Design of adaptive experiences in higher education through a learning management system

Séin-Echaluce, María Luisa; Aguado, Pedro Manuel; Esteban-Escaño, Javier; Esteban-Sanchez, Ana Lucia; Florentín, Patricia; Gracia-Gómez, María Columna; Lerís, Dolores; Vea, Fernando; Velamazán, María Ángeles

doi:10.1145/2808580.2808606

Cited by 6 publications

(3 citation statements)

References 5 publications

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“…The combination of qualitative and quantitative techniques ensures that the obtained results reflect the perception of the actors in the process. As already shown quantitatively and qualitatively, the students are very satisfied with the process of carrying out their FDP, as well as with the mechanism of adaptivity included in the virtual course and with the tutorial action, consistent with other adaptive learning experiences [15], [31]. The division in phases of the realised work has been satisfactory for participants in the process who believe that the contents included in the virtual course are appropriated and useful.…”

Section: Improvement Plan As a Results Of The Qualitative Studysupporting

confidence: 57%

Engineering Final Project Supervised in an Adaptive Way With Moodle Support

Esteban-Escaño

Esteban-Sanchez

Séin-Echaluce

2017

IEEE R. Iberoamericana Tecnologias Aprendizaje

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For the current engineering degrees, it is necessary to design a monitoring process in order to supervise the subject called "Final Degree Project." This method must be able to manage and evaluate the process of completing the project and submitting the documentation. This paper describes the design of an adaptive method and how to put this mechanism into practice using the learning management system Moodle. Adaptivity provides the chance to study different scenarios that can be produced in cooperation with students and their tutors. The conclusions of this paper show a high level of satisfaction with the adaptive method used in the subject.

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Section: Improvement Plan As a Results Of The Qualitative Studysupporting

confidence: 57%

Engineering Final Project Supervised in an Adaptive Way With Moodle Support

Esteban-Escaño

Esteban-Sanchez

Séin-Echaluce

2017

IEEE R. Iberoamericana Tecnologias Aprendizaje

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“…The research conducted previously has led to discover basic needs deficiencies that teachers find in their day to day and require contributions by teachers adapted to each student. In previous experiences the following "adaptive pills" merged to satisfy different needs of adaptivity [37]:…”

Section: Methodol Ogical Modelmentioning

confidence: 99%

iMOOC Platform: Adaptive MOOCs

Séin-Echaluce

Fidalgo-Blanco

García-Peñalvo

et al. 2016

Lecture Notes in Computer Science

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M assive Open Online Courses or M OOCs presents low completion rates, they are massive thus the participants' profile is too much heterogeneous regarding origin, capacitation, motivation and learning aims. The number of studies that propose using adaptive techniques to resolve the problems above is increasing. This work presents the logistic, methodological and technological models of an adaptivity-based framework. This framework includes the basic elements of adaptive learning using a learning management system as core technology and expanding the adaptive possibilities in the logistics of the courses. The proposed model is implemented in an adaptive platform so called iM OOC that currently has a campus composed by four adaptive MOOCs. Also, a study about the participants' perception of usefulness and their needs for the adaptive processes is presented.

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“…En el caso de las plataformas propias, destacan estudios en los que los propios autores han desarrollado sus propias soluciones para monitorear el progreso en el aprendizaje de los estudiantes y las dificultades que encuentran. Sin embargo, hay otros estudios que presentan Moodle como una plataforma versátil y eficaz para implementar un modelo adaptativo invertido (Sein-Echaluce et al, 2015). Los cursos MOOC adaptativos han encontrado en este modelo una solución práctica al problema generado por la diversidad en el alumnado.…”

Section: Contexto Y Descripciónunclassified

Modelo flexible de aula invertida adaptativa - [Flexible Adaptive flipped classroom model]

Martín-Núñez,

Fidalgo-Blanco,

García Ruesgas

et al. 2023

Innovación Educativa en Los Tiempos De La Inteligencia Artificial

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Resumen-El método de Aula Invertida está en continua evolución, incorporando procesos, técnicas, tecnologías y servicios de nuevas tendencias de innovación educativa. En este trabajo se analiza la incorporación de modelos adaptativos que generan procesos personalizados de aprendizaje. Se comienza identificando distintos modelos que analizan evidencias del alumnado para personalizar recursos, principalmente de la fase correspondiente a la "Lección en Casa". Posteriormente se integran todos los modelos en un modelo más global. Dicho modelo es flexible ya que se podría transformar en cualquiera de los diferentes modelos previos individuales, también se puede adaptar a distintas estrategias de aprendizaje del método de Aula Invertida. Este modelo nos permitirá clasificar y analizar cualquier

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Design of adaptive experiences in higher education through a learning management system

Cited by 6 publications

References 5 publications

Engineering Final Project Supervised in an Adaptive Way With Moodle Support

Engineering Final Project Supervised in an Adaptive Way With Moodle Support

iMOOC Platform: Adaptive MOOCs

Modelo flexible de aula invertida adaptativa - [Flexible Adaptive flipped classroom model]

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