Innovating in a 4th course of Chemical Engineering: A Bolognese Recipe

In this article we analyze a case study conducted within a pilot innovation experience in an undergraduate course on Chemical Engineering. The study was developed during three years, 2005/06, 2006/07 y 2007/08, at the University of Valladolid (Spain). The main goal of this work is to show evidence to better understand the methodological changes promoted by the aforementioned pilot experience, as well as to reflect on whether or not this sort of innovations help to reach EHEA thorny demands. The methodological innovation carried out in the course was based on active learning methods, such as Project-based Learning, and the study of real cases from multiple perspectives and subjects

Toward Multimodal Analytics in Ubiquitous Learning Environments

While Ubiquitous Learning Environments (ULEs) have shown several benefits for learning, they pose challenges for orchestration. Teachers need to be aware of the learning process, which is difficult to achieve when it occurs across a heterogeneous set of spaces, resources and devices. In addition, ULEs can benefit from multimodal analyses due to the heterogeneity of the data sources available (e.g., logs, geolocation, sensor information, learning artifacts). In previous works, we proposed an orchestration system with some analytics features that can gather multimodal datasets during the learning process. Based on this experience, in this paper we describe the technological support provided by the system to collect data from multiple spaces and sources as well as the structure of the generated dataset. We also reflect about the challenges of multimodal learning analytics (MMLA) in ULEs, and we pose some ideas about how the system could better support MMLA in the future to mitigate those challenges

Alfabetización climática en la formación inicial y continua de docentes

Climate change is an issue of a great relevance today, since in all contexts it is considered unavoidable to respond to the emerging tensions and associated problems. Therefore, this research is focused on the climate literacy of preservice and inservice teachers, through the design and iteration of a model that favors the development of training experiences (at the University of Valladolid and through the Center of Teacher Training and Educational Innovation –CFIE, Valladolid–). The process is understood as a design-based research, which had as a starting point a systematic review of the literature that allowed to design a new model and its iteration. Results are framed in two categories: environmental literacy and teacher professionalization. In relation to the first one, findings make visible the knowledge that the participants had about climate change and its restructuring based on the connection between different areas. Likewise, emotional, cognitive, and behavioral attitudes of the participants were described. Regarding teacher professionalization, results show an approach to different teaching and learning strategies that can be applied in teaching practice.El cambio climático es un asunto relevante en la actualidad, puesto que en todos los contextos se considera ineludible responder a las emergentes tensiones y problemáticas asociadas. Así que, esta investigación educativa derivada de una tesis doctoral, está fundamentada en la alfabetización climática de docentes en formación inicial y continua, a través del diseño e iteración de un modelo, desde donde se llevaron a cabo experiencias de formación en la Universidad de Valladolid (España) y a través del Centro de Formación del Profesorado e Innovación Educativa (CFIE, Valladolid). El proceso se entiende como una investigación basada en diseño, la cual tuvo como punto de partida la revisión sistemática de la literatura que permitió el diseño de un nuevo modelo y su posterior iteración. Los resultados están enmarcados en dos categorías de análisis: alfabetización climática y profesionalización docente. En relación con la primera, se destaca que los hallazgos visibilizan los conocimientos que los participantes tenían sobre el cambio climático y su reestructuración a partir de la conexión entre diferentes áreas, además, se valoran las actitudes emocionales, cognoscitivas y conductuales. Con respecto a la profesionalización docente, los resultados dan cuenta de una aproximación a diferentes estrategias de enseñanza y aprendizaje susceptibles de aplicar en su práctica como docentes

Innovando en 4º de Ingeniería Química: Una receta a la Boloñesa

Este artículo presenta el estudio de caso de un proyecto piloto de innovación docente en 4º de Ingeniería Química que se realizó durante los cursos académicos 2005/06, 2006/07 y 2007/08 en la Universidad de Valladolid. Con el objetivo de adaptar eltítulo de Ingeniero Químico a las exigencias del nuevo Espacio de Educación Superior (EEES), el profesorado de 4º curso de Ingeniería Química, realizó una serie de acciones encaminadas a mejorar sus prácticas docentes, a través de la puesta en práctica de una nueva metodología basada en proyectos y en un estudio de caso práctico de industria como base de trabajo común para todas las asignaturas quese encontrabanen el primer cuatrimestre

The INTELed pedagogical framework: Applying embodied digital apps to support special education children in inclusive educational contexts

The theories of embodied cognition and embodied learning have attracted the attention of researchers and practitioners due to the new possibilities opened up by the emergence of embodied digital learning games. The integration of embodied theories and games to special education has been relatively intense in the last years, but their introduction in inclusive educational contexts is yet scarce. The INTELed project aims at fulfilling this gap, by supporting in-service teachers in acquiring knowledge and skills to use embodied digital learning games to address the needs of special education children in inclusive educational contexts. This paper presents the work conducted at the outset of the INTELed project, aiming at establishing the pedagogical framework with the main components underlying the project

