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

ChangeMakers, a project for innovation in education

Led by Davinia Hern谩ndez-Leo, head of the research laboratory Technology-Enhanced Learning at the Department of Information Technology and Communications. It started on December 1 and will take two years.

ChageMakersOn December 20th 2016, the kick-off meeting was held in order to start聽ChangeMakers: Nurturing the design thinking mindset of children through coordinated gaming, a project led by聽Davinia Hern谩ndez-Leo, coordinator of the research laboratory on聽Technology-Enhanced Learning聽of the 聽Technology Group Interactive in Department of Information Technology and Communications (DTIC) at UPF. The project will take two years and will be implemented with the participation of partners from business and universities in Belgium, Macedonia, Norway and Portugal.

In the聽Future of Learning, published by the EU, the authors highlighted three key concepts that should guide learning in the future:聽personalisation, collaboration and informalisation. And despite the terms are not new, the urgency of placing them at the centre of the learning design and facilitation still lacks priority and action.

The main goal of the ChangeMakers project is to create聽an innovative computer learning game for Design Thinking Education of children (6 -10 years old), that can be easily implemented in formal, non-formal and informal education settings. In the ChangeMakers Game children will learn how to use a design thinking approach to address and build solutions to problems and/or come up with new ideas and prototype it.

The game will immerse kids in different scenarios (school, home, community) where they will be challenged to come up with ideas to solve challenges presented by engaging characters. To come up with the ideas and prototype solutions, kids will be guided through a simplified design thinking approach that will include the steps of the process, tools and actions to be selected according to the features of each problem and the needs/expectations of each character. The challenges presented to the players will consider the curricula settled for this age range to build bridges between the game based approach and the subjects and contents that children should be learning at this level of education.

The consortium aims to; support the development of innovative learning methodologies, meaningful, learner-centered and connected to the real world;聽 nurture a new generation of citizens, workers and leaders, more proactive, creative and innovative; boost a new generation of educators.

Escola Ginebr贸 and C.E. Dolmen participate in the CoT project

Escola Ginebr贸聽and聽C.E. Dolmen聽participate in聽the聽CoT project,聽funded by聽RecerCaixa聽and with partial support of the聽DTIC Maria de Maetzu strategic program. The project is lead by Davinia Hern谩ndez-Leo with the participation of the GTI Learning team, Kostas Michos, Pablo Abenia, Laia Alb贸, Laura Serra,聽Ishari Amarasinghe, et al. A first workshop with teachers聽of the聽Escola Ginebr贸聽took place聽in the facilities of the school on Nov. 17th. The workshop included聽hands-on activities and training in the聽ILDE聽platform.

GTI in SUNY COIL Symposium

SUNY COIL SymposiumGTI Learning participated in the SUNY COIL (Collaborative Online International Learning ) Symposium 14th of October 2016. The event was organized by UPF鈥檚 CLIK (Center for Learning Innovation and Knowledge) and the State University of New York (SUNY) to which many professionals interested in collaborative practices participated. Konstantinos Michos from GTI presented on “Collaborative learning activity with PyramidApp” during the event which led to interesting conversations.



Last week two members of the GTI presented their work in the VS-GAMES 2016, the 8th International Conference on Virtual Worlds and Games for Serious Applications, which had Barcelona Science Museum 鈥淐osmo Caixa鈥 as venue. The conference was organized by a former member of the GTI, Alun Evans (now at Universitat Ramon Llull), and was a great success, hosting the presentations of 16 full papers and 32 short papers and posters in topics such as gamification and interactive storytelling.

Gerard Llorach, from GTI Graphics, presented a paper on Web-based live speech-driven lipsync, a novel method for lip-syncing based on the web. Joaquim Col脿s, from GTI Interaction, presented a paper regarding YoWay, a geo-localized narrative mobile game that allowed players to explore and discover in-situ the history of Barcelona. Both papers received several questions from the public and attracted interest.

In addition, another former member of the GTI, Susan Ferreira (now at T茅l茅universit茅 Quebec), presented a paper about Game based Learning, describing a case study on how to design educational games aimed for children in developing countries.

VS-GAMES 2016 conference proceedings are available here.

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.聽Kalpani Manathunga and Konstantinos Michos participated in the聽workshops conducted in parallel to the main EC-TEL conference. Konstantinos presented a paper, 鈥淭owards understanding the potential of teaching analytics within educational communities鈥 at the 鈥4th International Workshop on Teaching Analytics鈥 (IWTA’16). Kalpani participated in Connecting Learning Design and Learning Analytics (CLAD) workshop co-organized by Davinia Hern谩ndez-Leo and the topic of the paper was 鈥淐onnecting pattern-based learning designs with analytics: The case of the PyramidApp鈥.

Manathunga, K., Hern谩ndez-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 :聽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鈥檚 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鈥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., & Hern谩ndez-Leo, D.,Understanding Collective Behavior of Learning Design Communities.聽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鈥 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 鈥渓earning design communities鈥. 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鈥檚 outcomes. Different patterns of interaction suggest specific impact of language and length of support for users.