GTI Learning participated in 5th European MOOCs Stakeholders Summit (EMOOCS 2017) held in Madrid, Spain from 22nd to 26th May, 2017. Davinia Hernández-Leo presented a paper, co-authored with Kalpani Manathunga and Mike Sharples, on “A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case” in the main conference, where she also participated in the poster […]

GTI Learning participates in EMOOCs 2017

EMOOCS

  The educational technologies group of GTI is running a Massive Open Online Course (MOOC) in collaboration with the Universidad de Valladolid within the context of the RESET project. The MOOC called “Innovative collaborative learning with ICT” has started the enrolment period in the Canvas platform https://www.canvas.net/browse/valladolid-en/courses/innovative-collaborative-learning-en. The course is especially aimed at Secondary and Higher Education teachers […]

Innovative collaborative learning with ICT-MOOC

MOOC_videos

  Members of the educational technologies group of GTI organized a 4-hours workshop in the 5th Panhellenic Scientific Conference “Integration and use of ICT in the educational process”. Kostas Michos from GTI-Learning in collaboration with Yannis Dimitriadis from the Universidad de Valladolid conducted the workshop entitled ”Design and implementation of innovative collaborative learning with the Integrated Learning Design Environment-ILDE“. 40 […]

Workshop for teachers in Greek conference

Greece_w1
Kickoff, CoT project
logo_worthplay Worthplay
Life-2.0-Logo-PH-ver_3_03 Life 2.0
Athletic Stadium 3D visualization of Bilbao Athletic Club Stadium
noaMax_newsCover_spa Noa & Max – Animating science for future scientists
orquestration1 EEE: Educational Reflected Spaces
metis2 Metis: Meeting teachers co-design needs by means of Integrated Learning Environments
logo4 IMPART
c_logo IJIE: Integrated Journalism in Europe
Intelligent graph generation tool produced through a collaboration between Bestiario & GTI Bestiario and GTI collaboration produces a tool for intelligent graph generation
Collaborative composition of non-linear interactive storytelling
borja_background Automatic Sign Language Avatar for video News
bwr The Game Barcelona World Race
PAGINA:

Dai Griffiths, Professor of Education, The University of Bolton visited GTI

Dai Griffiths, Professor of Education, The University of Bolton visited GTI Educational Technologies Group during  1st and 2nd  of June 2017. During his visit members of the educational technologies group shared their PhD  Thesis work with him to which he provided valuable insights.

He also gave a talk  titled “The portability of Learning Analytics applications and learning designs” in which he explored issues associated when sharing work related to “learning analytics” which are often carried out in individual institutions, or, sometimes, in individual ministries of education in isolation. The talk ended up with interesting conversations.

(See More : https://www.youtube.com/watch?v=7R4JRtpByO4&feature=youtu.be)

dai's seminar

GTI Learning participated in EMOOCs Workshop 2017

On May 24th, members of GTI participated in the workshop “HybridEd Workshop: Innovations in Blended Learning with MOOCs” within the eMOOCs conference 2017. The main goal of the workshop was creating a space and an outlet to share and present experiences in Blended Learning (BL) using MOOCs.

eMOOCs_Workshop

 

During the first part, where several presentations took place, Laia Albó from GTI was presenting two papers related with the use of MOOCs in campus courses in the university. The first paper, co-authored with Davinia-Hernández-Leo, was “Breaking the walls of a campus summer course for high school students with two MOOCs”. A case study of integrating two external MOOCs in a face-to-face (f2f) summer course for high school students and that explore the main challenges from the point of view of the learning design process.

Citation : Albó L, Hernández-Leo D. Breaking the walls of a campus summer course for high school students with two MOOCs. Paper presented at: HybridEd Workshop. Innovations in blended learning with MOOCs; 2017 May 24; Leganés, Spain.
Permanent link: http://hdl.handle.net/10230/32157

The second paper, co-authored with Cristina Gelpí, was “ From a FutureLearn MOOC to a blended SPOC: the experience of a Catalan Sign Language course”. A paper that presents a case study of transforming an existing MOOC into a SPOC for being used in a campus course using a blended learning approach with the aim of providing a reflection of the experience and reporting, as well, the challenges of the hybridization process.

