Davinia Hernández-Leo

Bio: Davinia Hernández-Leo is an academic researcher from Pompeu Fabra University. The author has contributed to research in topics: Collaborative learning & Educational technology. The author has an hindex of 28, co-authored 201 publications receiving 2563 citations. Previous affiliations of Davinia Hernández-Leo include Information Technology University & University of Valladolid.

COLLAGE: A Collaborative Learning Design Editor Based on Patterns

Abstract: CSCL (Computer-Supported Collaborative Learning) constitutes a significant field that has drawn the attention of many researchers and practitioners (Dillenbourg, 2002). This domain is characterized by the coexistence of very different expectations, requirements, knowledge and interests posed by both collaborative learning practitioners and experts in information and communication technologies. In other words, CSCL is an intrinsically interdisciplinary field that implies a need for mutual understanding among the implied stakeholders. This need demands the active participation of all these stakeholders during the whole development cycle of CSCL solutions. Participatory Design (PD) approaches (Muller & Kuhn, 1993) propose a diversity of theories, practices, etc. with the goal of working directly with users and other stakeholders in the design of social systems. That is, PD methodologies define processes where users and developers work together during a certain period of time, while they identify the requirements of an application. In the CSCL case, it has been shown that it is not efficient enough to simply perform the identification and analysis of requirements for the development of CSCL solutions that support effective ways of learning. Collaborative learning practitioners also become active players in the process of customizing technological solutions to their particular needs in every learning situation. PD poses a new requirement that CSCL developers should tackle: how to obtain technological solutions for collaborative learning capable of being particularized/customized by practitioners that usually do not have technological skills.

Computational Representation of Collaborative Learning Flow Patterns Using IMS Learning Design

Abstract: The identification and integration of reusable and customizable CSCL (Computer Supported Collaborative Learning) may benefit from the capture of best practices in collaborative learning structuring. The authors have proposed CLFPs (Collaborative Learning Flow Patterns) as a way of collecting these best practices. To facilitate the process of CLFPs by software systems, the paper proposes to specify these patterns using IMS Learning Design (IMS-LD). Thus, teachers without technical knowledge can particularize and integrate CSCL tools. Nevertheless, the support of IMS-LD for describing collaborative learning activities has some deficiencies: the collaborative tools that can be defined in these activities are limited. Thus, this paper proposes and discusses an extension to IMS-LD that enables to specify several characteristics of the use of tools that mediate collaboration. In order to obtain a Unit of Learning based on a CLFP, a three stage process is also proposed. A CLFP-based Unit of Learning example is used to illustrate the process and the need of the proposed extension.

Web Collage: An implementation of support for assessment design in CSCL macro-scripts

Abstract: This paper presents Web Collage, an authoring tool developed to aid non-expert learning designers in the definition of assessments within Computer-Supported Collaborative Learning (CSCL) scripts. Web Collage fosters the consideration of assessments as a crucial aspect of CSCL scripts and tries to overcome the difficulties in their selection and configuration. Additionally, Web Collage supports the computational representation of CSCL scripts using the IMS Learning Design standard thus enabling the deployment and enactment of such scripts in compliant learning platforms. The paper describes the design process that Web Collage promotes, as well as the way the tool supports the interrelation of learning and assessment aspects of a script. Designers are also aided in the selection and application of widely accepted assessment techniques, by means of the application of assessment design patterns. The support of Web Collage to the design of CSCL scripts with assessments was evaluated in two studies, in which non-expert practitioners and experts drawn from the CSCL research community, respectively, assumed the role of script designers. The results indicate that the Web Collage successfully supports the task of assessment design for non-expert users, while they point out new research and development lines. We developed Web Collage, a collaborative learning (CL) script authoring tool.Web Collage provides support for the task of designing assessments.The tool is intended for non-expert designers, as teachers without CL experience.We carried out an evaluation both with target users, and expert designers.Evaluation results show that the provided support facilitates assessment design.

Scaling up Learning for Sustained Impact

Abstract: MOOCs have been a disruptive educational trend in the last months. Some MOOCs just replicate traditional teaching pedagogies, adding multimedia elements like video lectures. Others go beyond, trying to engage the massive number of participants by promoting discussions and relying on their contributions to the course. MOOC platforms usually provide some built-in social tools for this purpose, although instructors or participants may suggest others to foster discussions and crowdsourcing. This paper analyses the impact of two builtin (Q&A and forum) and three external social tools (Facebook, Twitter and MentorMob) in a MOOC on educational technologies. Most of the participants agreed on the importance of social tools to be in touch with their partners and share information related to the course, the forum being the one preferred. Furthermore, the lessons learned from the enactment of this MOOC employing social tools are summarized so that others may benefit from them.

Analytics for Learning Design: A Layered Framework and Tools.

Abstract: The field of learning design studies how to support teachers in devising suitable activities for their students to learn. The field of learning analytics explores how data about students' interactions can be used to increase the understanding of learning experiences. Despite its clear synergy, there is only limited and fragmented work exploring the active role that data analytics can play in supporting design for learning. This paper builds on previous research to propose a framework (analytics layers for learning design) that articulates three layers of data analytics—learning analytics, design analytics and community analytics—to support informed decision‐making in learning design. Additionally, a set of tools and experiences are described to illustrate how the different data analytics perspectives proposed by the framework can support learning design processes. [ABSTRACT FROM AUTHOR]

Flow The Psychology Of Optimal Experience

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Gamifying learning experiences: Practical implications and outcomes

Abstract: Gamification is the use of game design elements and game mechanics in non-game contexts. This idea has been used successfully in many web based businesses to increase user engagement. Some researchers suggest that it could also be used in web based education as a tool to increase student motivation and engagement. In an attempt to verify those theories, we have designed and built a gamification plugin for a well-known e-learning platform. We have made an experiment using this plugin in a university course, collecting quantitative and qualitative data in the process. Our findings suggest that some common beliefs about the benefits obtained when using games in education can be challenged. Students who completed the gamified experience got better scores in practical assignments and in overall score, but our findings also suggest that these students performed poorly on written assignments and participated less on class activities, although their initial motivation was higher.