Organización de la asignatura de nuevas tecnologías aplicadas a la educación con una herramienta telemática colaborativa (BSCW).

Partiendo de la estructura y la organización curricular de la asignatura de Nuevas Tecnologías Aplicadas a la Educación y de la idea educativa central sobre la que se organiza, como es la colaboración entre el alumnado, se expone una experiencia que se está llevando a cabo con la misma utilizando una herramienta telemática que permite el trabajo colaborativo, BSCW. Este trabajo pretende ser un documento de debate y reflexión acerca del uso de esta herramienta telemática colaborativa en un contexto docente determinado, que es el de la asignatura de Nuevas Tecnologías Aplicadas a la Educación de los títulos de maestro en la Facultad de Educación de la Universidad de Valladolid. Queremos dejar claro, por tanto, que no se ha realizado una investigación exhaustiva y rigurosa sobre la aplicación de dicha herramienta, sino que se trata de describir en un documento de debate los pasos que hemos ido dando y algunas de las posibilidades que se pueden abrir desde una perspectiva didáctica y docente.Starting from the structure and the curricular organization of the subject ʺNew Technologies applied to educationʺ, and understanding the collaboration as one of the main objectives to reach, we display an experience in which a telematic tool, BSCW, supports the collaborative work among the students of it. This paper intends to be a document of debate and reflection about the use of this collaborative tool in a determined teaching context, the New Technologies applied to education subject in teacherʹs studies in the Faculty of Education in the University of Valladolid. Therefore we want to leave obvious, that we did not make an exhaustive and rigorous investigation on the application of the mentioned tool, rather we try to describe the steps we have gone giving and some of the possibilities that can be expand from a didactic perspective

Prácticas de Interacción Persona Computadora

Material docente empleado en los laboratorios de la asignatura "Interacción Persona Computadora" del Grado en Ingeniería Informátic

Delving into instructor‐led feedback interventions informed by learning analytics in massive open online courses

Producción CientíficaBackground:Providing feedback in massive open online courses (MOOCs) is chal-lenging due to the massiveness and heterogeneity of learners' population. Learninganalytics (LA) solutions aim at scaling up feedback interventions and supportinginstructors in this endeavour.Paper Objectives:This paper focuses on instructor-led feedback mediated by LAtools in MOOCs. Our goal is to answer how, to what extent data-driven feedback isprovided to learners, and what its impact is.Methods:We conducted a systematic literature review on the state-of-the-art LA-informed instructor-led feedback in MOOCs. From a pool of 227 publications, weselected 38 articles that address the topic of LA-informed feedback in MOOCs medi-ated by instructors. We applied etic content analysis to the collected data.Results and Conclusions:The results revealed a lack of empirical studies exploring LA todeliver feedback, and limited attention on pedagogy to inform feedback practices. Our find-ings suggest the need for systematization and evaluation of feedback. Additionally, there isa need for conceptual tools to guide instructors' in the design of LA-based feedback.Takeaways:We point out the need for systematization and evaluation of feedback. Weenvision that this research can support the design of LA-based feedback, thus contribut-ing to bridge the gap between pedagogy and data-driven practice in MOOCs.Consejo de Investigación de Estonia (PSG286)Ministerio de Ciencia e Innovación - Fondo Europeo de Desarrollo Regional y la Agencia Nacional de Investigación (grant PID2020-112584RB-C32) and (grant TIN2017-85179-C3-2-R)Junta de Castilla y León - Fondo Social Europeo y el Consejo Regional de Educación (grant E-47-2018-0108488

