A multi-fold assessment framework for virtualized collaborative and social learning scenarios

Proposem un procés de virtualització de sessions col·laboratives en directe a partir de fòrums de discussió i xats web amb l'objectiu de produir recursos d'aprenentatge en línia interactius per a ser utilitzats pels alumnes i generar un efecte positiu en la participació de l'alumne. Per tal de millorar encara més la implicació de l'aprenentatge, vam dotar al nostre procés de virtualització d'un marc d'avaluació múltiple que proporciona la consciència efectiva i la retroalimentació constructiva als alumnes de la col·laboració original amb interaccions entre els membres del grup. La investigació presentada es centra en l'avaluació electrònica d'aprenentatge col·laboratiu i social i s'estén amb analítiques d'aprenentatge i tècniques d'anàlisi de xarxa social que són capaces d'analitzar i representar les interaccions cognitives i socials amb sessions de col·laboració en viu subjacents.Proponemos un proceso de virtualización de sesiones colaborativas en directo a partir de foros de discusión y chats web con el objetivo de producir recursos de aprendizaje en línea interactivos para ser utilizados por los alumnos y generar un efecto positivo en la participación del alumno. Con el fin de mejorar aún más la implicación del aprendizaje, dotamos a nuestro proceso de virtualización de un marco de evaluación múltiple que proporciona la conciencia efectiva y la retroalimentación constructiva a los alumnos de la colaboración original con interacciones entre los miembros del grupo. La investigación presentada se centra en la evaluación electrónica de aprendizaje colaborativo y social y se extiende con analíticas de aprendizaje y técnicas de análisis de red social que son capaces de analizar y representar las interacciones cognitivas y sociales con sesiones de colaboración en vivo subyacentes.We propose a virtualization process of live collaborative sessions from Web discussion forums and chats with the aim to produce interactive and attractive online learning resources to be used by learners, thus having a positive effect in learner engagement. In order to enhance further learning engagement, we endow our virtualization process with a multifold assessment framework that provides effective awareness and constructive feedback to learners from the original collaborative interactions among group members. The research presented focuses on e-assessment of collaborative and social learning and extends it with Learning Analytics and Social Network Analysis techniques that are able to analyse and represent cognitive and social interactions underlying live collaborative sessions

Plan de apoyo y tutorización en cuatrimestres sin docencia

[SPA]Se describe una actividad llevada a cabo por un grupo de profesores de la Escuela Superior de Ingeniería de la Universidad de Cádiz, consistente en planificar una serie de actividades para que el alumnado que no ha superado una asignatura pueda trabajar en ella durante el cuatrimestre en que no se imparte docencia de la misma. Se ha considerado que la actual organización de los planes de estudio universitarios, donde la mayoría de las asignaturas son cuatrimestrales, puede originar que el alumnado se sienta desligado de la asignatura durante el cuatrimestre en que no se imparte docencia de la misma. Si además se tiene en cuenta que un porcentaje importante del alumnado que no supera la asignatura, bien no ha asistido a clase durante la impartición de la misma o bien la ha abandonado antes de la realización de la evaluación en el cuatrimestre de docencia, el problema se hace más patente. A través de la plataforma UCAMOODLE de la Universidad de Cádiz se desarrollan las diferentes actividades del plan de apoyo no presencial para el cuatrimestre sin docencia. [ENG]An activity carried out by a group of teachers from the Engineering School in Cadiz is described. This consists in planning a series of activities so that the students who have not passed a subject can work on it during the term in which this subject is not taught. The fact that the present organisation of university syllabuses, with most subjects being four month long, can make the students feel detached from the subject during the term in which this is not taught has been considered. If it is also taken into account that an important percentage of the students not passing the subject either has 422 not attended the lectures while these were in progress, or has abandoned it before the assessment process in that term, the problem is even more evident. The different activities for the on-line support plan for the term in which the subject is not taught are developed through the UCAMOODLE platform of the University of Cadiz.Campus Mare Nostrum, Universidad Politécnica de Cartagena, Universidad de Murcia, Región de Murci

Providing a multi-fold assessment framework to virtualized collaborative learning in support for engineering education

In previous research we proposed a virtualization process of live collaborative sessions from Web discussion forums and chats with the aim to produce interactive and attractive online learning resources to be played by learners, thus having a positive effect in learner engagement. In order to enhance further learning engagement, in this paper we endow our virtualization process with a multifold assessment framework that provides effective awareness and constructive feedback to learners from the original collaborative interactions amongst group members. The research here presented focuses on e-assessment of collaborative and social learning and extends it with Learning Analytics and Social Network Analysis techniques that are able to analyze and represent cognitive and social interactions underlying live collaborative sessions. The interaction data extracted from collaborative knowledge and social networking is integrated into the virtualized collaborative learning to produce an efficient and personalized awareness and feedback system about the collaborative activity and the social behaviour of the original participants of live collaboration. This paper describes both the conceptual and methodological research to build our multi-fold e-assessment framework. The research is evaluated in real context of e-learning and validated by empirical data and interpretation.scientific gatherings. This 'work-in-progress' spirit is reflected as well in this volume: the call was launched in late 2014 and 10 articles were eventually accepted and published, including reviews -a look behind-, one methods paper, and six original contributions -a look ahead- introducing a broad range of research, from models with a strong analytical flavor to data-driven problems

Providing a multi-fold assessment framework to virtualized collaborative learning in support for engineering education

In previous research we proposed a virtualization process of live collaborative sessions from Web discussion forums and chats with the aim to produce interactive and attractive online learning resources to be played by learners, thus having a positive effect in learner engagement. In order to enhance further learning engagement, in this paper we endow our virtualization process with a multifold assessment framework that provides effective awareness and constructive feedback to learners from the original collaborative interactions amongst group members. The research here presented focuses on e-assessment of collaborative and social learning and extends it with Learning Analytics and Social Network Analysis techniques that are able to analyze and represent cognitive and social interactions underlying live collaborative sessions. The interaction data extracted from collaborative knowledge and social networking is integrated into the virtualized collaborative learning to produce an efficient and personalized awareness and feedback system about the collaborative activity and the social behaviour of the original participants of live collaboration. This paper describes both the conceptual and methodological research to build our multi-fold e-assessment framework. The research is evaluated in real context of e-learning and validated by empirical data and interpretation.scientific gatherings. This 'work-in-progress' spirit is reflected as well in this volume: the call was launched in late 2014 and 10 articles were eventually accepted and published, including reviews -a look behind-, one methods paper, and six original contributions -a look ahead- introducing a broad range of research, from models with a strong analytical flavor to data-driven problems

Design and implementation of the AMIGA embedded system for data acquisition

International audienceThe Auger Muon Infill Ground Array (AMIGA) is part of the AugerPrime upgrade of the Pierre Auger Observatory. It consists of particle counters buried 2.3 m underground next to the water-Cherenkov stations that form the 23.5 km2 large infilled array. The reduced distance between detectors in this denser area allows the lowering of the energy threshold for primary cosmic ray reconstruction down to about 1017 eV. At the depth of 2.3 m the electromagnetic component of cosmic ray showers is almost entirely absorbed so that the buried scintillators provide an independent and direct measurement of the air showers muon content. This work describes the design and implementation of the AMIGA embedded system, which provides centralized control, data acquisition and environment monitoring to its detectors. The presented system was firstly tested in the engineering array phase ended in 2017, and lately selected as the final design to be installed in all new detectors of the production phase. The system was proven to be robust and reliable and has worked in a stable manner since its first deployment