lalaproject@cti.espol.edu.ec

Programa

Seleccione el día que desee revisar

Lunes: Conferencia

Martes: Summer School

Lunes

Martes

Hora Lunes
08:00 – 08:45 Buses de ESPOL salen desde el punto de partida (10 de agosto entre Chimborazo y Chile)
09:00 – 09:30 Registro
09:30 – 09:40 Bienvenida

Dr. Xavier Ochoa, Co-organizador del evento LALA 2018

Charla Magistral

Dr. Rafael Ferreira

Auditorio 3 y 4
Ontask: The Power of Personalised Dialogue at Scale
09:40 – 09:45 Apertura al evento

Dr. Paúl Herrera, Vicerrector de la Escuela Superior Politécnica del Litoral

09:45 – 10:00 Presentación del proyecto LALA

Dr. Carlos Alario, representante de la Universidad Carlos III de Madrid

10:00 – 10:15 Presentación CEDIA

Dr. Juan Pablo Carvallo, Director Ejecutivo Corporación Ecuatoriana para el Desarrollo de la Investigación y la Academia – CEDIA

10:15 – 11:15 Charla Magistral

Dr. Abelardo Pardo

“Brindar apoyo estudiantil personalizado en aulas invertidas (flipped classroom) a escala”

10:30 – 11:00 Receso
11:00 – 11:30 Receso Conferencias

Auditorio 1 Auditorio 2 Auditorio 5
Combining Epistemic Network and Text Analytics to Model Online Discussion

11:00 – 12:00

Usar Analíticas de Aprendizaje para fomentar la apropiación de los estudiantes de su proceso de aprendizaje

11:00 – 13:00

Multimodal Learning Analytics

11:00 – 13:00

Herramientas de Analíticas de Aprendizaje para Latinoamérica: proceso de implementación y ejemplo de uso

12:00 – 13:00

11:30 – 12:00

Conferencias – Sesión 1

Auditorio 1 Auditorio 2 Auditorio 3
Use of Social Metrics to Discover Interaction Patterns that Impact Learning Primeros pasos hacia la implementación de un sistema nacional de acompañamiento de la trayectoria académica en los niveles de enseñanza primaria y media de Uruguay Application of Social Learning Analytics -SLA- in groups of WhatsApp, to strengthen the virtual tutoring in e-learning programs of teacher training.
Case study: Universidad de San Carlos de Guatemala –USAC-
12:00 – 12:30

Conferencias – Sesión 2

Auditorio 1 Auditorio 2
Statistical Learning to detect potential dropouts in higher education: A public university case study Learning Analytics as an analysis factor of university academic performance
12:30 – 13:00

Conferencias – Sesión 3

Auditorio 1 Auditorio 2
Drawing the traffic map in school networks Educational data mining for the analysis of student desertion
13:00 – 14:00 Almuerzo
14:00 – 14:30

Conferencias – Sesión 4

Auditorio 1 Auditorio 2 Auditorio 3
Towards an Integrated Educational Platform to Help Assess Capstone Project Teams MyMOOCSpace: Herramienta de juego móvil para fomentar el aprendizaje colaborativo y motivar la preparación de exámenes en cursos presenciales de Ingeniería Exploring Feedback Interactions in Online Learning Environments for Secondary Education
Auditorio 1 Auditorio 2 Auditorio 5
Metodologías de investigación cuantitativa y análisis de aprendizaje para evaluar herramientas y procesos de aprendizaje Educational Data Analytics: un enfoque práctico Co-designing learning dashboards for scalable feedback
14:30 – 15:00

Conferencias – Sesión 5

Auditorio 1 Auditorio 2
Patrones de esfuerzo académico en contextos de vulnerabilidad Modelamiento de las fases del proceso de minería de datos educativa mediante Redes Workflow
15:00 – 15:30

Conferencias – Sesión 6

Auditorio 1 Auditorio 2
Integración de herramientas libres en la Educación IoT: Caso de Estudio de Sistemas de Respuesta Personal en una clase de Matemáticas básicas de Universidad Analyzing learners’ activity beyond the MOOC
15:30 – 16:00 Presentación de póster

Póster 1 Póster 2 Póster 3
Methodological Proposal for Trajectory Analysis. Case Study Designing dashboards for students and instructors in a Sakai supported face-to-face learning environment Dropout, lag in the completion of studies, and graduation. Analysis of the evolution of a cohort of students enrolled in the Ecuadorian distance study system

 

Póster 4 Póster 5 Póster 6
Educación de la Ciencia del Suelo en estudiantes universitarios de diferentes carreras: un estudio de caso de una universidad ecuatoriana Methodology for the practice of English language through virtual learning environments Learning Analytics in Continuing Training in Higher Education. Case Study: “Universidad Nacional de Loja”

 

Póster 7 Póster 8
Knowledge management and transfer mechanisms: an alternative for the use of free software in higher education The use of LA to evaluate the performance of students with visual disabilities when applying accessibility criteria in online courses
16:00 – 16:25 Presentación Comunidad LALA

