http://hdl.handle.net/10609/3801 2013-05-22T09:14:57Z http://hdl.handle.net/10609/21961 Title: LMS y web 2.0 una relación simbiótica en las aulas universitarias. Diseño e integración de actividades pedagógicas 2.0 en una plataforma Blackboard Authors: Rodera, Ana; Barbera, Elena Abstract: In this paper we make a thorough description of each of the three tests of continuous assessment (PECs) developed in the Master of Computer Science at the University of Alcalá de Henares (UAH). These have been mediated by five social network technology tools; Glogster, Twitter, Twtpoll, Slideshare and CmapTools which combine with the LMS used for the course. We present the results from each of the previous tests where we observe that after the initial dislocation of the students, the reactions are positive about the integration of different web 2.0 tools in the process of formal education. It also states the conclusions of our work, where we show a series of aims to be considered in order to foster a good relationship and use both learning management systems (LMSs) and 2.0 resources within the educational process. We finally point out the future proposals emerging from the work done and to be done? aiming at innovation. This innovation involves taking responsibility and continues working on possible pedagogical models that cross the barriers of traditional LMSs, ignoring the reality of the 2.0 moment. Description: Peer-reviewed 2009-12-31T23:00:00Z http://hdl.handle.net/10609/21941 Title: Analysing Professional Discourse in Interactive Learning: Integrating Historical and Situational Perspectives Authors: Torras, Eulàlia; Barbera, Elena Abstract: Written environments in online learning enable professional discourse to be analysed in depth and provide greater knowledge for improving learning and for planning and delivering courses aimed at professional development. Until now, research into professional discourse has highlighted the importance of interaction in the development of professional discourse, the need to analyse professional discourse as much from a historical point of view as from a situational one and the influence the demands of the context have on this discourse. This study takes this triple result and delves further into the professional discourse verbalised by 21 educational psychologists taking an online practice development course, and incorporates an integrated historical and situational analysis. The professional discourse reflected in interaction observed in a debate activity and in the study material for the course was analysed to discover the principal sources of power and sources of content. The historical analysis revealed four sources of power: researchers of recognised standing, the author of the study material, the expert professional acting as teacher and the primary sources of information. The situational analysis revealed three sources of content: the tasks and contexts, the theoretical models, and the approach and professional practice intervention models. Sources of power, sources of content and also the type of request made by the teacher are elements identified in the discourse that take on a special relevance in the design and planning of courses for professionals in interactive learning environments. Description: Peer-reviewed 2009-12-31T23:00:00Z http://hdl.handle.net/10609/21921 Title: Quality of Learners¿ Time and Learning Performance Beyond Quantitative Time-on-Task Authors: Romero, Margarida; Barbera, Elena Abstract: Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students¿ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on learning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online studentcentred perspective. The impact of students¿ time-related variables (working hours, timeon- task engagement, time flexibility, time of day, day of week) is then analyzed according to individual and collaborative grades achieved during an online master¿s degree program. The data show that both students¿ time flexibility (r = .98) and especially their availability to learn in the morning are related to better grades in individual (r = .93) and collaborative activities (r = .46). Description: Peer-reviewed 2010-12-31T23:00:00Z http://hdl.handle.net/10609/21901 Title: Technology educational affordance: Bridging the gap between patterns of interaction and technology usage Authors: Badia, Antoni; Barbera, Elena; Guasch, Teresa; Espasa, Anna Abstract: This paper reports on an empirical and descriptive investigation into how teachers and learners use technology in three prototypical learning activities in a higher educational online learning environment. Additionally, the relationship between the educational uses of technology and the overall educational patterns of interaction between teachers and learners, and among learners themselves was analysed. Detailed teacher and learner self-reports about their teaching and learning activity; the asynchronous written messages teachers and learners sent as educational interaction in the online learning environment; and documents produced by students were all obtained. The results from the three learning activities indicated six overall educational uses of technology in an online learning environment. Moreover, the results also indicated differences in technology usage in some different patterns of educational interaction in each learning activity. In conclusion, we argue that the notion of technology educational affordance is useful as an effective bridge between the real use of technology and instructional aims. Therefore the distribution of educational uses of technology is not only related to some attributes of both technology and instruction but also to its interaction. Description: Peer-reviewed 2010-12-31T23:00:00Z http://hdl.handle.net/10609/21881 Title: Temporal issues in e-learning research: A literature review Authors: Barbera, Elena; Gros, Begoña; Kirschner, Paul Description: Peer-reviewed 2011-12-31T23:00:00Z http://hdl.handle.net/10609/21861 Title: Time in e-Learning Research: A Qualitative Review of the Empirical Consideration of Time in Research into e-Learning Authors: Barbera, Elena; Clarà, Marc Abstract: Time has been argued by several influential approaches as essential for understanding learning and teaching processes. In elearning, however, the traditional time limits of such processes are modified, which implies challenges and possibilities for elearning research. This