Kickoff, CoT project
logo_worthplay Worthplay
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Athletic Stadium 3D visualization of Bilbao Athletic Club Stadium
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metis2 Metis: Meeting teachers co-design needs by means of Integrated Learning Environments
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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
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bwr The Game Barcelona World Race

GTI Learning in UPF Campus Junior


The last July, members of GTI-learning group organized¬† a summer course for undergraduates during the Campus J√ļnior (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 ‚ÄúDesign and program your own video game!‚ÄĚ 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 ‚ÄúLearning Analytics Research Week‚ÄĚ at our¬†ICT Department, Universitat Pompeu Fabra, Barcelona.¬†Davinia Hern√°ndez-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 Mart√≠nez-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‚Äô 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‚Äô actions, detected speech, changes in group‚Äôs 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 ‚ÄúFeedback at scale with a little help from my algorithms‚ÄĚ. 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 ‚ÄúMaria de Maetzu‚ÄĚ 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

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Davinia Hern√°ndez-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., Hern√°ndez-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.

Hern√°ndez-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.

GTI in FutureLearn Partners Conference


FutureLearn , a prominent Massive Open Online Course (MOOC) provider, held its partners conference at Pompeu Fabra University, Barcelona on 11 and 12 April where over 20 existing and potential partners met and shared their experiences. Members from GTI Learning also participated in the event and Davinia Hernandez-Leo participated in a panel discussion on “How to get the best out of social learning: a discussion on how to engage learners and provoke conversation”. She shared experiences from 3D Graphics for Web Developers MOOC, a project of GTI members in collaboration with UPF MOOC staff, that was finished its first cycle in March on FutureLearn platform exceeding 6000 participants. She explained different social learning mechanisms used within the course (eg: comments, discussions, FutureLearn platform filters such as mostly liked, followed, etc..), specifically the case of “PyramidApp”, an on-going research project of GTI-Learning team in the context of RESET project aimed at reformulating scalable educational ecosystems offering technological innovations.


Kickoff, CoT project


Our new research project ‚ÄúCoT‚ÄĚ has just started! The project has received funding from RecerCaixa (see related RecerCaixa press). The kickoff meeting, with the members of the research team, was held yesterday at the Campus de Poblenou UPF (29/2/2016). The project will last until February 2019 (three years). Website will be ready soon and we will use the twitter hashtag #CoTprojectRC. Below is the abstract of the project.


CoT: Communities of teaching as a data‚Äźinformed design science and contextualized practice

Abstract of the project:
The research field of technologies for learning design deals with supporting teachers’ fundamental role of devising good arrangements for their students to learn. Sharing and collaboration around learning design practices between teachers, especially in the context of their educational centers, becomes a relevant mechanism for collectively improving teaching quality. The ultimate aim of the project is to empower teachers and educational centers as communities of teaching in which their members share the concern of being able to design the best possible learning activities for their students, learning from each other practices and considering the singularities of their context. To contribute towards this aim, the objective of the project focuses on providing teachers with a platform for data-informed learning design and studying the role that data analytics can play to support learning design processes in the context of educational communities. Data will include metrics of design activity within communities and metrics of engagement and achievement of learners when experiencing a learning design.