Browsing by Author "Hernández Leo, D"

Now showing 1 - 4 of 4

Open Access
Collaborative learning designs using PyramidApp: computer supported collaborative learning in classroom sessions
(CIDUI Congrés Internacional de Docència Universitària i Innovació, 2021) Amarasinghe, I; Hernández Leo, D; Manatunga, K; Beardsley, M; Garcia, J. B; Carrió, M; Pérez, J. C; Santos, D. L; Pastor, S. L; Moreno, J. M; Rodríguez, P. S; Vujovic, M
Designing effective collaborative learning activities for classroom is challenging. The PyramidAppis a tool that facilitates the implementation of the Pyramid pattern, shaping a collaboration structure that promotes the participation of all students and fruitful social interactions. This paper shows how this educational strategy can be applied to different types of tasks and subject matters, shedding light about how computersupported collaborative learning can be incorporated in the classroom.
Open Access
Connecting pattern-based learning designs with analytics: The case of the PyramidApp
(2016) Manathunga, K; Michos, K; Hernández Leo, D
This paper presents preliminary work aiming to identify learning analytics that can be presented to teachers or learning designers to support (re)use or (re)design of learning scenarios based on the pyramid (a.k.a. snowball) pattern by using the PyramidApp. A pattern-based analytics approach considers teacher´s metacognition in three levels, the pedagogical intent, pedagogical method/structure of a CLFP pattern and the practicalities to implement a learning scenario. Learning analytics are proposed to inform these three dimensions. A case scenario where N = 38 secondary school students in a face to face classroom used the PyramidApp was analyzed from the log files of the App. The recommended analytics for teachers are visualized in such a way that are hypothesized to foster decision making for customization of specific design elements of the pyramid pattern.
Open Access
A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case
(Springer, Cham, 2017) Manathunga, K; Hernández Leo, D; Sharples, M
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.
Open Access
Sustaining continuous collaborative learning flows in MOOCs: orchestration agent approach
(Graz University of Technology. Institut für Informationssysteme und Computer Medien (IICM), 2018) Amarasinghe, I; Hernández Leo, D; Manathunga, K; Jonsson, A
Collaborative learning spaces deployed in Massive Open Online Courses (MOOCs) provide productive social learning opportunities. However, sustaining collaboration in these spaces is challenging. This paper provides a classification of MOOCs participants based on their behavior in a structured collaborative learning space. This analysis leads to requirements for new technological interventions to orchestrate collaborative learning flows in MOOCs. The paper proposes the design of an intelligent agent to address these requirements and reports a study which shows that the intervention of the proposed orchestration agent in a MOOC facilitates to maintain continuous yet meaningful collaboration learning flows.