M-learning standardization: concepts and new ideas about learner profile

The Learning Technology (LT) standardization process is a hot topic today within the e-learning scientific community. This paper introduces the main LT specifications, and, specifically, presents several concepts about Learner Information standards, discussing some complements to them related to mobile learning.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

M-learning standardization: concepts and new ideas about learner profile

The Learning Technology (LT) standardization process is a hot topic today within the e-learning scientific community. This paper introduces the main LT specifications, and, specifically, presents several concepts about Learner Information standards, discussing some complements to them related to mobile learning.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

Predictors and early warning systems in higher education: a systematic literature review

The topic of predictive algorithms is often regarded among the most relevant fields of study within the data analytics discipline. Nowadays, these algorithms are widely used by entrepreneurs and researchers alike, having practical applications in a broad variety of contexts, such as in finance, marketing or healthcare. One of such contexts is the educational field, where the development and implementation of learning technologies led to the birth and popularization of computerbased and blended learning. Consequently, student-related data has become easier to collect. This Research Full Paper presents a literature review on predictive algorithms applied to higher education contexts, with special attention to early warning systems (EWS): tools that are typically used to analyze future risks such as a student failing or dropping a course, and that are able to send alerts to instructors or students themselves before these events can happen. Results of using predictors and EWS in real academic scenarios are also highlighted

Profiling students’ self-regulation with learning analytics: a proof of concept

The ability to regulate one's own learning processes is a key factor in educational scenarios. Self-regulation skills notably affect students' ef cacy when studying and academic performance, for better orworse. However, neither students or instructors generally have proper understanding of what self-regulated learning is, the impact that it has or how to assess it. This paper has the purpose of showing how learning analytics can be used in order to generate simple metrics related to several areas of students' selfregulation, in the context of a rst-year university course. These metrics are based on data obtained from a learning management system, complemented by more speci c assessment-related data and direct answers to self-regulated learning questionnaires. As the end result, simple self-regulation pro les are obtained for each student, which can be used to identify strengths and weaknesses and, potentially, help struggling students to improve their learning habits.Xunta de Galicia | Ref. ED431B 2020/3

Monitoring students’ self-regulation as a basis for an early warning system

Among the elements that determine a student’s academic success, their ability to regulate their own learning processes is an important, yet typically underrated factor. It is possible for students to improve their self-regulated learning skills, even at university levels. However, they are often unaware of their own behavior. Moreover, instructors are usually not prepared to assess students’ self-regulation. This paper presents a learning analytics solution which focuses on rating selfregulation skills, separated in several different categories, using activity and performance data from a LMS, as well as self-reported student data via questionnaires. It is implemented as an early warning system, offering the possibility of detecting students whose poor SRL profile puts them at risk of academic underperformance. As of the date of this writing, this is still a work in progress, and is being tested in the context of a first year college engineering course

Supporting intensive continuous assessment with BeA in a flipped classroom experience

This paper presents the changes performed in a university course to adopt European Higher Education Area principles taking advantage of new technologies and educational approaches. Particularly, a Flipped Classroom model that also involves an Intensive Continuous Assessment approach is adopted, moving the presentation of theoretical contents to videos that can be watched outside of the classroom and using the classroom face-to-face time to provide explanations, problem solving and to perform assessment activities every week. A main part of innovation in the experience comes from the use of an online tool (BeA - Blended e-Assessment) that facilitates the assessment and reviewing of paper-based exams. This tool supports teachers in assessment tasks, that can be performed in a faster, simpler, more transparent and less error-prone way. The paper shows the results of an experience involving a control group and an experimentation group, in which this new approach and tool have been applied. The results obtained demonstrate the effectiveness of both proposals. In conjunction, the paper describes how a traditional university course based on lectures can be successfully adapted to a more innovative approach based on the principles of active learning and accountability thanks to the use of our blended e-Assessment tool.Xunta de Galicia | Ref. ED431B 2017/67Xunta de Galicia | Ref. ED431D 2017/12Ministerio de Economía, Industria y Competitividad | Ref. TIN2016-80515-

Exploring the synergies between gamification and data collection in higher education

In recent years, gamification techniques have been gaining popularity in all kind of educational scenarios, helping students improve their learning process by fostering engagement and attention. Implementing gamification aspects in a course can also provide an opportunity to gather student data that would not have been available otherwise. This paper describes a data gathering process in the context of a university course, as a work-in-progress. Among these data there is information regarding the participation of students in quizzes presented as games in the classroom. These quizzes combined questions covering course con-tents, as well as some regarding self-regulated learning habits. The main advantage observed was a high student participation in the quizzes. As a result, this gamification approach proved to be a more effective way to gather student data compared to other methods applied in previous academic years, which often failed due to many students ignoring optional activities.Xunta de Galicia | Ref. ED431B 2020/3

USING TAGS IN AN AIML-BASED CHATTERBOT TO IMPROVE ITS KNOWLEDGE

Nowadays, it is common to find on the Internet different conversational robots which interact with users simulating a natural language conversation. Among them, we can emphasize the chatterbots based on AIML language. In this paper we present an AIML based chatterbot that shows as its main contribution the use of tags and folksonomies. Thanks to its use, we can generate a context for each conversation, being able to maintain a state for each user in the system, and improving the adaptation capabilities of the bot

Adding TQ-BOT into a Third-party Learning Management System

Intelligent Tutoring Systems are computer programs that aim at providing personalized instruction to students. In recent years, artificial intelligence conversational robots, usually known as chatterbots, have become very popular in the Internet. In this paper we show how chatterbots can be integrated in e-Learning Systems. To perform such an integration the Service Oriented Architecture paradigm is adopted and e-learning standardization initiatives are considered. A middleware is provided to enable the integration and reuse of chatterbots by e-Learning systems enabling a tight control of their operation. Such middleware takes to account several issues such as authorising users, creating instances, transferring data to and from the chatterbot, assigning permissions to users, and subscribing to events. Our approach is applied to the specific case of TQ-Bot, which is use to track and supervise the student progress and to provide answers orienting the student to the more appropriate course contents

Plataforma de e-servicios para educación e higiene nutricionales, orientada a la población infantil

 A good diet is one of the pillars for ensuring the proper physical and intellectual development of children. In a society in which schooling is initiated at increasingly early ages, the coordination between school and family acquires a vital role in assuring proper child nourishment and care. This article presents the foundations of a multi-device web platform that fosters the collaboration and nutritional training of the different actors (parents, educators, specialists) involved in the processes of care and education of children. The platform uses the latest advances in the field of semantic technologies to improve the accuracy of the recommendations made automatically by the system.Una buena alimentación es uno de los pilares básicos para el correcto desarrollo tanto físico como intelectual de los niños. En una sociedad en la que cada vez la edad de escolarización de los pequeños es más temprana, la coordinación entre familia y escuela adquiere un rol vital para garantizar una correcta alimentación y cuidado del niño. Este artículo presenta los fundamentos de una plataforma web multidispositivo que favorece la colaboración y formación nutricional de los diferentes agentes involucrados en los procesos de cuidado y educación de los niños (padres, educadores, especialistas), haciendo uso de los últimos avances producidos en el campo de las tecnologías semánticas para mejorar la precisión y adecuación de las recomendaciones realizadas automáticamente por el sistema