Msc. Jorge Maldonado, Coordinador de la Comunidad LALA

16:25 – 16:50 16:00 – 16:15 Entrega de Certificados

Asistencia a Conferencia

Receso
16:15 – 16:25

Auditorio 3 y 4

Cierre del evento

Dr. Xavier Ochoa, Co-organizador del evento LALA 2018

16:25 – 17:00 Entrega de Certificados
16:50 – 17:00 Buses de ESPOL regresan al punto de partida 17:00 – 17:05 Buses de ESPOL regresan al punto de partida
18:45 – 19:15 Buses de ESPOL en el punto de partida
19:15 – 19:30 Llegada al Malecón Simón Bolívar, muelle calle Sucre.

BARCO PIRATA MORGAN

 

Papers Aceptados

 

Integración de herramientas libres en la Educación IoT: Caso de Estudio de Sistemas de Respuesta Personal en una clase de Matemáticas básicas de Universidad

País: Ecuador

Autores: Mónica Flores, Andrea Garzón, Victor Arce, Douglas Plaza

Tipo: Conferencia


Abstract

The objective of this research is to compare the knowledge and learning of students through traditional formative tests and with an IoT device. For that, the IoTlicker is developed, it is a device that uses an Arduino that allows the students to answer by a keypad to questions entered by the teacher shown on the LED screen and sends them via Wi-Fi to the database connected with a router. A platform is created with Google Dashboard in which the answers can be shown in real time in order to give the students an instant feedback that helps the teacher to know the results as soon as possible to improve the learning and knowledge. As a result, it is obtained that the IoTlicker helps math students improve their knowledge and learning, with an average of answers with traditional tests is 5.6% and with the IoTlicker it is 7.3%, which has a difference of 1.7%.

 

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Towards an Integrated Educational Platform to Help Assess Capstone Project Teams

País: Chile

Autores: Andrés Neyem, Juan Díaz-Mosquera, José Ignacio Benedetto

Tipo: Conferencia


Abstract

Capstone courses offer a favorable environment for the development of student’s skills through an approach with theoretical and practical components. However, proper coordination between the students, stakeholders and academic team is very difficult to achieve. The lack of proper tools for addressing this issue along with time constraints often hinder the students from attaining the desired course outcomes. This paper presents an integrated environment to conduct capstone courses in Software Engineering. We make a review of the framework for best practices applied in these courses and describe SharedBoard, an educational tool used as a central supporting for managing each student project and as a source for our data analysis. We propose a series of Learning Analytics to verify the alignment of student activities with learning outcomes in management skills. Analytics are shown to validate the abilities of the students for planning, scheduling and tracking their projects. Finally, conclusions and future works are discussed in this paper.

 

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MyMOOCSpace: Herramienta de juego móvil para fomentar el aprendizaje colaborativo y motivar la preparación de exámenes en cursos presenciales de Ingeniería

País: Chile

Autores: Luis Ramírez-Donoso, Mar Pérez-Sanagustín, Andrés Neyem

Tipo: Conferencia


Abstract

The evaluations in traditional university courses are still an accepted tool to validate the knowledge acquired in the different subjects. MyMOOCSpace is a cloud-based tool that encourages the interaction of students participating in a course. However, a variation of this tool supports collaborative learning and motivation for exam preparation in a traditional, classroom-based higher education classroom. This article presents a study on this context, which evaluated the impact on the results of the evaluations, using the tool as the basis for the study and preparation. The case study involved 40 students of computer engineering from a Chilean university and its results show that MyMOOCSpace generates a positive increase in student interaction with respect to the subjects covered in the course, and that it increased motivation and assistance in the study and preparation for the final exam of the course.

 

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Statistical Learning to detect potential dropouts in higher education: A public university case study

País: Ecuador

Autores: César Noboa, Milton Ordóñez, Jorge Magallanes

Tipo: Conferencia


Abstract

Early detection of students tending to drop out is crucial to improve not only graduation rates but also education quality. By using basic statistical learning techniques, this work presents a simple way to predict possible dropouts based on their demographic and academic characteristics. In order to reasonably predict while gaining a better understanding of the dropout phenomenon, after a preliminary analysis, 4 classification methods are applied including 2 easy-to-interpret ones. Some of the main results of this study show that almost 22% of current students are potential dropouts while being an older student and failing many subjects tend to cause dropout; on the other hand, passing more than 12 subjects and long-term access to library materials can prevent students from leaving college.

 

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Learning Analytics as an analysis factor of university academic performance

País: Ecuador, España

Autores: Daysi García-Tinisaray, José Luis Pino Mejias, Juan Manuel Muñoz Pichardo

Tipo: Conferencia


Abstract

The main objective of this research is to use the Learning Analytics approach to identify the covariates that influence the academic performance of university students. There is a multilevel analysis of two levels, in the first level there are 23,583 units of analysis (number of observations-students) and 468 units in the second one (number of groups-classrooms). The results show that the highest percentage of variability is explained by level 1 (students), that all the variables of the Learning Analytics approach have a positive influence and that the participation in chats, forums and video collaborations cause the greatest impact since they provoke an increase of between 1 and 2 points in academic performance.