paper is aimed at understanding how time is included in empirical e-learning research literature.With this aim in mind, the paper presents a qualitative review of 24 e-learning papers. Five issues are analysed: the conception of time, its inclusion in an explicative model, its inclusion in the research process, the analytical units, and the data used in the study of time. Based on our analysis, we discuss some implications and potentialities for e-learning research on the relations between time and learning. Description: Peer-reviewed 2012-01-02T23:00:00Z http://hdl.handle.net/10609/21841 Title: Creativity in Collaborative Learning across the Life Span Authors: Romero, Margarida; Hyvonen, Pirkko; Barbera, Elena Abstract: Creativity is one of the competencies required in order successfully to meet challenges across the life span. After defining the broad concept of creativity and its relevance in education, this paper discusses the out-come of a literature review on creativity in collaborative learning across the different stages of an indi-vidual¿s development, with a specific focus on the use of ICT as a means of fostering the creative learning process. Although much of the literature concerns creativity and critical thinking skills in children and adolescents, we analyze the specific requirements and specificities of these competencies in advanced adulthood. We aim specifically to characterize the capabilities of older adults to collaborate through Vir-tual Learning Environments (VLEs). The last part of the paper discusses means of promoting the devel-opment of creative skills at different ages, notably in elderly persons, and the use of collaborative learning technologies. Description: Peer-reviewed 2011-12-31T23:00:00Z http://hdl.handle.net/10609/21101 Title: Analyzing hidden semantics in social bookmarking of open educational resources Authors: Minguillón Alfonso, Julià Abstract: Web 2.0 services such as social bookmarking allow users to manage and share the links they find interesting, adding their own tags for describing them. This is especially interesting in the field of open educational resources, as delicious is a simple way to bridge the institutional point of view (i.e. learning object repositories) with the individual one (i.e. personal collections), thus promoting the discovering and sharing of such resources by other users. In this paper we propose a methodology for analyzing such tags in order to discover hidden semantics (i.e. taxonomies and vocabularies) that can be used to improve descriptions of learning objects and make learning object repositories more visible and discoverable. We propose the use of a simple statistical analysis tool such as principal component analysis to discover which tags create clusters that can be semantically interpreted. We will compare the obtained results with a collection of resources related to open educational resources, in order to better understand the real needs of people searching for open educational resources.; Los servicios Web 2.0 como los marcadores sociales permiten a los usuarios gestionar y compartir los enlaces que encuentran interesantes, añadiendo sus propias etiquetas para describirlos. En este trabajo se propone una metodología para el análisis de dichas etiquetas para descubrir la semántica oculta (es decir, las taxonomías y vocabularios) que puede ser utilizada para mejorar las descripciones de los objetos de aprendizaje y hacer más visibles los repositorios de objetos de aprendizaje.; Els serveis web 2.0 com els marcadors socials permeten als usuaris gestionar i compartir els enllaços que troben interessants, afegint les seves pròpies etiquetes per descriure'ls. En aquest treball es proposa una metodologia per a l'anàlisi de les etiquetes per descobrir la semàntica oculta (és a dir, les taxonomies i vocabularis) que pot ser utilitzada per millorar les descripcions dels objectes d'aprenentatge i fer més visibles els repositoris d'objectes d'aprenentatge. 2010-09-30T22:00:00Z http://hdl.handle.net/10609/21082 Title: Building an open social learning community around a Dspace repository on Statistics Authors: Lamb, Brian; Minguillón Alfonso, Julià; Córcoles Briongos, César Pablo 2009-04-30T22:00:00Z http://hdl.handle.net/10609/21081 Title: Analyzing and supporting interaction in complex scenarios: the case of DS106 Authors: Levine, Alan; Lamb, Brian; Groom, Jim; Minguillón Alfonso, Julià 2012-09-30T22:00:00Z http://hdl.handle.net/10609/20922 Title: Proyecto eKnowledge: Desarrollo y pilotaje de una herramienta de foro para apoyar la construcción colaborativa de conocimiento en el Campus Virtual de la UOC Authors: García González, Iolanda; Durall Gazulla, Eva Abstract: Informe final del proyecto eKnowledge, una herramienta de foros en línea que ofrece a consultores y estudiantes la posbilidad de crear espacios de comunicación y colaboración asíncrona que respondan a diferentes finalidades y niveles de estructuración por parte de los docentes.; Informe final del projecte eKnowledge, una eina de fòrums en línia que ofereix a consultors i estudiants la possibilitat de crear espais de comunicació i de col·laboració asíncrona que responguin a diferents finalitats i nivells d'estructuració per part dels docents.; Final report of the eKnowledge's project, an online forum tool that offers consultants and students the chance to create spaces for asynchronous communication and collaboration. 2011-06-30T22:00:00Z http://hdl.handle.net/10609/20921 Title: eKnowledge Project: Developing and piloting a forum tool to support the collaborative construction of knowledge on the UOC's Virtual Campus Authors: García González, Iolanda; Durall Gazulla, Eva Abstract: Final report of the eKnowledge's project, an online forum tool that offers consultants and students the chance to create spaces for asynchronous communication and collaboration.; Informe final del projecte eKnowledge, una eina de fòrums en línia que ofereix a consultors i estudiants la possibilitat de crear espais de comunicació i de col·laboració asíncrona que responguin a diferents finalitats i nivells d'estructuració per part dels docents.; Informe final del proyecto eKnowledge, una herramienta de foros en línea que ofrece a consultores y estudiantes la posbilidad de crear espacios de comunicación y colaboración asíncrona que respondan a diferentes finalidades y niveles de estructuración por parte de los docentes. 2011-06-30T22:00:00Z