Creating Engaging Experiences in MOOCs through In-Course Redeemable Rewards

Gamification strategies have been proposed to mitigate student disengagement and dropouts in massive online environments, due to the positive results shown by these strategies at lower scales. Among various gamification strategies, redeemable rewards have been identified as an effective element to intrinsically motivate students and increase their engagement in educational settings, including MOOCs. Yet, effective design, implementation and enactment of this gamification strategy in MOOC contexts might face new challenges, given the unique characteristics of these learning settings such as massiveness. As an attempt to help teachers use redeemable rewards in MOOCs, this paper analyzes the characteristics of MOOCs that influence its integration and presents a proposal of a system supporting the design, implementation and enactment of such rewards. The envisioned system is illustrated by a scenario that describes the main features of this system for teachers and students.This research has been partially funded by the Spanish Ministry of Economy and Competitiveness, under project grants TIN2014-53199-C3-2-R and TIN2017-85179-C3-2-R, and the Regional Goverment of Castilla y Leo ́n together with the European Regional Development Fund, under project grant VA082U16. The authors thank the rest of the GSIC-EMIC research team for their valuable ideas and support

Creating collaborative groups in a MOOC: a homogeneous engagement grouping approach

Producción CientíficaCollaborative learning can improve the pedagogical effectiveness of MOOCs. Group formation, an essential step in the design of collaborative learning activities, can be challenging in MOOCs given the scale and the wide variety in such contexts. We discuss the need for considering the behaviours of the students in the course to form groups in MOOC contexts, and propose a grouping approach that employs homogeneity in terms of students’ engagement in the course. Two grouping strategies with different degrees of homogeneity are derived from this approach, and their impact to form successful groups is examined in a real MOOC context. The grouping criteria were established using student activity logs (e.g. page-views). The role of the timing of grouping was also examined by carrying out the intervention once in the first and once in the second half of the course. The results indicate that in both interventions, the groups formed with a greater degree of homogeneity had higher rates of task-completion and peer interactions, Additionally, students from these groups reported higher levels of satisfaction with their group experiences. On the other hand, a consistent improvement of all indicators was observed in the second intervention, since student engagement becomes more stable later in the course.Agencia Estatal de Investigación Española - Fondo Europeo de Desarrollo Regional (grants TIN2017-85179-C3-2-R / TIN2014-53199-C3-2-RJunta de Castilla y León - Fondo Europeo de Desarrollo Regional (grant VA257P18)Comisión Europea (grant 588438-EPP-1-2017-1-EL-EPPKA2-KA

Gauging Teachers' Needs with Regard to Technology- Enhanced Formative Assessment (TEFA) of 21st Century Skills in the Classroom

Several trends in society have led to a request towards schools to integrate 21st Century Skills and technology enhanced formative assessment (TEFA) in their curricula. Although there are frameworks defined at an international level, implementation of technology enhanced formative assessment of 21st century skills at school level is seldom. This paper explores the underlying reasons for this hampered implementation by consulting and collaborating with teachers. It provides an overview of these reasons and proposes a collaborative professionalization approach to overcome detected implementation barriers and challenges.We would like to gratefully acknowledge the contribution of the PREATY Project, that is funded by the European Commission's Lifelong Learning Programme, Project Number 526965-LLP-1-2012-1-GR-COMENIUS-CMP, which has part-funded this work

El Diseño Curricular por Competencias: Una Experiencia de Investigación-Acción en la Asignatura de Tecnología en Educación Secundaria Obligatoria