 

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Exploring Feedback Interactions in Online Learning Environments for Secondary Education

País: Uruguay, Estados Unidos

Autores: Cecilia Aguerrebere, Sofía García Cabeza, Gabriela Kaplan, Cecilia Marconi, Cristóbal Cobo, Mónica Bulger

Tipo: Conferencia


Abstract

For decades, teacher feedback has been found to significantly impact student learning. In recent years, research focus has shifted from trying to assess whether feedback is effective to determining whether and how it can be improved. Because of the complexity of the feedback process, the answer to this question is deeply dependent on several factors, such as the learning environment. The goal of this work is to study the feedback process in an online learning environment, in a secondary education setting of learning English as a second language. Using natural language processing techniques we propose to analyze the teacher-student interactions to identify the different types of feedback observed in this learning context, as well as to gain insights on the most effective strategies to improve the students’ engagement with the learning process. This article presents the preliminary results of this on-going research.

 

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Drawing the traffic map in school networks

País: Uruguay

Autores: Juan Francisco Rodríguez Saredo, Regina Motz

Tipo: Conferencia


Abstract

This work shows an application designed to identify groups in the use of an online educational network associated with the socioeconomic characteristics of the neighborhoods of Montevideo where their users live. The network has a wide coverage throughout the national territory and offers Internet access to all students (children and adolescents). The knowledge obtained from the study can be applied as support for decision making.

 

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Educational data mining for the analysis of student desertion

País: Colombia

Autores: Emilcy J. Hernández-Leal, Diana Patricia Quintero-Lorza, Juan Camilo Escobar-Naranjo, Juan Sebastián Ramírez-Gómez, Néstor D. Duque-Méndez

Tipo: Conferencia


Abstract

Student desertion is one of the phenomena that concerns the most to educational institution’s directives in the different academic levels. In the particular case of the higher education, such a phenomenon is relevant, to identify the characteristics or factors most relevant that influence the problem, have a high value. This current paper shows the results of the analysis on student desertion in the Universidad Nacional de Colombia – headquarters Manizales, applying educational data mining techniques. To execute the sample, a dataset with 655 records was used in the test, gathered from first academic semester (2009) to the second academic semester (2014), and an open source software named Weka whose version is 3.8.2. Moreover, classification techniques such as decision trees and induction rules were used; In addition, attributes selection techniques were applied in order to reduce the dimensionality of the set of initial data. The results of the classification algorithms with the initial data set are shown, and also, their modifications are compared to throw the best models obtained.

 

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Use of Social Metrics to Discover Interaction Patterns that Impact Learning

País: México, Uruguay

Autores: Ofelia Cervantes, Regina Motz, Esteban Castillo, José-Luis Velázquez

Tipo: Conferencia


Abstract

Social learning analytics is an emerging discipline that provides new methods to explore data from social educational environments and a better understanding of the student behavior. In this work we propose the discovery of interaction patterns that impact learning, as a result of the interpretation of social metrics calculated on the graph that models the interactions between students, between students and teachers, as well as between students and educational resources that support their learning. The general architecture of DIIA is presented, an environment oriented to support teachers who use formal and informal social networks in their teaching activities. The environment has an interface that allows the visualization and simple interpretation of the patterns detected. In particular, social metrics implemented and their suggested interpretation applied to discover patterns that impact learning in either a favorably or unfavorably way are presented.

 

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Application of Social Learning Analytics -SLA- in groups of WhatsApp, to strengthen the virtual tutoring in e-learning programs of teacher training.
Case study: Universidad de San Carlos de Guatemala –USAC-

País: Guatemala, España

Autores: Luis Magdiel Oliva Córdova, Sonia Alejandra Recinos Fernández, Maylin Suleny Bojórquez Roque, Antonio García Cabot

Tipo: Conferencia


Abstract

From the implementation of E-Learning programs for teacher training at the University of San Carlos de Guatemala – USAC – we decided to use the Moodle platform and the social network WhatsApp to facilitate virtual tutoring. In the process, we proposed the need to know the behavior of students and the tutorial actions within the WhatsApp groups. The objective of the study was identify the behavior of students and the tutorial actions that can be performed when applying Social Learning Analytics – SLA in Whatsapp groups. Research was conducted with a mixed (quantitative – qualitative) approach, exploratory in nature, which allowed for data collection of 251 participants divided into 6 teams that interacted for 6 weeks through WhatsApp groups. To perform the data analysis, the Gartner execution taxonomy and the following tools were considered: Chatvisualizer WhatsApp Analizer and Chatylizer, all of which allowed for the exploration and assessment of the data. As a result, we identified tutorial actions and student participation through the number of messages sent, hours and days with more activity, main flow of information from groups, and the particular mood of the student, through the most frequently used emojis. The study allowed for the recognition that the application of SLA in WhatsApp groups favors decision-making through the visualization of statistical data and infographics and the strengthening of the tutorial actions in e-learning programs for teacher training at the USAC.

