Towards an integrated model of teacher inquiry into student learning, learning design and learning analytics

This poster introduces the first version of an integrated model of three traditions of research in TEL: Teacher Inquiry into Student Learning (TISL) [1], Learning Design (LD) [2] and Learning Analytics (LA) [3]. The integrated model, is based on four existing models: TISL Heart Model [4], Design Inquiry Model [2], Scenario Design Process Model [5], and the Model for Integrating Design and Analytics in Scripting for CSCL (MIDAS4CSCL) [6]. The result is leading towards a new strand of inquiry, called teacher-led design inquiry of learning

Towards teacher-led design inquiry of learning

This paper proposes “teacher-led design inquiry of learning” as a new model of educational practice and professional development. This model combines four existing models. It integrates teacher inquiry into student learning, learning design, and learning analytics, and aims to capture the essence of the synergy of these three fields. Furthermore, we identify how learning analytics and the integrated model inform each other and could help integrating learning analytics into teachers’ practice. The last claim is demonstrated through an illustrative scenario. We envision that the integration of the four models could help teachers align both the improvement of their practices and the orchestration of their classrooms. Future empirical investigation is envisaged using a design based research framework and participatory design approach to engage teachers with the integrated model in a professional development process. We envisage that the integrated model will promote quality enhancement in education at a personal and collective level, and will be used to design better learning analytics, learning design and learning enactment tools. The main limitation of the integrated model is that it requires organizational changes, and allocation of resources, in order to allow it to significantly impact practice

Towards teacher-led design inquiry of learning

This paper proposes “teacher-led design inquiry of learning” as a new model of educational practice and professional development. This model combines four existing models. It integrates teacher inquiry into student learning, learning design, and learning analytics, and aims to capture the essence of the synergy of these three fields. Furthermore, we identify how learning analytics and the integrated model inform each other and could help integrating learning analytics into teachers’ practice. The last claim is demonstrated through an illustrative scenario. We envision that the integration of the four models could help teachers align both the improvement of their practices and the orchestration of their classrooms. Future empirical investigation is envisaged using a design based research framework and participatory design approach to engage teachers with the integrated model in a professional development process. We envisage that the integrated model will promote quality enhancement in education at a personal and collective level, and will be used to design better learning analytics, learning design and learning enactment tools. The main limitation of the integrated model is that it requires organizational changes, and allocation of resources, in order to allow it to significantly impact practice

Factores temporales en el despliegue y gestión de actividades colaborativas soportados por GLUE!-PS

Este TFM tiene como objetivo principal explorar y analizar los factores temporales del diseño, despliegue y gestión en tiempo de puesta en marcha de situaciones de aprendizaje colaborativo apoyado por ordenador (CSCL). Dichos factores suponen actualmente una limitación del sistema GLUE!-PS, la solución del grupo de investigación GSIC para dar soporte al profesorado en el despliegue de situaciones de aprendizaje en contextos tecnológicos basados en un entorno virtual de aprendizaje (VLE) que integra múltiples herramientas web de terceros.Teoría de la Señal y Comunicaciones e Ingenieria TelemáticaMáster en Investigación en Tecnologías de la Información y las Comunicacione