Competency-based evaluation is a priority in the last legislative frameworks that regulate the educational system in Spain. However, this evaluation procedure has not been satisfactorily resolved in any of these frameworks. In this paper we present a proposal for the integration of competences in the design of learning sequences. This proposal has emerged as a result of an action research process conducted for a couple of years by a team of three researchers, leaded by a technology teacher in mandatory secondary education. The proposal was made in accordance with LOE (the Spanish General Educational Law approved in 2006), but as discussed in the article, it adapts to the proposal made afterwards by LOMCE (the current Spanish General Education Law, approved in 2013) to overcome some of the issues found in the implementation of Competency-based evaluation. The findings of the study show that it is necessary to break down the learning standards defined in LOMCE to facilitate their assessment. Moreover, we have also found that the evaluation of learning should be continuous and differentiated based on observation according to the learning goals.La evaluación por competencias aparece como prioridad en los últimos marcos legislativos que regulan la educación obligatoria en España, pero a nivel operativo no está resuelta satisfactoriamente en ninguno de ellos. En este artículo presentamos una propuesta de integración de competencias en el diseño de secuencias de aprendizaje. Ésta ha surgido fruto de un proceso de investigación-acción llevado a cabo a lo largo de dos años por un equipo de tres investigadores liderado por un profesor de Tecnología de Educación Secundaria Obligatoria. La propuesta se realizó en el contexto de la LOE, pero tal y como discute el artículo, se adapta a las propuesta de la LOMCE y supera alguna de sus dificultades. La reflexión sobre el proceso de diseño y aplicación de la propuesta muestra que es necesario desglosar los estándares de aprendizaje definidos en la LOMCE para facilitar su evaluación, y que la evaluación de los aprendizajes debe ser continua, basada en la observación y diferenciada según su objetivo.La evaluación por competencias aparece como prioridad en los últimos marcos legislativos que regulan la educación en España, pero a nivel operativo no está resuelta satisfactoriamente en ninguno de ellos.En este artículo presentamos una propuesta de integración de las competencias básicas en el diseño de secuencias de aprendizaje.Dicha propuesta surgió como fruto de un proceso de investigación-acción llevado a cabo a lo largo de dos años por un profesor de Tecnología de Educación Secundaria Obligatoria. Con el fin último de mejorar el grado de aprendizaje de los alumnos, el proceso de investigación-acción se concretó en el perfeccionamiento del diseño y gestión de las actividades en la etapa de educación secundaria.La propuesta se realizó en el contexto de la LOE, pero tal y como discute el artículo, se adapta a las propuesta de la LOMCE y supera alguna de sus dificultades.La reflexión sobre el proceso de diseño y aplicación de la propuesta muestra que es necesario desglosar los estándares de aprendizaje definidos en la LOMCE para facilitar su evaluación, y que la evaluación de los aprendizajes debe ser continua, basada en la observación y diferenciada según su objetivo

Teachers' attitudes about the innovation with multisensorial ICT tools in inclusive environments

Existe evidencia de que el uso de juegos digitales basados en herramientas multisensoriales proporciona beneficios en diferentes dimensiones del aprendizaje del alumnado con necesidades educativas especiales. Sin embargo, el uso de estas herramientas en aulas de infantil y primaria para favorecer la inclusión de dicho alumnado no ha sido tratado en profundidad. El trabajo tiene como objetivo analizar de qué modo la participación de un grupo de docentes en un programa de desarrollo profesional centrado en la integración en el aula de juegos basados en tecnologías multisensoriales, contribuyó a hacer evolucionar sus actitudes sobre la adopción de estas tecnologías en contextos escolares desde una perspectiva inclusiva. En esta investigación se ha empleado un método mixto con estrategia secuencial explicativa. Las técnicas e instrumentos empleados, entrevistas y cuestionarios, nos han permitido recabar datos sobre la evolución de las preocupaciones docentes tras la formación recibida en el marco del Proyecto Europeo INTELed. Los resultados muestran que los docentes otorgaron gran valor a las colaboraciones surgidas en el proyecto, y experimentaron una evolución hacia mayores grados de preocupación en relación con la sostenibilidad y la transferencia de este tipo de innovaciones en el aula.There is evidence that the use of digital games based on multisensory tools provides benefits in different dimensions of learning for students with special educational needs. However, the use of these tools in early childhood and primary education classrooms to promote the inclusion of such students has not been treated in depth. The aim of this paper is to analyze how the participation of a group of teachers in a professional development program focused on the integration in the classroom of games based on multisensory technologies contributed to the evolution of their attitudes about the adoption of these technologies in school contexts from an inclusive perspective. In this research, a mixed method with a sequential explanatory strategy has been used. The techniques and instruments used, interviews and questionnaires, have allowed us to collect data on the evolution of the concerns that arose after the training received in the framework of the European project INTELed. The results show that the teachers highly valued the collaborations that emerged during the project, and that they experienced an evolution towards higher levels of concern regarding sustainability and transfer in this type of innovations in the classroom.peerReviewe