 

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Primeros pasos hacia la implementación de un sistema nacional de acompañamiento de la trayectoria académica en los niveles de enseñanza primaria y media de Uruguay

País: Uruguay, Brasil, Ecuador

Autores: Virginia Rodés, Cristian Cechinel, Henrique Lemos Dos Santos, Xavier Ochoa and Guillermo Ettlin Alonso

Tipo: Conferencia


Abstract

El presente trabajo describe los primeros pasos hacia la implementación de un sistema nacional para el seguimiento de la trayectoria académica de los estudiantes en los niveles de enseñanza primaria y media de Uruguay. Por tratarse de un proyecto en larga escala y que cubre todo el sistema educativo de un país, diferentes desafíos y restricciones técnicas y legales fueron considerados durante su desarrollo. El artículo presenta algunas consideraciones sobre esos retos, además del estado actual de la iniciativa. Los resultados iniciales apuntan para la posibilidad de descubrir patrones basados en los datos (y descubiertos por medio de minería de datos) y que puedan ser integrados en un prototipo para el seguimiento de la trayectoria de los estudiantes.

 

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Patrones de esfuerzo académico en contextos de vulnerabilidad

País: Chile

Autores: Claudia Navarro, Valeria Henríquez and Cristian Olivares-Rodríquez

Tipo: Conferencia


Abstract

Latin American countries shown a low performance in mathematics according standardized tests such as PISA In particular, Chile shows 51.5 % of students have low performance in mathematics. This figures increase in institutions with more vulnerable students. The results motivate the incorporation of b-learning in formal education, using educational platforms such as Khan Academy, which allows students to develop autonomous learning by using available learning resources and leaving traces of their own knowledge building experience. This paper presents a study of academic effort patterns, using data of the students of an educational institution in Valdivia. The analysis use the participant’s temporal behavior and socioeconomic information with the purpose of understanding the risk of failure and school dropout. The final analysis with clusters shown different levels of effective monthly work throughout the academic year and different study profiles. In both analyzes, a strong relationship with academic performance was found, which makes it possible to have better understanding of the learning patterns about who are at greater risk of failing in their studies. The results represent a clear opportunity to provide effective support to risky students.

 

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Modelamiento de las fases del proceso de minería de datos educativa mediante Redes Workflow

País: Colombia

Autores: Emilcy Juliana Hernández Leal and Néstor Darío Duque Méndez

Tipo: Conferencia


Abstract

Workflow networks are derived from Petri networks and are used for the modeling of systems, processes, and procedures. The objective of this work is to explore the application of workflow networks for the modeling of the phases of the data mining process and to apply it to a particular case for educational data. Given that in the data mining process it is possible to find some problems related to duplicate tasks, tasks that become invisible and presence of noise in the data, it is proposed that through the workflow networks these mining processes can be previously modeled and identify the problems mentioned in time. To make the simulation of the networks, the Workflow Petri net Designer (WoPeD) software version 3.5.1 is used. With the results achieved it can be demonstrated that it is possible to apply this approach to inspect the planning of data mining processes and for the particular case of educational data, to verify that they have the necessary conditions and resources to execute the techniques and analysis.

 

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Analyzing learners’ activity beyond the MOOC

País: Chile, España

Autores: Diego Sapunar-Opaso, Ronald Pérez Álvarez, Jorge Maldonado-Mahauad, Carlos Alario-Hoyos and Mar Pérez-Sanagustín

Tipo: Conferencia


Abstract

Research on help seeking in MOOCs has mainly focused on analyzing learners’ traces within the course forum, or in external social tools which are directly associated to the course. However, little research has been done on the external supplementary websites and digital resources that learners consult outside the MOOC as a way of help seeking. In this working paper, we present the results of an exploratory study with 61 learners from 3 MOOCs in which we analyzed what type of information learner’s visit outside the MOOC during their study sessions. The results show that learners spent 2% of the time in their study sessions outside the MOOC, being social networking sites, search engines and sites related to the course content the most visited.

 

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Methodological Proposal for Trajectory Analysis. Case Study

País: Ecuador

Autores: Lourdes Illescas, Mario Peña and Fabián Bravo

Tipo: Poster


Abstract

For university academic management in general, it is always important to clearly know the average time a student needs to complete the credits established in the curriculum. There are several methods to capture academic information and most of them are based on qualification records, access to virtual platforms, assistance, etc. Based on the architecture of learning analysis proposed by the authors, we specifically worked on a methodology that would allow measuring the academic trajectory using variables such as: number of credits per semester, grades, approvals and number of enrollments. Information from a 2013 cohort of two university careers was used as a reference. The result of the methodology allowed graphing the behavior and generating a detailed analysis of the academic trajectory. The methodological proposal can be generalized for other careers provided that the analysis of the results is contextualized to the behavior of the nature of the training area.

