Predicting academic performance with learning analytics in virtual learning environments: A comparative study of three interaction classifications

Learning analytics is the analysis of static and dynamic data extracted from virtual learning environments, in order to understand and optimize the learning process. Generally, this dynamic data is generated by the interactions which take place in the virtual learning environment. At the present time, many implementations for grouping of data have been proposed, but there is no consensus yet on which interactions and groups must be measured and analyzed. There is also no agreement on what is the influence of these interactions, if any, on learning outcomes, academic performance or student success. This study presents three different extant interaction typologies in e-learning and analyzes the relation of their components with students? academic performance. The three different classifications are based on the agents involved in the learning process, the frequency of use and the participation mode, respectively. The main findings from the research are: a) that agent-based classifications offer a better explanation of student academic performance; b) that at least one component in each typology predicts academic performance; and c) that student-teacher and student-student, evaluating students, and active interactions, respectively, have a significant impact on academic performance, while the other interaction types are not significantly related to academic performance.

A characterisation of passive and active interactions and their influence on student's achievement using Moodle LMS Logs

During the last years, there has been much concern about learning management systems' (LMS) effectiveness when compared to traditional learning and about how to assess students' participation during the course. The tracking and monitoring capabilities of most recent LMS have made it possible to analyse every interaction in the system. The issues addressed on this study are: a) Is LMS student's interaction an indicator of academic performance?; b) Are different results in performance expected between distance and in-class LMS-supported education?; c) How can LMS interactions from logs be categorised?; d) May this categorisation detect 'learning witnesses'? To answer these questions, a set of interaction types from Moodle LMS activity record logs has been analysed during two years in online and in-class Master's degrees at the UPM. The results show partial or no evidence of influence between interaction indicators and academic performance, although the proposed categorisation may help detect learning witnesses.

Learning Analytics and Interactions in Virtual Learning Environments. A Comparative Study of Typologies and their Relationship with Academic Performance

Analysis of learning data (learning analytics) is a new research field with high growth potential. The main objective of Learning analytics is the analysis of data (interactions being the basic data unit) generated in virtual learning environments, in order to maximize the outcomes of the learning process; however, a consensus has not been reached yet on which interactions must be measured and what is their influence on learning outcomes. This research is grounded on the study of e-learning interaction typologies and their relationship with students? academic performance, by means of a comparative study between different interaction typologies (based on the agents involved, frequency of use and participation mode). The main conclusions are a) that classifications based on agents offer a better explanation of academic performance; and b) that each of the three typologies are able to explain academic performance in terms of some of their components (student-teacher and student-student interactions, evaluating students interactions and active interactions, respectively), with the other components being nonrelevant.

Fostering English-taught higher education programs in a Spanish university: the "TechEnglish" innovative project

In recent years, coinciding with adjustments to the Bologna process, many European universities have attempted to improve their international profile by increasing course offerings in English. According to the Institute of International Education (IIE), Spain has notably increased its English-taught higher education programs, ranking fifth in the list of European countries by number of English-taught Master's programs in 2013. This article presents the goals and preliminary results of an on-going innovative education project (TechEnglish) that aims to promote course offerings in English at the Technical University of Madrid (Universidad Politécnica de Madrid, UPM). The UPM is the oldest and largest of all Technical Universities in Spain. It offers graduate and postgraduate programs that cover all the engineering disciplines as well as architecture. Currently, the UPM has no specific bilingual/multilingual program to promote teaching in English, although there is an Educational Model Whitepaper (with a focus on undergraduate degrees) that promotes the development of activities like an International Semester or a unique shared curriculum. The TechEnglish project is an attempt to foster courses taught in English at 7 UPM Technical Schools, including students and 80 faculty members. Four tasks were identified: (1) to design a university wide framework to increase course offerings, (2) to identify administrative difficulties, (3) to increase visibility of courses offered, and (4) to disseminate the results of the project. First, to design a program we analyzed existing programs at other Spanish universities, and other projects and efforts already under way at the UPM. A total of 13 plans were analyzed and classified according to their relation with students (learning), professors (teaching), administration, course offerings, other actors/institutions within the university (e.g., language departments), funds and projects, dissemination activities, mobility plans and quality control. Second, to begin to identify administrative and organizational difficulties in the implementation of teaching in English, we first estimated the current and potential course offerings at the undergraduate level at the UPM using a survey (student, teacher and administrative demand, level of English and willingness to work in English). Third, to make the course offerings more attractive for both Spanish and international students we examined the way the most prestigious universities in Spain and in Europe try to improve the visibility of their academic offerings in English. Finally, to disseminate the results of the project we created a web page and a workspace on the Moodle education platform and prepared conferences and workshops within the UPM. Preliminary results show that increasing course offerings in English is an important step to promote the internationalization of the University. The main difficulties identified at the UPM were related to how to acknowledge/certify the departments, teachers or students involved in English courses, how students should register for the courses, how departments should split and schedule the courses (Spanish and English), and the lack of qualified personnel. A concerted effort could be made to increase the visibility of English-taught programs offered on-line.

