Browsing by Author "Delgado Kloos, Carlos"
Now showing 1 - 9 of 9
Results Per Page
Sort Options
- ItemA Competency Framework for Teaching and Learning Innovation Centers for the 21st Century: Anticipating the Post-COVID-19 Age(2022) Perez-Sanagustin, Mar; Kotorov, Iouri; Teixeira, Antonio; Mansilla, Fernanda; Broisin, Julien; Alario-Hoyos, Carlos; Jerez, Oscar; Teixeira Pinto, Maria do Carmo; Garcia, Boni; Delgado Kloos, Carlos; Morales, Miguel; Solarte, Mario; Oliva-Cordova, Luis Magdiel; Gonzalez Lopez, Astrid HelenaDuring the COVID-19 pandemic, most Higher Education Institutions (HEIs) across the globe moved towards "emergency online education", experiencing a metamorphosis that advanced their capacities and competencies as never before. Teaching and Learning Centers (TLCs), the internal units that promote sustainable transformations, can play a key role in making this metamorphosis last. Existing models for TLCs have defined the competencies that they could help develop, focusing on teachers', students', and managers' development, but have mislead aspects such as leadership, organizational processes, and infrastructures. This paper evaluates the PROF-XXI framework, which offers a holistic perspective on the competencies that TLCs should develop for supporting deep and sustainable transformations of HEIs. The framework was evaluated with 83 participants from four Latin American institutions and used for analyzing the transformation of their teaching and learning practices during the pandemic lockdown. The result of the analysis shows that the PROF-XXI framework was useful for identifying the teaching and learning competencies addressed by the institutions, their deficiencies, and their strategic changes. Specifically, this study shows that most institutions counted with training plans for teachers before this period, mainly in the competencies of digital technologies and pedagogical quality, but that other initiatives were created to reinforce them, including students' support actions.
- ItemA MOOC-based flipped class: Lessons learned from the orchestration perspective(2017) Rodríguez Palma, María Fernanda; Hernández Correa, Josefina María; Pérez Sanagustín, María del Mar; Pertuze Salas, Julio; Alario Hoyos, Carlos; Delgado Kloos, Carlos; Jermann, Patrick; Pérez Sanagustín, María del Mar; Seaton, Daniel T.; White, Su
- ItemAn overview of the LALA project(2020) Muñoz-Merino, Pedro J.; Delgado Kloos, Carlos; Tsai, Yi-Shan; Gasevic, Dragan; Verbert, Katrien; Pérez Sanagustín, Mar; Hilliger, Isabel; Zúñiga-Prieto, Miguel Ángel; Ortiz-Rojas, Margarita; Scheihing, ElianaThe LALA project (“Building Capacity to Use Learning Analytics to Improve Higher Education in Latin America”) is a project that aims at building capacity about the use of data in education for improving education in Latin America. This article presents a general overview of the LALA project including the LALA framework (as a set of guidelines, recommendations and patterns for enabling adoption of learning analytics), the adaptation of learning analytics tools (mainly three different tools used in Europe) and the pilots with learning analytics experiences. The results of this project could serve as an example for other institutions in the Latin American region or other under-represented regions to adopt Learning Analytics as part of their processes.
- ItemCan Feedback based on Predictive Data Improve Learners' Passing Rates in MOOCs? A Preliminary Analysis(Association for Computing Machinery, Inc., 2021) Pérez Sanagustín, Mar; Pérez Álvarez, Ronald Antonio; Maldonado Mahauad, Jorge Javier; Villalobos, Esteban; Hilliger, Isabel; Hernández Correa, Josefina María; Sapunar Opazo, Diego Andrés; Moreno-Marcos, Pedro Manuel; Muñoz-Merino, Pedro J.; Delgado Kloos, Carlos; Imaz, JonThis work in progress paper investigates if timely feedback increases learners' passing rate in a MOOC. An experiment conducted with 2,421 learners in the Coursera platform tests if weekly messages sent to groups of learners with the same probability of dropping out the course can improve retention. These messages can contain information about: (1) the average time spent in the course, or (2) the average time per learning session, or (3) the exercises performed, or (4) the video-lectures completed. Preliminary results show that the completion rate increased 12% with the intervention compared with data from 1,445 learners that participated in the same course in a previous session without the intervention. We discuss the limitations of these preliminary results and the future research derived from them.
- ItemLessons learned from the design of situated learning environments to support collaborative knowledge construction(2015) Pérez Sanagustín, Mar; Muñoz Merino, Pedro J.; Alario Hoyos, Carlos; Soldani, Xavier; Delgado Kloos, Carlos
- ItemMy Learning Mentor: A Mobile App to Support Learners Participating in MOOCs(2015) Alario-Hoyos, Carlos; Estevez-Ayres, Iria; Perez Sanagustin, Mar; Leony, Derick; Delgado Kloos, CarlosMOOCs have brought a revolution to education. However, their impact is mainly benefiting people with Higher Education degrees. The lack of support and personalized advice in MOOCs is causing that many of the learners that have not developed work habits and self-learning skills give them up at the first obstacle, and do not see MOOCs as an alternative for their education and training. My Learning Mentor (MLM) is a mobile application that addresses the lack of support and personalized advice for learners in MOOCs. This paper presents the architecture of MLM and practical examples of use. The architecture of MLM is designed to provide MOOC participants with a personalized planning that facilitates them following up the MOOCs they enroll. This planning is adapted to learners' profiles, preferences, priorities and previous performance (measured in time devoted to each task). The architecture of MLM is also designed to provide tips and hints aimed at helping learners develop work habits and study skills, and eventually become self-learners.
- ItemPrecise Effectiveness Strategy for analyzing the effectiveness of students with educational resources and activities in MOOCs(2015) Muñoz Merino, Pedro J.; Ruipérez Valiente, José A.; Alario Hoyos, Carlos; Pérez Sanagustín, Mar; Delgado Kloos, Carlos
- ItemUnderstanding Learners' Motivation and Learning Strategies in MOOCs(2017) Alario-Hoyos, Carlos; Estevez-Ayres, Iria; Perez-Sanagustin, Mar; Delgado Kloos, Carlos; Fernandez-Panadero, CarmenMOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners' motivations to take a course are very diverse, and certain selfregulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course. This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a selfreport 7-point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled Introduction to Programming with Java. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management.
- ItemUnderstanding Learners’ Motivation and Learning Strategies in MOOCs(2017) Alario-Hoyos, Carlos; Estevez-Ayres, Iria; Pérez Sanagustín, Mar; Delgado Kloos, Carlos; Fernández Panadero, Carmen