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 participates in EC-TEL 2016


GTI Learning participated in 11th European Conference on Technology Enhanced Learning (EC-TEL2016) held in Lyon, France from 13th to 16th September, 2016. Kalpani Manathunga and Konstantinos Michos participated in the workshops conducted in parallel to the main EC-TEL conference. Konstantinos presented a paper, “Towards understanding the potential of teaching analytics within educational communities” at the “4th International Workshop on Teaching Analytics” (IWTA’16). Kalpani participated in Connecting Learning Design and Learning Analytics (CLAD) workshop co-organized by Davinia Hernández-Leo and the topic of the paper was “Connecting pattern-based learning designs with analytics: The case of the PyramidApp”.

Manathunga, K., Hernández-Leo, D., PyramidApp: Scalable method Enabling Collaboration in the Classroom. In: Proceedings of 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 2016, LNCS 9891, 422- 427.

Abstract : Computer Supported Collaborative Learning methods support fruitful social interactions using technological mediation and orchestration. However, studies indicate that most existing CSCL methods have not been applied to large classes, means that they may not scale well or that it’s unclear to what extent or with which technological mechanisms scalability could be feasible. This paper introduces and evaluates PyramidApp, implementing a scalable pedagogical method refining Pyramid (aka Snowball) collaborative learning flow pattern. Refinements include rating and discussing to reach upon global consensus. Three different face-to-face classroom situations were used to evaluate different tasks of pyramid interactions. Experiments led to conclude that pyramids can be meaningful with around 20 participants per pyramid of 3–4 levels, with several pyramids running in parallel depending on the classroom size. An underpinning algorithm enabling elastic creation of multiple pyramids, using control timers and triggering flow awareness facilitated scalability, dynamism and overall user satisfaction in the experience.

Michos, K., & Hernández-Leo, D.,Understanding Collective Behavior of Learning Design Communities. In: Proceedings of 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 2016, LNCS 9891, 614-671.

Abstract : Social computing enables collective actions and social interaction with rich exchange of information. In the context of educators’ networks where they create and share learning design artifacts, little is known about their collective behavior. Learning design tooling focuses on supporting educators (learning designers) in making explicit their design ideas and encourages the development of “learning design communities”. Building on social elements, this paper aims to identify the level of engagement and interactions in three communities using an Integrated Learning Design Environment (ILDE). The results show a relationship between the exploration of different artifacts and creation of content in all the three communities confirming that browsing influence the community’s outcomes. Different patterns of interaction suggest specific impact of language and length of support for users.

Hands-on workshops about PyramidApp


GTI- Learning team, headed by Davinia Hernandez-Leo conducted two interesting workshops on “Design Collaborative Learning activities using PyramidApp” at UPF on the 1st July and 6th September, 2016 respectively. During the workshop Davinia discussed on collaborative learning, current practices, flow patterns and practical challenges existing while participants also shared their experiences in such learning scenarios. Other GTI-Learning team members presented PyramidApp integrated within ILDE and how analytics can be useful to understand what happened during such collaborative learning enactments. Profiles of participants varied from teachers representing primary and secondary school, university lecturers, researchers and Masters’ students from Master in Communication and Education offered by UAB.  The interest shown by our active participants within 4 hours of hands-on experience was exceptional.

For further details visit


GTI Learning in UPF Campus Junior


The last July, members of GTI-learning group organized  a summer course for undergraduates during the Campus Júnior (CJ) program of UPF. The aim of the CJ is to familiarise the university environment to high school students through  multidisciplinary courses that combine teaching with practical and  experimental aspects in a  playful surrounding.


The course offered was titled “Design and program your own video game!” and 30 students between 14-16 years old attended the course. Their main objective was exploring the basic principles of programming as well as understanding and implementing the process of designing and developing computer games. During the course, students used Scratch to develop their own video games, as well as they explored  interactive interfaces with  MakeyMakey. On the last day of the course, students presented  their videogames created through-out the course  and shared those games with the others, allowing them to play and enjoy.

In the following link you can find and play the final games of the course!