Applied genre analysis: the case of introductions in spanish teacher trainees curricular design documents

A host of studies over the years have been published on introductions to research articles across a variety of fields. However, much less attention has been paid to professional or workplace introductions as well as student written introductions. This study aims to redress this imbalance by studying the writing samples of four primary English teacher trainees’ introductions to curricular design i.e. the document candidates must present to an examination board in Spain. This genre can be considered occluded in that exemplars are private and confidential and not readily available to the aspiring candidate. Three recurrent moves were identified, namely, explaining the importance of curricular design, providing background and defining concepts. Instances of self-glorification (Bhatia 1996) were revealed. The implications of the findings can have a positive effect on students’ future writing. RESUMEN. Se han publicado varios estudios en los últimos años sobre las introducciones de los artículos de investigación en varios campos. Sin embargo, se ha prestado mucha menor atención a las introducciones en los ámbitos profesionales o las introducciones en el lugar de trabajo, así como a las introducciones escritas por estudiantes. Este estudio tiene por objeto corregir este desequilibrio mediante el análisis de cuatro introducciones redactadas por candidatos para las oposiciones públicas de profesores de inglés de primaria. Este género se puede considerar oculto puesto que las muestras de dichas introducciones no están publicadas. El análisis de estas introducciones muestra que hay tres movimientos recurrentes: una explicación de la importancia del diseño curricular, definición del contexto educativo y, por último, definición de conceptos. Hay ejemplos en este estudio empírico de auto-promoción (Bhatia 1996). Las implicaciones de los resultados pueden tener un efecto positivo en la escritura de estos estudiantes en el futuro.

Aplicación Android para el aprendizaje de inglés nivel B2 : extensión del ILLLab

Desde el inicio de la globalización, el aprendizaje de la lengua inglesa se ha instaurado como una necesidad. Hoy en día, con la adopción del Espacio Europeo de Educación Superior este lenguaje no sólo se impone como un requisito para los estudiantes sino que se exige un nivel B2, lo cual significa un esfuerzo mayor tanto como para el alumno como para el profesor a la hora de hacer de este ejercicio un hábito y lograr la evaluación continua de los mismos. Este proyecto intenta extender las funcionalidades de una aplicación existente llamada Illlab con ejercicios que se adapten al nivel B2 y permitan la interacción entre alumnos durante la realización de estos ejercicios. El objetivo de esta aplicación es el de desarrollar ejercicios extra en la aplicación Illlab que añadan complejidad para el aprendizaje de inglés de un nivel B2 y que además se puedan realizar actividades entre los alumnos. La idea es hacer una aplicación de preguntas y respuestas “multiple choice” con cuatro opciones por pregunta. El fuerte de este juego está en presentar material variado sobre uso de la lengua y además permitir el juego entre varios alumnos. La extensión de ILLLab se plantea como un proyecto para desarrollar interfaces y funcionalidades adicionales en la antigua aplicación. La principal funcionalidad que se añade es un juego de preguntas y respuestas con opciones múltiples para un nivel B2 y las interfaces responden a necesidades de intercambio y manejo de contenido por Internet mediante estándares aceptados en el mundo del aprendizaje digital tales como Common Cartridge o SCORM. Este proyecto simplemente adapta la aplicación para su uso en un entorno de evaluación de actividades en el cual el profesor tiene acceso a las actividades que realizan los alumnos de un curso para su posterior evaluación. Antiguamente ILLLab sólo contenía ejercicios que se llevaban a cabo en el dispositivo móvil por lo que el control de estas actividades no era posible. La mejora se presenta como una interfaz Common Cartridge para el manejo del contenido, una interfaz de comunicación sobre servicios web tipo REST y el manejo de base de datos mediante Hibernate que agrupa una serie de librerías Java para la persistencia de objetos de la base de datos. ABSTRACT. Since the onset of globalization, the learning of the English language has become as a necessity. Today, with the adoption of the European Higher Education Area this language is not only imposed as a requirement for students but a B2 level is required, which means a greater effort both to the student and teacher when it comes to make the learning exercise a habit and achieve continuous evaluation of students. This project aims to extend the functionality of an existing application called Illlab with an exercise that suits the B2 level and allow interaction between students while performing these exercises. The purpose of this application is to develop an additional exercise in the application Illlab that adds complexity for learning English at B2 level and also enables the interaction among students. The main idea is to make an application in multiple choices style with four options. The strength of this game is to present varied material on use of Enlgish and also allow play between two students. ILLLab extension is conceived as a project to develop interfaces and additional functionalities in the old application. The main functionalities added are a game of questions and answers with multiple choices for a B2 level and interfaces that meet information exchange requirements and content management over the Internet using standards adopted in the world of digital learning such as Common Cartridge or SCORM. This project simply adapts the application for its use in an activities evaluation environment in which the teacher has access to the activities performed by students in a course for further evaluation. The former versión of ILLLab contained only exercises that were carried out on the mobile device so that the evaluation of these activities was not possible. The improvement comes as a Common Cartridge interface for content management, a communication interface with REST web services and a database access using Hibernate which groups a number of Java libraries for object persistence in the database.

