A Novel Group Engagement Score for Virtual Learning Environments

Jorge Castellanos, Pablo A. Haya , Jaime Urquiza-Fuentes. 2017. IEEE Transactions on Learning Technologies ( Volume: 10, Issue: 3, July-Sept. 1 2017 ), pp 306-317

Abstract: STEM (Science, Technology, Engineering, and Math) education is currently receiving much attention from governments and educational institutions. Our work is based on active learning and video-based learning approaches to support STEM education. Here, we aimed to increase student's engagement through reflective processes that embrace video film-making, and subsequent on-line discussion and evaluation of those videos. We propose a group engagement score that takes into account both individual activity and similarity of participation, thus allowing corrective actions to be taken when unengaged students or groups are identified. We tested these ideas using our own social learning platform that combines the principal features of Social Networks with tools that facilitate collaborative learning design. This platform stimulates students' learning by means of two main reflective processes: participatory production and peer-review. We evaluated this platform and the learning approach it supports in an Object Oriented Programming course and identified interesting differences between group engagement and video ratings. Our principal conclusion is that greater teacher and student awareness of the ongoing activities and group engagement are needed.

Student activity and profile datasets from an online video-based collaborative learning experience

Estefanía Martín, Manuel Gértrudix, Jaime Urquiza-Fuentes and Pablo A. Haya. 2015. British Journal of Educational Technology, 46(5), pag 1467-8535. doi:10.1111/bjet.12318

Abstract: This paper describes two datasets extracted from a video-based educational experience using a social and collaborative platform. The length of the trial was 3 months. It involved 111 students from two different courses. Twenty-nine came from Computer Engineering (CE) course and 82 from Media and Communication (M&C) course. They were organised into nine interdisciplinary groups. Each group included three or four CE students and eight or nine M&C students. An additional group filmed the making of. This group has only M&C students. Four teachers supervised the trial. The total number of meaningful events was 2984.

Engaging students in creative learning tasks with social networks and video-based learning

Jaime Urquiza-Fuentes, Isidoro Hernán, Estefanía Martín. 2014. 2014 IEEE Frontiers in Education Conference Proceedings, pp 1364-1371, Madrid, Spain, 22 - 25 October 2014.

Abstract: Video-based learning is a widely used approach for teaching. This paper investigates how this approach could be improved with other well known methodology: computer supported collaborative learning (CSCL). The integration of both approaches results in a creative and engaging educational activity, collaborative film-making. This task is supported by a platform developed as a social network. During the design of the platform, opinions of teachers and students were taken into account. Both, teachers and students, agreed that this approach helps students to understand threshold concepts. In addition, students identified useful facilities in the platform like group private workspaces or commenting tools. Students’ satisfaction was high, in fact they recommend the use of this approach in more subjects.

¡Estudiantes creativos! Creación de vídeos educativos en redes sociales educativas

Estefanía Martín, Manuel Gértrudix, Jaime Urquiza-Fuentes, Pablo A. Haya, Isidoro Hernán-Losada, Jorge J. Castellanos. En Hernández, J. y Martín, E. (Eds.). Pedagogía audiovisual: Monográfico de experiencias docentes multimedia (2014), 53-65, Madrid, Universidad Rey Juan Carlos.

Abstract: Este capítulo se centra en un proceso reflexivo de creación de vídeos educativos donde los alumnos son los autores de los mismos. La metodología de trabajo se centra en trabajar un concepto umbral en formato audiovisual y discutirlo con los propios compañeros a través de una red social educativa. Tanto la creación del vídeo como el proceso de discusión aportan un aprendizaje significativo al alumno quien toma un rol totalmente activo en su proceso de aprendizaje. Con el objetivo de ilustrar el proceso completo se han incluido distintos vídeos creados por alumnos de diferentes asignaturas así como imágenes correspondientes al proceso de discusión y reflexión que se lleva a cabo en la plataforma y donde gracias a la revisión por pares supervisada por el profesor, los alumnos van aprendiendo de sus compañeros en un entorno activo y colaborativo seguro.

ClipIt: Supporting Social Reflective Learning through Student-Made Educational Videos

Pablo Llinás, Pablo A. Haya, Miguel A. Gutiérrez, Estefanía Martín, Jorge Castellanos, Isidoro Hernán, Jaime Urquiza-Fuentes. 2014. Proceedings of 9th European Conference on Technology Enhanced Learning (EC-TEL 2014). Rensing, C., De Freitas, S., Ley, T., Muñoz-Merino, P.J. (eds.) Open Learning and Teaching in Educational Communities, LNCS vol. 8719, pp 502-505, Graz, Austria, 16 - 19 September 2014.

Best demo award: 3rd position
Abstarct: ClipIt is an online social learning platform focused on reflective learning using videos created by students. ClipIt does not follow a fixed methodology, nor is classroom based or teacher-led. Instead it responds to the online distance education paradigm, promoting both social and collaborative interaction and inducing to follow activity steps with subtle guidance which allows for maximum flexibility for the teacher. This paper presents the ClipIt platform and supporting a student-driven reflective learning process, specially focusing on social and collaborative interaction.