Supporting online collaborative design for teacher professional development

This article describes a study of online collaborative design in the context of teacher professional development. Twenty-five teachers from different Spanish universities participated in the online course. The aim was to understand how to support teachers in interuniversity teams to collaborate fully online throughout the learning design process of a scenario based on their discipline integrating information and communications technology (ICT), an issue scarcely tackled in the literature. The described interpretive study, using mixed methods, explores the support of online co-design provided by a novel ICT community platform named ILDE (Integrated Learning Design Environment). Lessons drawn from the results can contribute to the improvement of online collaborative design processes in the context of teacher professional development.This work has been partially supported by the Spanish Ministry of Science, Innovation and Universities [project EDU2017-84223-R], the Spanish State Research Agency (AEI) [projects TIN2017-85179-C3-2-R and TIN2014-53199-C3-2-R, TIN2014-53199-C3-3-R and TIN2017-85179-C3-3-R], the Regional Government of Castilla y León and the European Regional Development Fund [project VA018U16], the European Commission [project 588438-EPP-1-2017-1-EL-EPPKA2-KA], the Spanish Ministry of Economy and Competitiveness [project MDM-2015-0502] and RecerCaixa (CoT)

Supporting online collaborative design for teacher professional development

This article describes a study of online collaborative design in the context of teacher professional development. Twenty-five teachers from different Spanish universities participated in the online course. The aim was to understand how to support teachers in interuniversity teams to collaborate fully online throughout the learning design process of a scenario based on their discipline integrating information and communications technology (ICT), an issue scarcely tackled in the literature. The described interpretive study, using mixed methods, explores the support of online co-design provided by a novel ICT community platform named ILDE (Integrated Learning Design Environment). Lessons drawn from the results can contribute to the improvement of online collaborative design processes in the context of teacher professional development.This work has been partially supported by the Spanish Ministry of Science, Innovation and Universities [project EDU2017-84223-R], the Spanish State Research Agency (AEI) [projects TIN2017-85179-C3-2-R and TIN2014-53199-C3-2-R, TIN2014-53199-C3-3-R and TIN2017-85179-C3-3-R], the Regional Government of Castilla y León and the European Regional Development Fund [project VA018U16], the European Commission [project 588438-EPP-1-2017-1-EL-EPPKA2-KA], the Spanish Ministry of Economy and Competitiveness [project MDM-2015-0502] and RecerCaixa (CoT)

EC-TEL 2022

Producción CientíficaThe provision of personalized and timely feedback can become challenging when shifting from face-to-face to online learning. Feedback is not only about providing support to students, but also about identifying when and which students need what kind of support. Usually, educators carry out such activities manually. However, the manual identification, personalization and provision of feedback might turn unmanageable, especially in large-scale environments. Previous works proposed the use of data-driven tools to automate the feedback provision with the active involvement of human agents in its design. Nevertheless, to the best of our knowledge, these tools do not guide instructors in the process of feedback design and sense-making of the data-driven information. This paper presents e-FeeD4Mi, a web-based tool developed to support instructors in the design and automatic enactment of feedback in multiple virtual learning environments. We developed e-FeeD4Mi following a Design-Based Research approach and its potential for adoption has been evaluated in two evaluation studies.Proyecto PID2020-112584RB-C32 financiado por MCIN/AEI/10.13039/50110001103

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools' digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students' performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change

Towards teaching as design: exploring the interplay between full-lifecycle learning design tooling and teacher professional development

Recent research suggests that training teachers as learning designers helps promote technologyenhanced educational innovations. However, little attention has been paid so far to the interplay between the effectiveness of Teacher Professional Development (TPD) instructional models promoting the role of teachers as designers and the capabilities (and pitfalls) of the heterogeneous landscape of available Learning Design (LD) tooling employed to support such TPD. This paper describes a mixed method study that explores the use of a novel Integrated Learning Design Environment (ILDE) for supporting a TPD program on Information and Communication Technologies (ICT) and Collaborative Learning (CL). 36 Adult Education (AE) and Higher Education (HE) in-service teachers, with little experience on both CL and ICT integration, participated in a study encompassing training workshops and follow-up fulllifecycle learning design processes (from initial conceptualization to implementation with a total of 176 students). The findings from our interpretive study showcase the benefits (and required effort) derived from the use of an integrated platform that guides teachers along the main phases of the learning design process, and that automates certain technological setup tasks needed for the classroom enactment. The study also highlights the need for adaptation of the TPD instructional model to the learning curve associated to the LD tooling, and explores its impact on the attitude of teachers towards future adoption of LD practices.This research has been partially supported by the European Union (project 531262-LLP-2012-ES-KA3-KA3MP), by the Spanish Ministry of Economy and Competitiveness (projects TIN2011-28308-C03-02, TIN2014-53199-C3-2-R, TIN2014-53199-C3-3-R, MDM-2015-0502), the Regional Government of Castilla y León (projects VA277U14 and VA082U16) and RecerCaixa