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

GTI Learning participated in EDULEARN17


GTI Learning participated in 9th Annual International Conference on Education and New Learning Technologies (EDULEARN17) held in Barcelona from 3rd to 5th of July, 2017. Davinia Hern√°ndez-Leo presented a paper titled, “Helping teachers to think about their design problem: a pilot study to stimulate design thinking“. Kalpani Manathunga presented another paper with a title, “Towards scalable collaborative learning flow pattern orchestration technologies“. Following are the two abstracts from these publications.

Hernández-Leo D, Agostinho S, Beardsley M, Bennett S, Lockyer L. Helping teachers to think about their design problem: a pilot study to stimulate design thinking. Paper presented at: 9th annual International Conference on Education and New Learning Technologies EDULEARN17; 2017 July 3-5; Barcelona, Spain, pp. 5681-5690. Open access:

Abstract:   Designing learning experiences for students is a key responsibility of teachers. This involves designing stimulating and engaging tasks, selecting and creating appropriate resources, and deciding how best to support students to successfully complete the tasks. This is a complex process in which many factors need to be considered. Learning design research and tooling is focused on how to support this teacher design work. Existing learning design tools support the authoring and sharing of learning activities, which Рif represented computationally Рcan also be enacted in virtual learning environments. An important part of the learning design process is thinking about what it is that students are to learn. This then informs the design of the learning activities. However, research on how to support this early phase of the learning design process is scarce. Indeed, an emerging finding from research investigating teacher design practices is that teachers’ design work exhibits some characteristics synonymous with the broader field of design. Specifically, teachers formulate and work with a design problem. But, teachers generally don’t consider their work in terms of design. Thus there is scope to encourage and support design thinking in teachers along the whole learning design process, including in the initial phase of identifying a design problem. This paper reports on a pilot study where a learning design Problem Generation Tool was created, in the form of 20 stimulus questions, to generate deeper thinking about the design problem. The stimulus questions are based on 3 foci, which are to be considered in an iterative way to think about and generate the problem: Understand the nature of the design problem and your goals (e.g, What kind of problem is this? Why is this design being done?) Map your context (e.g., Who are the students? How will the course be taught? Who will teach in this course?), Plan your design approach (e.g., What preparation do you have to do? What is your initial plan or steps you will follow for your design process?) The tool was incorporated in the Integrated Learning Design Environment (ILDE), a community platform that integrates a number of learning design tools supporting conceptualization, authoring and implementation of learning activities. The Problem Generation Tool integrated in ILDE was used with eight participants, who were already familiar with ILDE, in a workshop setting in a postgraduate program at a local University in Barcelona, Spain. Participants had between one and five or more years of teaching experience. Results showed that participants found the Problem Generation Tool helpful. The level of perceived usefulness by question varied across participants, while a few questions were not sufficiently clear and need to be revised. Overall, there was evident elaboration of the participants’ design problems thus suggesting design thinking was stimulated and identification of the design problems scaffolded.

Manathunga K, Hernández-Leo D. Towards scalable collaborative learning flow pattern orchestration technologies. Paper presented at: 9th annual International Conference on Education and New Learning Technologies EDULEARN17; 2017 July 3-5; Barcelona, Spain, pp. 6277-6286. Open access:

Abstract:  Collaborative Learning Flow Patterns (CLFPs) structure learning flows to shape desired social interactions among learners leading to fruitful learning gains. It is worthwhile to study the possibilities of CLFP extensions to be applicable in large class contexts and also in Massive Open Online Courses (MOOCs) considering their dynamic, unpredictable nature. This study considers most commonly used patterns for the adaptability in such contexts from different dimensions like pedagogical interest, scalability and other related perspectives. As a result derived from the analysis, a collection of use cases is elaborated illustrating potential collaborative learning opportunities, design requirements, initial screen designs of such activities and expected functionality descriptions for novel CSCL orchestration technologies. One of these use cases is implemented in the PyramidApp tool.

GTI Learning has a visiting PhD student – Tina Papathoma



Tina Papathoma is doing her PhD at the Institute of Educational Technology, Open University, UK. Currently, she is a visiting PhD researcher at UPF for a period of 3 months. The PhD study she is working on is related to how educators learn how to teach in Massive Open Online Courses (MOOCs).¬†During her PhD fellowship Tina is collaborating with Davinia Hernandez-Leo to study how educators learn to work on the processes of designing and facilitating MOOCs. This project contributes to the creation of guidelines that will assist educators in their MOOCs teaching (design, run and facilitate). Tina presented part of her study ¬†on ‚ÄėWho are the mooc educators and what are their tasks?‚Äô¬†in one of the GTI Learning group meetings.


People working in HE institutions and organisations related to education are learning new forms of teaching and learning practice to transform the ways they work. This study explores who the people involved in massive open online courses (moocs) are and how they describe their tasks in those courses. Data were gathered through a multiple case study involving interviews with 28 people involved in moocs. Analysis shows that educators come from different backgrounds (i.e. academics, learning designers, PhD students) with different types of expertise such as teaching, subject matter expertise and learning design expertise. Educators reported that they often collaborated in the mooc process (i.e. design, run, facilitate). However, their roles were not fixed and they often moved from one role to another. This entailed taking different responsibilities for which they may not have the expertise to work on. Some of the most common jobs educators were involved in were setting the course objectives, creation of course materials, pedagogical decisions on how the course will go live, decisions on purchasing copyright material, video presenting, and video editing. Educators reported that they often learned these tasks in practice as training was either limited or absent. In order to manage the challenges they faced in the mooc process they collaborated with each other (sociocultural knowledge) and they self-regulated by seeking advice from experts as well as observing how other moocs have run. The role expectations for educators in moocs may be very demanding. They may need to acquire a range of skills that were not required in their past experience, and they may need to collaborate with others and share each other’s expertise. Institutions, senior management and platforms may assist in that.

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.

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dai's seminar

GTI Learning participated in EMOOCs Workshop 2017

On May 24th, members of GTI participated in the workshop ‚ÄúHybridEd Workshop: Innovations in Blended Learning with MOOCs‚ÄĚ 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.



During the first part, where several presentations took place, Laia Alb√≥ 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-Hern√°ndez-Leo, was ‚ÄúBreaking the walls of a campus summer course for high school students with two MOOCs‚ÄĚ. 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.
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The second paper, co-authored with Cristina Gelp√≠, was ‚Äú From a FutureLearn MOOC to a blended SPOC: the experience of a Catalan Sign Language course‚ÄĚ. 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.

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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 Рreflecting on the different experiences, find common interests and exploring future possibilities through a group session.


GTI Learning participates in EMOOCs 2017


GTI Learning participated in 5th European MOOCs Stakeholders Summit (EMOOCS 2017) held in Madrid, Spain from 22nd to 26th¬†May, 2017. Davinia Hern√°ndez-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 Jim√©nez¬†¬†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., Hern√°ndez-Leo, D., Jim√©nez, 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¬ī monitoring needs for redesign purposes and the development of appropriate support tools are suggested.