Citation: Albó L, Gelpí C. From a FutureLearn MOOC to a blended SPOC: the experience of a Catalan Sign Language course. Paper presented at: HybridEd Workshop. Innovations in blended learning with MOOCs; 2017 May 24; Leganés, Spain.

Permanent link: http://hdl.handle.net/10230/32158

In the second part of the workshop, Davinia-Hernández Leo, Laia Albó and Manel Jiménez (Director of the Center for Learning Innovation and Knowledge) were engaged in sharing BL designs using MOOCs with the other participants – reflecting on the different experiences, find common interests and exploring future possibilities through a group session.

 

GTI Learning participates in EMOOCs 2017

EMOOCS

GTI Learning participated in 5th European MOOCs Stakeholders Summit (EMOOCS 2017) held in Madrid, Spain from 22nd to 26th May, 2017. Davinia Hernández-Leo presented a paper, co-authored with Kalpani Manathunga and Mike Sharples, on “A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case” in the main conference, where she also participated in the poster session demonstrating work with Konstantinos Michos and Manel Jiménez  titled, “How educators value data analytics about their MOOCs“. Following are synopsis of the two publications.

Abstract : Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning spaces within MOOCs and proposes a social learning space grid that can aid MOOC designers to implement such spaces, considering the related requirements. Furthermore, it describes a MOOC case study incorporating three collaborative and social learning spaces and discusses challenges faced. Interesting lessons learned from the case give an insight on which spaces to be implemented and the scenarios and factors to be considered.

  • Michos, K., Hernández-Leo, D., Jiménez, M., (2017) How educators value data analytics about their MOOCs, CEUR Proceedings of Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track at EMOOCs 2017 co-located with the EMOOCs 2017 Conference (Vol-1841), Madrid, Spain, 77-82.

Abstract : A range of data analytics is provided to educators about the profile, behavior and satisfaction of students participating in a Massive Open Online Course (MOOC). However, limited research has been conducted on how this informs the redesign of next MOOC editions. This work-in-progress paper presents a study of 4 MOOC educators from Universitat Pompeu Fabra regarding 3 MOOCs offered on the FutureLearn platform. The objective was to evaluate the usefulness and understandability of different types of data analytics of the courses they have offered with respect to specific monitoring goals. Preliminary results show that educators perceived the same information sources and data visualizations differently, satisfaction surveys and comments in the forum were among the most useful information but it was difficult to associate data analytics with the monitoring goals. Further studies for the alignment of educators´ monitoring needs for redesign purposes and the development of appropriate support tools are suggested.

Innovative collaborative learning with ICT-MOOC

MOOC_videos

 

The educational technologies group of GTI is running a Massive Open Online Course (MOOC) in collaboration with the Universidad de Valladolid within the context of the RESET project. The MOOC called “Innovative collaborative learning with ICT” has started the enrolment period in the Canvas platform https://www.canvas.net/browse/valladolid-en/courses/innovative-collaborative-learning-en. The course is especially aimed at Secondary and Higher Education teachers ( both in-service and pre-service) but also teachers from other educational levels interested in the innovative use of technology for collaborative learning.

 

Workshop for teachers in Greek conference

Greece_w1

 

Members of the educational technologies group of GTI organized a 4-hours workshop in the 5th Panhellenic Scientific Conference “Integration and use of ICT in the educational process”. Kostas Michos from GTI-Learning in collaboration with Yannis Dimitriadis from the Universidad de Valladolid conducted the workshop entitled ”Design and implementation of innovative collaborative learning with the Integrated Learning Design Environment-ILDE“. 40 teachers and educational researchers from different domains participated with great enthusiasm and interest.

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