VHDL-based system design of a cognitive sensorimotor loop (CSL) for haptic Human-Machine Interaction (HMI)

This document is a summary of the Bachelor thesis titled “VHDL-Based System Design of a Cognitive Sensorimotor Loop (CSL) for Haptic Human-Machine Interaction (HMI)” written by Pablo de Miguel Morales, Electronics Engineering student at the Universidad Politécnica de Madrid (UPM Madrid, Spain) during an Erasmus+ Exchange Program at the Beuth Hochschule für Technik (BHT Berlin, Germany). The tutor of this project is Dr. Prof. Hild. This project has been developed inside the Neurobotics Research Laboratory (NRL) in close collaboration with Benjamin Panreck, a member of the NRL, and another exchange student from the UPM Pablo Gabriel Lezcano. For a deeper comprehension of the content of the thesis, a deeper look in the document is needed as well as the viewing of the videos and the VHDL design. In the growing field of automation, a large amount of workforce is dedicated to improve, adapt and design motor controllers for a wide variety of applications. In the specific field of robotics or other machinery designed to interact with humans or their environment, new needs and technological solutions are often being discovered due to the existing, relatively unexplored new scenario it is. The project consisted of three main parts: Two VHDL-based systems and one short experiment on the haptic perception. Both VHDL systems are based on a Cognitive Sensorimotor Loop (CSL) which is a control loop designed by the NRL and mainly developed by Dr. Prof. Hild. The CSL is a control loop whose main characteristic is the fact that it does not use any external sensor to measure the speed or position of the motor but the motor itself. The motor always generates a voltage that is proportional to its angular speed so it does not need calibration. This method is energy efficient and simplifies control loops in complex systems. The first system, named CSL Stay In Touch (SIT), consists in a one DC motor system controller by a FPGA Board (Zynq ZYBO 7000) whose aim is to keep contact with any external object that touches its Sensing Platform in both directions. Apart from the main behavior, three features (Search Mode, Inertia Mode and Return Mode) have been designed to enhance the haptic interaction experience. Additionally, a VGA-Screen is also controlled by the FPGA Board for the monitoring of the whole system. This system has been completely developed, tested and improved; analyzing its timing and consumption properties. The second system, named CSL Fingerlike Mechanism (FM), consists in a fingerlike mechanical system controlled by two DC motors (Each controlling one part of the finger). The behavior is similar to the first system but in a more complex structure. This system was optional and not part of the original objectives of the thesis and it could not be properly finished and tested due to the lack of time. The haptic perception experiment was an experiment conducted to have an insight into the complexity of human haptic perception in order to implement this knowledge into technological applications. The experiment consisted in testing the capability of the subjects to recognize different objects and shapes while being blindfolded and with their ears covered. Two groups were done, one had full haptic perception while the other had to explore the environment with a plastic piece attached to their finger to create a haptic handicap. The conclusion of the thesis was that a haptic system based only on a CSL-based system is not enough to retrieve valuable information from the environment and that other sensors are needed (temperature, pressure, etc.) but that a CSL-based system is very useful to control the force applied by the system to interact with haptic sensible surfaces such as skin or tactile screens. RESUMEN. Este documento es un resumen del proyecto fin de grado titulado “VHDL-Based System Design of a Cognitive Sensorimotor Loop (CSL) for Haptic Human-Machine Interaction (HMI)” escrito por Pablo de Miguel, estudiante de Ingeniería Electrónica de Comunicaciones en la Universidad Politécnica de Madrid (UPM Madrid, España) durante un programa de intercambio Erasmus+ en la Beuth Hochschule für Technik (BHT Berlin, Alemania). El tutor de este proyecto ha sido Dr. Prof. Hild. Este proyecto se ha desarrollado dentro del Neurorobotics Research Laboratory (NRL) en estrecha colaboración con Benjamin Panreck (un miembro del NRL) y con Pablo Lezcano (Otro estudiante de intercambio de la UPM). Para una comprensión completa del trabajo es necesaria una lectura detenida de todo el documento y el visionado de