Exploring on e-Learning

Enhancement by Mean of Advanced

Interactive Tools

Xavier Alamán, Rosa M. Carro, Iván Claros, Ruth Cobos, Leovy Echeverría, Javier Gómez, Pablo Haya, Francisco Jurado, Germán Montoro, Jaime Moreno-Llorena, Alvaro Ortigosa, Pilar Rodríguez

{xavier.alaman, rosa.carro, ivan.claros, ruth.cobos, leovy.echeverria, jg.escribano, pablo.haya, francisco.jurado, german.montoro, jaime.moreno, alvaro.ortigosa, pilar.rodriguez }@uam.es,

Department of Computer ScienceUniversidad Autónoma de Madrid

Madrid, Spain

The GHIA (Group of Advanced Interactive

Tools) proposals

Outline

• Introduction▫ About of the GHIA

• Research LinesI. Collaborative LearningII. Questionnaire-driven design for the automatic

generation of Web-based Collaborative ApplicationsIII. Social Media EnvironmentsIV. Affective Computing and User Modeling in Learning

Environments V. Social Network analysis for Student Modelling VI. Training Applications for Users with Cognitive

LimitationsVII. Mobile Adaptive Manuals

• Conclusions and Future Work

Introduction

• The Group of Advanced Interactive Tools (GHIA)

▫ Twenty full-time Ph.D. researchers.

▫ Twenty-five people have completed their doctoral dissertation.

▫ Tools and utilities in the field of computers and education.

▫ GHIA research group is a member of eMadridnetwork.

http://vghia.ii.uam.es/ghia

I. Collaborative Learning• It has many advantages and uses compared to

others learning theories.

• CSCL appeared to support collaborative learning to help in traditional learning methods.

• A collaborative learning scenario: the users, the learning systems and the collaborative learning tasks.

• Teaching Assistant System TASystem(Echeverría et al., 2014, Echeverría et al., 2013)▫ Supports the design of the collaborative learning tasks

and the students’ assessments.

▫ Three services embedded into the LMS Moodle: i) the Task Manager; ii) the Assessment Manager; and iii) the Report Manager.

▫ TASystem has been tested for more than three years with groups of students and instructors at the Universidad Pontificia Bolivariana, Montería, and at the Universidad del Valle (Colombia).

L. Echeverría, R. Cobos, and M. Morales. “A Notification Manager to support collaborative learning in LMS Moodle”, 2014 IEEE Global Engineering Education Conference (EDUCON’14), April 3-5, pp. 492-498, 2014

L. Echeverría, R. Cobos and M. Morales, Designing and Evaluating Collaborative Learning Scenarios in Moodle LMS Courses. In Cooperative Design, Visualization, and Engineering. Springer Berlin Heidelberg, 2013, pages 61–66.

II. Questionnaire-driven design for the automatic

generation of Web-based Collaborative

Applications

R. Cobos, R. Martín, J. Moreno-Llorena, E. Guerra, and J., de Lara. “REUSES: Questionnaire-driven design for the automatic generation of web-based collaborative applications”, IEEE 7th International Conference on Collaborative Computing: Networking, Applications and Worksharing (CollaborateCom’11) pp. 9-18, 2011.

III. Social Media Environments• Social Educational Environments

(Claros et al. 2014)▫ Social Interaction

• LMS-Social (Garmendía & Cobos, 2013)▫ Moodle

Social Course Format Learning Analytics Blocks

• Social Media Learning (Claros & Cobos, 2013)▫ Facebook & Youtube integrated▫ Multimedia-centered Content▫ Collaborative Building of Objects

Remix Multimedia and Interactcomponentes

▫ Learning Analytics based on Social Network Analysis

I. Claros, L. Echeverría, A. Garmendía, and R. Cobos. “Towards a Collaborative Pedagogical Model in MOOCs”, 2014 IEEE Global Engineering Education Conference (EDUCON’14), April 3-5, pp. 905-911, 2014.

A. Garmendía and R. Cobos, “Towards the Extension of a LMS with Social Media Services”, Cooperative Design, Visualization, and Engineering (CDVE’13), vol. 8091, Y. Luo, Ed. Springer Berlin Heidelberg, pp. 67–72, 2013

I. Claros, and R. Cobos. “Social Media Learning: an Approach for Composition of Multimedia Interactive Object in a Collaborative Learning Environmen, 17th IEEE International Conference on Computer Supported Cooperative Work in Design (CSCWD’13), 2013.

A

B

IV. Affective Computing and User

Modeling in Learning Environments• Enhancement of Student

Motivation (Rodriguez, Ortigosa & Carro, 2014)

▫ Students’ Self-written Essays

• Correlation Analysis Between Academic Marks and Emotions (Cobos, Jurado, Ortigosa & Rodriguez, 2014)

▫ Relationship between emotions and academic marks using text analysis

0,00%

50,00%

100,00%

A.1

A.2

A.3

A.4

B.1

B.2

B.3

B.4

C.1

C.2

C.3

C.4

C.5

D.1

D.2

First semester: Proportion of the anger dimension among the total emotion for each document

P. Rodriguez, A. Ortigosa, and R.M. Carro. “Detecting and making use of emotions to enhance student motivation in e–learning environments”,

International Journal of Continuing Engineering Education and Life Long Learning, 24-2, 168-183. 2014

R. Cobos, F. Jurado, A. Ortigosa and P. Rodriguez. “An experience on the correlation analysis between academic marks and emotions”, Int.