 

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Designing dashboards for students and instructors in a Sakai supported face-to-face learning environment

País: España, Ecuador

Autores: Valeria Haro-Valle, José-V. Benlloch-Dualde, Lenin G. Lemus-Zúñiga and Jorge J. Maldonado-Mahauad

Tipo: Poster


Abstract

A very recent review of the literature in the field of Visual Learning Analytics states that the use of these techniques is quite frequent in blended learning or online learning environments, including MOOCs. However, this is not the case in classroom learning environments. In this context, the paper aims at studying how using Visual Learning Analytics can contribute to a better understanding of the educational processes in face-to-face educational contexts, supported by a Sakai-based Virtual Learning Environment. Considering that the institutional platform reports are only available for teachers, the main objective is the design and implementation of a learning dashboard that could help students in their learning process. To accomplish that, it should integrate data from different sources, generating easy to understand visual representations. Additionally, the same data sources will be used to develop a dashboard for instructors that could help them to provide formative feedback to their students, or to improve the teaching materials they use. In order to create the dashboards, visualization tools such as Tableau and QlikSense have been initially employed. However, it was decided to use the java script library D3.js, as it allows us to create any imaginable visualization and because of the interactivity it offers. To conclude, some preliminary results are discussed, and further research is outlined.

 

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Dropout, lag in the completion of studies, and graduation. Analysis of the evolution of a cohort of students enrolled in the Ecuadorian distance study system

País: Ecuador

Autores: Luis Fabian Moncada Mora, Max Alejandro Arias Monteros and José Fernando Negrete Zambrano

Tipo: Poster


Abstract

The analysis of the specialized literature has suggested that the advancement of students in the university is influenced by multiple elements. This article seeks to determine these factors, analyze their interaction and extract relevant information that may be useful for institutions to make decisions based on the real behavior of students. To the cohort April – August of 2011 conformed by 4,637 students of the system of distance studies of degree of the Universidad Técnica Particular de Loja, was followed up the number of enrollments that they had in 14 consecutive semesters, determining the state (dropout, assets with delay, and graduation) in which they were at the end of the planning time of the academic program. To analyze the survival of the cohort, a multinomial logistic regression was used that allowed to measure, through certain personal and academic characteristics, the relative risks of being active or graduating versus leaving early. At the end, it was found that personal factors such as age and sex, and academics such as the years of career planning and the academic area, influence the disintegration of student cohorts.

 

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Educación de la Ciencia del Suelo en estudiantes universitarios de diferentes carreras: un estudio de caso de una universidad ecuatoriana

País: Ecuador

Autores: Leticia Salomé Jiménez Álvarez, Pablo Geovanny Quichimbo Miguitama, Edwin Daniel Capa-Mora and Natacha Del Cisne Fierro Jaramillo

Tipo: Poster


Abstract

El aprendizaje de la Ciencia del Suelo en la actualidad es un tópico de gran importancia en el contexto académico de Latinoamérica. Esta investigación se desarrolló en la Universidad Técnica Particular de Loja ubicada en el sur del Ecuador y se enfocó en medir el desempeño académico de los estudiantes universitarios de diferentes carreras universitarias con relación a un curso introductorio de la ciencia del suelo. La evaluación del rendimiento académico se basó en un examen escrito y un trabajo calificado de manera virtual más la participación en un foro. La escala de calificación fue valorada sobre 40 puntos y el requisito de calificación mínima para aprobar el curso fue de 28 puntos. Los resultados indican que, sin importar la carrera universitaria al que pertenecieron los estudiantes, se puede tener un impacto positivo en los estudiantes, ya que la mayoría de los participantes aprobaron el curso, evidenciando que el aprendizaje de los conocimientos necesarios para entender la importancia y el manejo sostenible de los suelos puede ser un tema de interés holístico en el mundo académico independiente de la formación profesional.

 

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Methodology for the practice of English language through virtual learning environments

País: Ecuador

Autores: Diego Vasquez Cambell and Andrea Carolina Peralta Bravo

Tipo: Poster


Abstract

The main goal of this investigating paper is to purpose an English interactive software to get better the speaking and listening skills in the students from the first terms from the career of Tecnología Superior en Desarrollo de Software of the Instituto Superior Tecnológico del Azuay. The learning process has become more and more desirable of good results, but that basically does not happen in the current education model because of a great diversity of circumstances during the teaching learning process. In this document it´s going to be described about learning analytics and the huge help in the field of the education it provides, the way it can support teachers to create excellent environments of applying the most brand new-methodologies and collect data to purpose corrections to the things are made in a bad manner. Also, this state-of-the-art paper foregrounds how and where to collect the data, the process to follow to and how to use the data to get better the English speaking and listening skills. The purpose will be to develop an interactive augmented reality English speaking and listening software in order to use the language as it occurs in real life situation, avoiding grammar correction mistakes, permitting students to use it as much time as they desire it and motivating them to speak and listen to it in their own pace to acquire the English skills in an efficient and attractive way.

