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dc.contributor.author Albó, Laia
dc.contributor.author Barria-Pineda, Jordan
dc.contributor.author Brusilovsky, Peter
dc.contributor.author Hernández Leo, Davinia
dc.date.accessioned 2019-09-26T08:12:29Z
dc.date.available 2019-09-26T08:12:29Z
dc.date.issued 2019
dc.identifier.citation Albó L, Barria-Pineda J, Brusilovsky P, Hernández-Leo D. Concept-level design analytics for blended courses. In: Scheffel M, Broisin J, Pammer-Schindler V, Ioannou A, Schneider J, editors. Transforming learning with meaningful technologies. 14th European Conference on Technology Enhanced Learning, EC-TEL 2019. ; 2019 Sep 16-19; Delft, The Netherlands. Cham; Springer; 2019. p. 541-54. (LNCS; 11722). DOI: 10.1007/978-3-030-29736-7_40
dc.identifier.isbn 978-3-030-29735-0
dc.identifier.uri http://hdl.handle.net/10230/42335
dc.description Comunicació presentada a: EC-TEL 2019 celebrat a Delt, Països Baixos, del 16 al 19 de setembre de 2019.
dc.description.abstract Although many efforts are being made to provide educators with dashboards and tools to understand student behaviors within specific technological environments (learning analytics), there is a lack of work in supporting educators in making data-informed design decisions when designing a blended course and planning learning activities. In this paper, we introduce concept-level design analytics, a knowledge-based visualization, which uncovers facets of the learning activities that are being authored. The visualization is integrated into a (blended) learning design authoring tool, edCrumble. This new approach is explored in the context of a higher education programming course, where teaching assistants design labs and home practice sessions with online smart learning content on a weekly basis. We performed a within-subjects user study to compare the use of the design tool both with and without the visualization. We studied the differences in terms of cognitive load, design outcomes and user actions within the system to compare both conditions to the objective of evaluating the impact of using design analytics during the decision-making phase of course design.
dc.description.sponsorship This work has also been partially funded by NSF DRL 1740775, “la Caixa Foundation” (CoT project, 100010434) and FEDER, the National Research Agency of the Spanish Ministry of Science, Innovations and Universities MDM-2015-0502, TIN2014-53199-C3-3-R, TIN2017-85179-C3-3-R. DHL is a Serra Húnter Fellow.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Springer
dc.relation.ispartof Scheffel M, Broisin J, Pammer-Schindler V, Ioannou A, Schneider J, editors. Transforming learning with meaningful technologies. 14th European Conference on Technology Enhanced Learning, EC-TEL 2019. ; 2019 Sep 16-19; Delft, The Netherlands. Cham; Springer; 2019. p. 541-54. (LNCS; 11722).
dc.rights © Springer The final publication is available at Springer via https://doi.org/10.1007/978-3-030-29736-7_40
dc.title Concept-level design analytics for blended courses
dc.type info:eu-repo/semantics/conferenceObject
dc.identifier.doi http://dx.doi.org/10.1007/978-3-030-29736-7_40
dc.subject.keyword Design analytics
dc.subject.keyword Blended learning
dc.subject.keyword Concept-level visualization
dc.subject.keyword Authoring tool
dc.subject.keyword Learning design
dc.subject.keyword Smart learning content
dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/TIN2014-53199-C3-3-R
dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/acceptedVersion


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