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The L2L system for second language learning using visualised zoom calls among students
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In: Dey-Plissonneau, Aparajita, Lee, Hyowon orcid:0000-0003-4395-7702 , Pradier, Vincent orcid:0000-0002-7050-6408 , Scriney, Michael orcid:0000-0001-6813-2630 and Smeaton, Alan F. orcid:0000-0003-1028-8389 (2021) The L2L system for second language learning using visualised zoom calls among students. In: 16th European Conference on Technology-Enhanced Learning EC-TEL 2021, 20-24 Sept 2021, Bozen-Bolzano, Italy (Online). ISBN 978-3-030-86435-4 (2021)
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Conversational agent for supporting learners on a MOOC on programming with Java
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Analyzing learners' engagement and behavior in MOOCs on programming with the Codeboard IDE
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Redesigning a Freshman Engineering Course to Promote Active Learning by Flipping the Classroom through the Reuse of MOOCs
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Abstract:
MOOCs have made it possible not only to provide quality open education for any learner worldwide, but also to rethink the way on-campus teaching is delivered. The materials produced for a MOOC can be consumed by on-campus students before arriving to the classroom, using class time to do activities that promote active learning, following this way a flipped classroom strategy. This paper presents the experience of redesigning a first-year engineering course with a large number of students (over 400 each year), in which MOOCs are reused, and a flipped classroom strategy is implemented, dedicating most of traditional lecture time to do hands-on, interactive activities. The results show an increase in students' motivation, both in the use of MOOC content outside the classroom, and in the realization of hands-on, interactive activities inside the classroom. In relation to the teacher, having information on students' previous work outside the classroom, and on students' work in the hands-on, interactive activities carried out inside the classroom, allows understanding better the differences between groups, tailoring the explanations during class time, and providing proper reinforcement activities to be done after class. ; The authors acknowledge the eMadrid Network, which is funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2013/ICE-2715. This work also received partial support from the Spanish Ministry of Economy and Competitiveness, Project RESET (TIN2014-53199-C3-1-R) and Project Smartlet (TIN2017-85179- C3-1-R), and from the European Commission through Erasmus+ projects MOOC-Maker (561533-EPP-1-2015-1- ES-EPPKA2-CBHE-JP), SHEILA (562080-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD), COMPASS (2015-1- EL01-KA203-014033), COMPETEN-SEA (574212-EPP-1-2016-1-NL-EPPKA2-CBHE-JP), and LALA (586120- EPP-1-2017-1-ES-EPPKA2-CBHE-JP).
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Keyword:
Active learning; Deep; Engineering Education; Flipped classroom; Moocs; Telecomunicaciones
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URL: http://hdl.handle.net/10016/31169
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Uncovering flipped-classroom problems at an engineering course on Systems Architecture through data-driven learning design
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MyLearningMentor: A Mobile App to Support Learners Participating in MOOCs
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In: ISSN: 0948-695X ; EISSN: 0948-6968 ; Journal of Universal Computer Science ; https://hal.archives-ouvertes.fr/hal-03276858 ; Journal of Universal Computer Science, Graz University of Technology, Institut für Informationssysteme und Computer Medien, 2015, 21 (5), pp.735-753. ⟨10.3217/jucs-021-05-0735⟩ ; http://www.jucs.org/jucs_21_5/my_learning_mentor_a (2015)
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Precise Effectiveness Strategy for Analyzing the Effectiveness of Students with Educational Resources and Activities in MOOCs
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In: ISSN: 0747-5632 ; EISSN: 0747-5632 ; Computers in Human Behavior ; https://hal.archives-ouvertes.fr/hal-03213972 ; Computers in Human Behavior, Elsevier, 2015, 47 (juin 2015), pp.108--118. ⟨10.1016/j.chb.2014.10.003⟩ ; https://www.sciencedirect.com/science/article/pii/S0747563214005263?via%3Dihub (2015)
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MyLearningMentor: A Mobile App to Support Learners Participating in MOOCs
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In: ISSN: 0948-695X ; EISSN: 0948-6968 ; Journal of Universal Computer Science ; https://hal.archives-ouvertes.fr/hal-03213971 ; Journal of Universal Computer Science, Graz University of Technology, Institut für Informationssysteme und Computer Medien, 2015, 21 (5), pp.735--753. ⟨10.3217/jucs-021-05-0735⟩ ; http://www.jucs.org/doi?doi=10.3217/jucs-021-05-0735 (2015)
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