 

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Learning Analytics in Continuing Training in Higher Education. Case Study: “Universidad Nacional de Loja”

País: Ecuador

Autores: Luis Chamba-Eras, Milton Labanda-Jaramillo, Edison Coronel-Romero and María Román-Sánchez

Tipo: Poster


Abstract

In this work, the main goal of this study is the use of descriptive learning analytics (LA) in continuous training in higher education to identifying the behavior of participants in virtual courses. Traditionally, to the end of a course the participant opinion about the course is based on surveys or interviews, in this case, the LA was used for setting the interaction in the Moodle learning management system (LMS). Learning analytics is an innovative technique for monitoring and controlling the training courses that higher education institutions must implement

 

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Knowledge management and transfer mechanisms: an alternative for the use of free software in higher education

País: Ecuador

Autores: Roger Freire and Judith Díaz

Tipo: Poster


Abstract

This article was carried out in order to study knowledge management and its transfer mechanisms for the use of free software in higher education. The general objective is to analyze the transfer process in knowledge management for the use of free software. The research is typified as descriptive – analytical with a non-experimental design. This research was carried out with the study of the experiences of the professors and students of the computer races of the experimental universities of the Zulia state, specifically in the municipality of Maracaibo, being they the object of investigation that they will give to know certain realities with respect to the generation of knowledge management through transfer mechanisms for the use of free software in the university sector. The results obtained show that a series of factors must be taken into account for success that guarantee the use of free software, where it can be considered that the indicators found in the transfer mechanisms in knowledge management for the use of software free have a low tendency in relevance. Guidelines must be generated in order to promote the management of information in the university area in the use of free software.

 

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The use of LA to evaluate the performance of students with visual disabilities when applying accessibility criteria in online courses

País: Ecuador, España

Autores: Diego Buenaño-Fernandez, Tania Acosta and Sergio Luján-Mora

Tipo: Poster


Abstract

The inclusion of accessibility criteria in the digital educational resources does not guarantee the learning of people with some type of disability. In the literature analyzed, it is possible to identify several works related to accessibility and usability issues in educational environments, especially applied to massive open online courses (MOOC). However, there is little research related to the level of learning achieved by people with some type of disability when faced with online courses. The objective of the innovative proposal that will be developed in this paper is to go beyond evaluating only compliance with the accessibility standards established for websites or virtual learning environments. This paper proposes to apply techniques and tools of web analysis to evaluate the learning routes of courses that include or not include accessibility criteria. This evaluation will allow us to detect potentially dangerous points in the learning routes that students follow. These potentially dangerous points may be related to several factors of instructional design of online courses, however, in this work we will focus on evaluating accessibility criteria for people with visual disability.

 

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Tópicos LALA Summer School 2018

 

Multimodal Learning Analytics

Universidad: ESPOL

Nombre del presentador: Xavier Ochoa

Tipo: Tutorial


Descripción

El aprendizaje no solo se produce en Entornos Virtuales de Aprendizaje o herramientas digitales. Suele suceder en varios entornos de aprendizaje cara a cara, prácticos, ilimitados y analógicos, como aulas y laboratorios. Multimodal Learning Analytics (MMLA) enfatiza el análisis de las modalidades de comunicación naturales durante las actividades de aprendizaje situadas. Esto incluye el habla, escritura e interacción no verbal de los estudiantes (por ejemplo, movimientos, gestos, expresiones faciales, mirada, biometría, etc.). Un objetivo principal de la analítica de aprendizaje multimodal es analizar la señal coherente, la actividad y los patrones léxicos para comprender el proceso de aprendizaje y proporcionar retroalimentación a los participantes para mejorar la experiencia de aprendizaje. Este taller se presenta como una introducción suave a este nuevo enfoque de Learning Analytics: sus promesas, sus desafíos, sus herramientas y metodologías. Para seguir el mismo espíritu de MMLA, este taller incluirá una experiencia de aprendizaje práctica que analiza diferentes tipos de señales capturadas de entornos reales


Prerrequisitos: Conocimiento Básicos en Learning Analytics y Python

Preparación anticipada por parte de los participantes: Ninguna

 

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Co-designing learning dashboards for scalable feedback/ Co-diseño de tableros de aprendizaje para comentarios escalables