Journal of Emerging Technologies in Learning, vol. 9:2, pp. 15-22, 2014.

V. Social Network analysis for Student

Modelling

SentBuk

• Sentiment Analysisin Facebook (Ortigosa, Martin & Carro, 2014):▫ Positive, neutral, negative

▫ Evolution along the time

▫ Positive/negative friends

A. Ortigosa, J.M Martín and R.M Carro.”Sentiment analysis in Facebook and its application to e-learning”.

Computers in Human Behavior 31(0):527 – 541, 2014

V. Social Network analysis for Student

Modelling

Personality prediction

Personality-based friend recommendation

Friend comparison

A. Ortigosa, R.M Carro and J.I. Quiroga. “Predicting user personality by mining social interactions in

Facebook”. J. Comput. Syst. Sci. 80(1):57–71, 2014.

TP-2000

• Inferring Personality fromUser Actions in Facebook (Ortigosa, Carro & Quiroga, 2014)

VI. Training Applications for Users with

Cognitive Limitations – Dressing Properly• Game-based

adaptivetrainingthroughmulti-contactsurfaces

• Personalised daily assistance

through mobile phones (recommendations)

• Adaptive-gameauthoring tool

(Moraleda & Carro, 2013)(Rojo & Carro, 2013)

M. Moraleda and R.M Carro. “Designing and delivering adaptive educational games through multi-touch surfaces for users with cognitive

limitations”. Procs of SIIE 2013.

J.A Rojo and R.M Carro. “MyDressRecommender: a distributed mobile dress recommender for users with special needs”. Procs. of SIIE 2013.

Context

VI. Training Applications for Users with

Cognitive Limitations

Directions

AssistantSelection menu

Directions

Destination Result

QRUMBS

M. Moraleda and R.M Carro. “Designing and delivering adaptive educational games through multi-touch surfaces for users with cognitive limitations”. In SIIE 2013.

• WSI-Go (Where Should I Go?)

▫ Case Study: guiding users trained (at UAM) for labor integration through the university campus.

Authoring: labelled map

PDA Personalized guidance

(annotated Street View + sounds)

Monitoring

VI. Guiding Users with Cognitive Limitations Outdoors

(García de Marina, Carro & Haya, 2012)

A. G. García de Marina, R. M. Carro, and P. Haya. 2012. Where should I go?: guiding users with

cognitive limitations through mobile devices outdoors. Procs of Interacción 2012.

VII. Mobile Adaptive Manuals

• Mobile devices as autonomy enablers: Assistive Technologies (AT)▫ Familiar

▫ Ubiquitous

• Diferent scenarios▫ Activities of daily living (ADL)

▫ Labour training and education

▫ Work place

• Adapted to the user and her needs▫ Inteface and interaction

▫ Reduce amount of guidance on her progress

• Adapted to her context▫ Branches: multiple choice questions

▫ Repetitions

ADL

LabourTraining

WorkPlace

AUTONOMY

AT

How many times

do you need to

repeat?

Choose the copy

mode

One sided

Two sided

Gómez, G. Montoro, P.A. Haya, X. Alamán, S. Alves, M. Martínez, “Adaptive manuals as assistive technology to support and train people with acquired brain injury in their daily life activities”, Personal and ubiquitous computing, vol 17, nº 6, pp. 1117-1126, 2013

Conclusions and Future Work

• The GHIA group and its main research lines had been presented.

• http://vghia.ii.uam.es/ghia/

• The MOOCs represent a new alternative to manage and to offer online open courses without limiting the amount of students.

• It has emerged as a paradigm that seems to respond the global need of powerful tools and learning resources by supporting teaching/learning processes in massive learning experiences.

• To apply our experience related with social media platforms and collaborative learning services toward massive teaching/learning projects may produce interesting contributions.

• We are working on the definition of several strategies for data analysis and information visualization (Learning Analytics), based on theories and context appropriated by collaborative learning approaches.

Acknowledgment

• This research was partly funded by the Spanish National Plan of R+D, project numbers TIN2013-44586-R and TIN2011-24139; and by the Autonomous Community of Madrid, e-Madrid project, number S2009/TIC-1650

Exploring on e-Learning

Enhancement by Mean of Advanced

Interactive Tools

Xavier Alamán, Rosa M. Carro, Iván Claros, Ruth Cobos, Leovy Echeverría, Javier Gómez, Pablo Haya, Francisco Jurado, Germán Montoro, Jaime Moreno-Llorena, Alvaro Ortigosa, Pilar Rodríguez

{xavier.alaman, rosa.carro, ivan.claros, ruth.cobos, leovy.echeverria, jg.escribano, pablo.haya, francisco.jurado, german.montoro, jaime.moreno, alvaro.ortigosa, pilar.rodriguez }@uam.es,

Department of Computer ScienceUniversidad Autónoma de Madrid

Madrid, Spain

The GHIA (Group of Advanced Interactive

Tools) proposals