Discussions around Learning Analytics research at @DTIC_UPF

We could have called it the “Learning Analytics Research Week” at our ICT Department, Universitat Pompeu Fabra, Barcelona. Davinia Hernández-Leo, coordinator of Learning Technologies Research within the Interactive Technologies Group (GTI) hosted several activities around Learning Analytics research last week.

Dr. Roberto Martínez-Maldonado from the Connected Intelligence Centre (CIC) at the University of Technology, Sydney (UTS) has been the first visiting academic with an Erasmus+ International Mobility Grant (Erasmus+ KA107) at UPF. Within the activities of his visit, he instructed seminars devoted to PhD students. Those included a hands-on workshop on multidimensional activity data visualization. The workshop engaged participants in crafting participatory data stories through the development of rapid low fidelity prototypes of collaborative work data. The workshop briefly introduced a series of concepts (such as multimodal data visualisation, learning analytics, HCI interaction data capture and visual metaphors). Then, the workshop focused on analysing a multi-user, multi-modal dataset that imposes particular challenges for visualisation design. The purpose for the attendees was to generate out-of-the-box ideas for visualising this particular Learning Analytics dataset, aimed at telling a story about collaborative group processes.

RobertoRoberto MartĂ­nez-Maldonado also gave a DTIC Research Seminar titled “Multi-modal sequence mining and analytics of face-to-face collaborative learning”, where he introduced his work aimed at analysing aspects of students’ activity when learning collaboratively using digital ecologies enriched with sensors for identifying users, and also at multi-display settings. This strand of research is seeking out to automatically distinguish, discover and distil salient common patterns of interaction within groups, by mining the logs of students’ actions, detected speech, changes in group’s artefacts, etc. The talk showcased a number of group situations where multiple people are engaged in creative tasks that require design thinking and sense making. Multiple data mining techniques have been used in these scenarios to generate understanding of collaborative group processes including: classification, sequence pattern mining, process mining and clustering techniques.

Abelardo Dr. Abelardo Pardo, Senior Lecturer at the School of Electrical and Information Engineering, The University of Sydney, also visited the DTIC last week. He gave a DTIC Research Seminar with the title “Feedback at scale with a little help from my algorithms”. In his talk, Abelardo Pardo explained that despite the importance of formative feedback to improve educational experiences, providing adequate feedback in the right form, at the right time, at the right level is still challenging and risky. Academics in higher education institutions are increasingly under pressure to solve the tension between larger student cohorts in active learning scenarios and the quality of feedback given to students. The increasing amount of tasks that are mediated by technology offers the possibility to obtain a detailed digital footprint of the students. The talk explored some ideas about how to combine educational technology, data collection and prediction algorithms with current tasks carried out by instructors to amplify their effect in active learning scenarios.

These activities are connected with the strategic research program on Data Science associated to the “Maria de Maetzu” distinction awarded to the DTIC. Learning Analytics research partly funded by this program was also presented at the 6th International Learning Analytics & Knowledge Conference (LAK’16) recently held in Edinburgh.

GTI Learning participation @ LAK’16

daviniahl-crosslak-lak-2016 - Copy

Davinia Hernández-Leo (GTI, UPF) has participated in the 6th International Conference on Learning Analytics and Knowledge (LAK’16). She co-organized a workshop on learning analytics across-spaces, where she also presented work on the alignment of learning design with analytics as a means to better interpret data coming from diverse spaces.

All workshop contributions are available online.

Other partner members of the RESET project (Universidad Carlos III de Madrid and Universidad de Valladolid) also contributed to the workshop and the main conference.

RESET-representatives-LAK2016 - Copy
Related publications:
Martinez-Maldonado, R., Hernández-Leo, D., Pardo, A., Suthers, D., Kitto, K., Charleer, S., Radi, N., Ogata, H., (2016) ACM Proceeding of the Sixth International Conference on Learning Analytics & Knowledge, LAK’16, 486-487, Edinburgh, UK.

Hernández-Leo, D., Pardo, A., (2016) Towards integrated learning design with across-spaces learning analytics: a flipped classroom example, Cross-LAK Workshop on Learning Analytics across Physical and Digital Spaces, LAK’16, Edinburg, UK.