University: KULeuven

Presenters’ names: : Tom Broos, Francisco Gutiérrez, Tinne De Laet

Type:Tutorial

Language: Inglés y Español


Description

In this session you will learn the value of involving stakeholders early on throughout the design process of learning dashboards. We will introduce some of the co-design and evaluation methods used successfully at KU Leuven to launch a set of learning dashboards at scale. Finally, we will challenge you to initiate a co-design process building on the existing learning dashboards. There are a variety of approaches to Learning Analytics, including advanced analytical techniques and complex multimodal sensor measurements. However, learning dashboards have shown the potential of offering simplicity and understandability to stakeholders, being identified as an exciting area for Human-Computer Interaction research (Verbert et al., 2014).While learning dashboards are being used increasingly, there is an ongoing critical reflection about their connection to educational principles. Properly addressing this issue requires a wide, multi-disciplinary expertise, which is possibly not feasible within budget or time constraints (Jivet et al., 2018). A promising method to incorporate the required expertise is the use of co-design techniques, allowing LA experts to incorporate the ideas, perspectives and expertise of stakeholders into the solution (Dollinger & Lodge, 2018). Within KU Leuven, co-design has been used extensively to build and evaluate a range of learning dashboards to support learners in their first year in higher education (e.g. Broos et al. 2018a and Millecamp et al. 2018) and aspiring students (Broos et al. 2018b). These dashboards were used by over 5000 students within our own institution and scaled out to a multi-institutional context. Beside sharing our experiences, we will challenge every participant to initiate a co-design, building on existing dashboards that were successfully deployed in other institutes.

 

En esta sesión, aprenderá el valor de involucrar a las partes interesadas desde el principio en todo el proceso de diseño de paneles de aprendizaje. Presentaremos algunos de los métodos de co-diseño y evaluación utilizados con éxito en KU Leuven para lanzar un conjunto de paneles de aprendizaje a escala. Finalmente, lo desafiaremos a iniciar un proceso de codiseño basado en los paneles de aprendizaje existentes. Hay una variedad de enfoques para Learning Analytics, que incluyen técnicas analíticas avanzadas y mediciones complejas de sensores multimodales. Sin embargo, el aprendizaje de tableros ha demostrado la potencial de ofrecer simplicidad y comprensibilidad a las partes interesadas, siendo identificado como un área interesante para la investigación Interacción Humano-Computadora (Verbert et al., 2014). Mientras se utilizan cada vez más paneles de aprendizaje, existe una reflexión crítica continua sobre su conexión con los principios educativos . Abordar adecuadamente este problema requiere una experiencia amplia y multidisciplinaria, que posiblemente no sea posible dentro de las limitaciones de presupuesto o tiempo (Jivet et al.,2018). Un método prometedor para incorporar la experiencia requerida es el uso de técnicas de codiseño, lo que permite a los expertos de AL incorporar las ideas, perspectivas y experiencia de las partes interesadas en la solución (Dollinger & Lodge, 2018). Dentro de KU Leuven, el co-diseño se ha utilizado ampliamente para construir y evaluar una gama de paneles de aprendizaje para apoyar a los estudiantes en su primer año en educación superior (por ejemplo, Broos y otros 2018a y Millecamp et al. 2018) y aspirantes a estudiantes (Broos et al. al. 2018b). Estos paneles fueron utilizados por más de 5000 estudiantes dentro de nuestra propia institución y se ampliaron a un contexto multi-institucional. Además de compartir nuestras experiencias, desafiaremos a todos los participantes para que inicien un codiseño, basándose en paneles existentes que se implementaron con éxito en otros institutos.

  • Broos, T., Verbert, K., Langie, G., Van Soom, C., & De Laet, T. (2018a, March). Multi-institutional positioning test feedback dashboard for aspiring students: lessons learnt from a case study in Flanders. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge (pp. 51-55). ACM.
  • Broos, T., Verbert, K., Van Soom, C., Langie, G., & De Laet, T. (2018b). Small data as a conversation starter for learning analytics: exam results dashboard for first-year students in higher education. Journal of Research in Innovative Teaching & Learning, 1-14.
  • Dollinger, M., & Lodge, J. M. (2018, March). Co-creation strategies for learning analytics. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge (pp. 97-101). ACM.
  • Jivet, I., Scheffel, M., Specht, M. and Drachsler, H. (2018). License to evaluate: Preparing learning analytics dashboards for educational practice. In Proceedings of International Conference on Learning Analytics and Knowledge (10 pages).
  • Millecamp, M., Gutiérrez, F., Charleer, S., Verbert, K., & De Laet, T. (2018, March). A qualitative evaluation of a learning dashboard to support advisor-student dialogues. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge (pp. 56-60). ACM.
  • Verbert, K., Govaerts, S., Duval, E., Santos, J. L., Van Assche, F., Parra, G., & Klerkx, J. (2014). Learning dashboards: an overview and future research opportunities. Personal and Ubiquitous Computing, 18(6), 1499-1514.