los videos y análisis del diseño VHDL incluidos en el CD adjunto. En el creciente sector de la automatización, una gran cantidad de esfuerzo está dedicada a mejorar, adaptar y diseñar controladores de motor para un gran rango de aplicaciones. En el campo específico de la robótica u otra maquinaria diseñada para interactuar con los humanos o con su entorno, nuevas necesidades y soluciones tecnológicas se siguen desarrollado debido al relativamente inexplorado y nuevo escenario que supone. El proyecto consta de tres partes principales: Dos sistemas basados en VHDL y un pequeño experimento sobre la percepción háptica. Ambos sistemas VHDL están basados en el Cognitive Sesnorimotor Loop (CSL) que es un lazo de control creado por el NRL y cuyo desarrollador principal ha sido Dr. Prof. Hild. El CSL es un lazo de control cuya principal característica es la ausencia de sensores externos para medir la velocidad o la posición del motor, usando el propio motor como sensor. El motor siempre genera un voltaje proporcional a su velocidad angular de modo que no es necesaria calibración. Este método es eficiente en términos energéticos y simplifica los lazos de control en sistemas complejos. El primer sistema, llamado CSL Stay In Touch (SIT), consiste en un sistema formado por un motor DC controlado por una FPGA Board (Zynq ZYBO 7000) cuyo objetivo es mantener contacto con cualquier objeto externo que toque su plataforma sensible en ambas direcciones. Aparte del funcionamiento básico, tres modos (Search Mode, Inertia Mode y Return Mode) han sido diseñados para mejorar la interacción. Adicionalmente, se ha diseñado el control a través de la FPGA Board de una pantalla VGA para la monitorización de todo el sistema. El sistema ha sido totalmente desarrollado, testeado y mejorado; analizando su propiedades de timing y consumo energético. El segundo sistema, llamado CSL Fingerlike Mechanism (FM), consiste en un mecanismo similar a un dedo controlado por dos motores DC (Cada uno controlando una falange). Su comportamiento es similar al del primer sistema pero con una estructura más compleja. Este sistema no formaba parte de los objetivos iniciales del proyecto y por lo tanto era opcional. No pudo ser plenamente desarrollado debido a la falta de tiempo. El experimento de percepción háptica fue diseñado para profundizar en la percepción háptica humana con el objetivo de aplicar este conocimiento en aplicaciones tecnológicas. El experimento consistía en testear la capacidad de los sujetos para reconocer diferentes objetos, formas y texturas en condiciones de privación del sentido del oído y la vista. Se crearon dos grupos, en uno los sujetos tenían plena percepción háptica mientras que en el otro debían interactuar con los objetos a través de una pieza de plástico para generar un hándicap háptico. La conclusión del proyecto fue que un sistema háptico basado solo en sistemas CSL no es suficiente para recopilar información valiosa del entorno y que debe hacer uso de otros sensores (temperatura, presión, etc.). En cambio, un sistema basado en CSL es idóneo para el control de la fuerza aplicada por el sistema durante la interacción con superficies hápticas sensibles tales como la piel o pantallas táctiles.

Assessing the suitability of student interactions from Moodle data logs as predictors of cross-curricular competencies

In the past decades, online learning has transformed the educational landscape with the emergence of new ways to learn. This fact, together with recent changes in educational policy in Europe aiming to facilitate the incorporation of graduate students to the labor market, has provoked a shift on the delivery of instruction and on the role played by teachers and students, stressing the need for development of both basic and cross-curricular competencies. In parallel, the last years have witnessed the emergence of new educational disciplines that can take advantage of the information retrieved by technology-based online education in order to improve instruction, such as learning analytics. This study explores the applicability of learning analytics for prediction of development of two cross-curricular competencies – teamwork and commitment – based on the analysis of Moodle interaction data logs in a Master’s Degree program at Universidad a Distancia de Madrid (UDIMA) where the students were education professionals. The results from the study question the suitability of a general interaction-based approach and show no relation between online activity indicators and teamwork and commitment acquisition. The discussion of results includes multiple recommendations for further research on this topic.