GRINTIE
(2018), 21(2), 139-157.

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Use of activity logs to improve online collaboration

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He review takes a double perspective:
i) its purpose is to identify and analyze the data extracted from the activity logs, the processing of such data, the information generated to be provided to the students and the ways to communicate it.
ii) the review explores the model and the instruments used to assess how the information provided impact on online collaborative processes of the students and/or the results of their learning.
The conclusions emphasize that, in general, the models of collaborative learning that justifies the selection of the data extracted from the activity logs, their processing, the information generated and provided to the students and the way of communicating it, are not explicitly stated. In addition, important biases are detected because of not considering the multidimensional nature of the collaborative learning processes. Regarding the assessment of the impact of information provided to support and guide collaborative processes, few studies analyze the relations between students' uses of the information provided and the quality of their collaborative processes and learning results. The very few studies that do analyze such relation do not go into depth on the changes in group dynamics caused by information.

Coll, Engel y Niño (2018) present a review of works that have centered their interest in educational platforms and how the participants’ activity logs or data are utilized.
The studies in this body of research generate information, through the processing and analysis of such logs and data, that is provided to the students in real time to help them to participate, communicate, collaborate and learn through collaboration on the platform. In this line of research there are studies from different areas of study such as Learning Analytics, Educational Data Mining, Group Awareness Tools or Interaction Analysis Tools.

  • Deydi Saballa ha defensat la tesi Los actos y el sentido de reconocimiento en la construcción de la identidad de aprendiz dirigida pel Dr. César Coll i la Dra. Leili Falsafi.
  • Begoña Roca defensà la tesi "Els recursos discursius de l’assessor en un procés d’assessorament col·laboratiu" dirigida pel Dr. Javier Onrubia el 8 de febrer de 2019 a la Sala de Graus de la Facultat de Psicologia.
  • Maria Àngels Armengol ha defensat la tesi "La creación de un contexto de colaboración en un proceso de asesoramiento psicopedagógico dirigido a la mejora de las prácticas docentes del profesorado" dirigida pel Dr. Javier Onrubia.
  • Rubén Darío Abelló ha defensat la tesi "Reconstrucción de la identidad de aprendiz, integración académico-social y su relación con la permanencia en estudiantes de la Universidad de Concepción" tutoritzada pel Dr. César Coll.
  • S'inaugura a la Benemèrita Universitat Autònoma de Pobla (Mèxic) la Càtedra César Coll de Recerca i Innovació Educativa, Setembre de 2018.
  • L'editorial Graó ha publicat un dossier monogràfic sobre la personalització de l'aprenentatge.
  • L'Agència per a la Qualitat del Sistema Universitari de Catalunya (AQU) acredita el Màster Interuniversitari de Psicologia de l'Educación -MIPE- amb menció d'excel·lència