Prerrequisitos: Ninguno

Preparación anticipada  por parte de los participantes:  Ninguna

 

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Metodologías de investigación cuantitativa y análisis de aprendizaje para evaluar herramientas y procesos de aprendizaje

Universidad: Carlos III de Madrid

Nombre de los Presentadores: Pedro J. Muñoz Merino, Carlos Alario Hoyos, Pedro Manuel Moreno Marcos

Tipo: Tutorial


Descripción

Este tutorial tiene como objetivo proporcionar conocimiento para aplicar algunas metodologías estadísticas y técnicas de análisis de aprendizaje para evaluar hipótesis de investigación sobre herramientas de aprendizaje y procesos de aprendizaje. El tutorial cubrirá una introducción sobre cómo diseñar experimentos, qué metodologías estadísticas usar, significado de los resultados o el uso de la herramienta estadística R.
Primero, habrá una breve introducción sobre la aplicación del diseño experimental al análisis del aprendizaje (preguntas de investigación, generación de teorías e hipótesis, recopilación de datos y análisis de los datos).
A continuación, se explicarán algunas técnicas de investigación cuantitativa y de análisis de aprendizaje seleccionadas, incluidos casos de investigación en los que se pueden aplicar, suposiciones, aplicación con la herramienta estadística R, análisis e interpretación. Los participantes recibirán algunos scripts de R que deben cargar y ejecutar durante la explicación. Las técnicas son las siguientes:

  • Algunas técnicas para la comparación entre diferentes grupos (por ejemplo, t-test, ANOVA, Mann-Whitney o Kruskal Wallis)
  • Algunas técnicas para hacer modelos de predicción (por ejemplo, redes bayesianas, regresión lineal o árboles de decisión)

Prerrequisitos: Programación Básica

Preparación anticipada  por parte de los participantes: Instalar  R

 

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Educational Data Analytics: un enfoque práctico

Universidad: Universidad de Cuenca

Nombres de los presentadores: Víctor Saquicela and Paola Pesántez

Tipo:  Tutorial

Idioma: Español


Descripción

Si usted y su institución acaban de conocer Learning Analytics y desea obtener alguna guía sobre cómo adquirir datos y usarla para probar hipótesis particulares o mejorar la toma de decisiones académicas, este taller es para usted. Nos enfocaremos en recopilar, procesar y analizar conjuntos de datos educativos. Aprenderemos sobre diferentes métodos analíticos y modelos computacionales como una introducción a Learning Analytics. Finalmente, discutiremos los inconvenientes que experimentamos en nuestros entornos desde la perspectiva de TI, intercambiaremos ideas sobre soluciones potenciales y discutiremos sobre cómo podemos compartir abiertamente métodos analíticos a través de una infraestructura central si es posible.


Prerrequisitos: Conocimiento Básico de Programación y ciencia de datos

Preparación anticipada  por parte de los participantes: Instalar Weka, R

 

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Herramientas de Analíticas de Aprendizaje para Latinoamérica:  proceso de implementación y ejemplo de uso

Universidad: Pontificia Universidad Católica de Chile

Nombre de la presentadora: Isabel Hilliger Carrasco

Tipo: Workshop


Descripción

Una de los principales problemas que las Instituciones Superiores deben abordar al desarrollar sus capacidades en Analíticas de Aprendizaje es comprender cuáles son las herramientas existentes y cómo pueden adaptarlas. En este Taller presentaremos algunas de las Herramientas utilizadas y cómo podrían ser adaptadas. Específicamente, presentaremos dos herramientas diferentes, una diseñada para que el estudiante autorregule su proceso de aprendizaje en cursos en línea, y otra para los maestros diseñada para apoyar la mejora del currículo.

Prerrequisitos: Ninguno

Preparación anticipada  por parte de los participantes: Ninguna

 

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Combining Epistemic Network and Text Analytics to Model Online Discussion

University: Edinburgh

Presenter’s name: Rafael Ferreira

Type: Workshop


Description

The amount of text data available in educationals environment have increased exponentially. Thus, it is necessary to propose automatic methods to aid instructors to analyze it. In the last few years, the adoption of Epistemic Network Analysis (ENA) has grown as this technique present more than quantitative analysis. This workshop presents an ENA application for the evaluation of students’ use of asynchronous discussions in online learning environments. In particular, it shows how students’ cognitive development across different course topics can be examined using the combination of natural language processing and graph-based analysis techniques. Also, it presents how the same method can be used to investigate the effectiveness of instructional interventions and its effect on student learning.


Prerequisite Skills/Experience: None.

Advanced Preparation (from students): None.

 

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Usar Analíticas de Aprendizaje para fomentar la apropiación de los estudiantes de su proceso de aprendizaje

Universidad: Universidad Austral de Chile

Tipo:  Tutorial


Descripción 

Learning Analytics  se puede utilizar para apoyar la conciencia y la reflexión de los estudiantes sobre su propio proceso de aprendizaje tanto en los niveles micro y macro curriculares. Hacer que los estudiantes sean conscientes de su situación es el punto de partida para empoderarlos dentro de su educación. Esto es especialmente importante para ayudar a la transición de un currículo escolar estrictamente supervisado, rígido y paternalista a una educación superior más flexible. En este taller, queremos encuestar y debatir sobre el significado y el alcance del empoderamiento de los estudiantes que relaciona LA con los aspectos psicológicos del proceso de aprendizaje, como la autorregulación y la motivación.


Prerrequisitos: Ninguno

Preparación anticipada  por parte de los participantes: Ninguna

 

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