua Lengua, I.; Narangajavana, Y. (2021). INNODOCT/20. International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València. http://hdl.handle.net/10251/161668EDITORIA

Self-Flipped Classroom Reuse of Student-Produced Videos for Flipped Classrooms

Ph. D. ThesisThe cultures of social media and prosumerism enter the domain of modern education and power a shift towards learner-centred active learning with a focus on learning through making in nearly every subject, discipline and level of teaching. Keeping pace with these changes requires pedagogical innovation and motivates us to develop and evaluate a new instructional and learning approach that is built on the reuse of student-produced content. This research has defined such a pedagogical approach, the Self-Flipped Classroom, built on the synergy of Flipped Classroom and learning through making pedagogies. In the proposed approach, the self- part of the name refers to materials that students produce as part of their own learning; and the -flip part of the name refers to reuse of these materials by instructors for teaching other students in the flipped classroom pedagogical model. This thesis presents the Self-Flipped Classroom both from theoretical and practical viewpoints, and discusses the experience of implementing the approach in courses related to Human-Computer Interaction discipline in two universities (Newcastle University, UK and Uppsala University, Sweden). The main contribution of this work is twofold. First, theoretical – in terms of the positioning of the new pedagogy within existing theories and pedagogical approaches. Second, practical – in presenting the testing and evaluation of two variants of the approach (the Distributed and the Enclosed Self-Flipped Classrooms) in real case studies. Anyone who is interested in trying the approach in their own practice will find the results of the presented case studies to be informative from two perspectives: a) student attitudes to and experiences of the Self-Flipped Classroom; b) associated benefits and challenges of the Self-Flipped Classroom for instructors. As part of the investigation of student experiences of the presented approach, this thesis explores lifelong learning skills development (media literacy, collaboration, attribution and others) that are found amid other benefits for students who engage with the Self-Flipped Classroom. The presented research has been conducted in the context of Computer Science education, however, the presented results, and particularly the proposed Self-Flipped Classroom approach, can be applicable to other disciplines.Newcastle Universit