This research area investigates several aspects related to the design, implementation, use and evaluation of technologies (Internet-based, mobile and other devices) to support learning and teaching processes. One of the main issues in this line of research is which are the most appropriate technologies and how can they support different pedagogical approaches. This includes the study of the mechanisms and strategies used by learners to communicate and collaborate with peers and tutors in an online learning context. The use of techniques and methodologies from artificial intelligence and machine learning areas for modeling learners' behavior is also considered

Propostes de tesi

Investigadors/s

Grup de recerca

Business simulations and its impact on management competencies and skills

This research seeks to analyse and design environments in which to create and develop suitable personal and professional decision-making skills. The research aims to systematize this knowledge to create, use and disseminate simulations as a tool for better approaching the complexity of decision-making in complex environments, mainly in companies, both as a part of professional learning and in subjects related to management and managerial skills.

Dr. Enric Serradell, coordinador

Dra. Àngels Fitó 

Dra. Maria Pujol

Prof. Ramon González

 

GO2SIM Research Group

Educational use of technology for teaching and learning in schools

In the context of the school education, this research line include the follow research topics:

  • Information literacy instruction.
  • Information-problem solving learning assignments.
  • Computer-Supported Collaborative Learning (CSCL).
  • Moodle use for learning.
  • Mobile learning use (Tablet, Smartphone, etc.) for learning.

Dr. Toni Badia
coordinador

Dra. Lorena Becerril Balín

SINTE Research Group

Ethical issues in ICT 

This research line include the follow research topics:
 
  • Social, educational and ethical implications of emerging ICT.
  • STEM Education (science, technology, engineering and mathematics) for the promotion of gender inclusion and equity in the information society.
  • Sustainable and responsible research and innovation in ICT.
Dra. Adriana Ornellas  

e-Assesment and automatic feedback in online mathematics 

The main objective of this research line is to analyse the effectiveness of quizzes with automatic feedback in online mathematics. Different educational scenarios could be considered:

a) Online subjects with a methodology based on regular activity through quizzes.

b) Active learning through a flipped classroom model with autonomous work based on quizzes and automatic feedback.

Dra. Teresa Sancho, coordinadora

Dr. Josep M. Duart 

Dr. Julià Minguillón 

LAIKA Research Group

Gamification & e-learning

This line of research intends to incorporate the gamification techniques to the learning processes in an online environment. The main goal is to study the gamification variables, their use and how gamification allows designing learning process more comprehensive, simpler and with more potential in academics and professional environments.

Dr. Enric Serradell, coordinador

Dra. Àngels Fitó 

Dra. Maria Pujol

Prof. Ramon González

 

GO2SIM Research Group

ICT for learning about the sciences and engineering 

Experimental sciences in general – and physics in particular – are usually a very challenging subject for students and teachers. However, it is even more challenging in an e-learning environment because of the mathematical and symbolic language that is used, among other characteristics. How can mathematical formulae be written in the campus environment in a direct and easy way? How can a graphic or an idea be shown and explained? How can a question regarding a specific point of a drawing be addressed? How can we show an experiment being performed? This line of research studies how all these questions, among others, can be addressed. In particular, the effect of technological resources like videos, hypervideos, Present@ (which allows interaction through video), to name a few, can help students in physics (or any other experimental science). The methodologies used include quizzes and interviews and combine qualitative and quantitative research.

Dr. Antoni Pérez Navarro  

Innovative tools for e-learning

The objective of this research is the analysis, design and implementation of learning tools. Online learning has multiple tools that allow all participants to interact in the learning process. This line can be broken down into a further four:

The first deals with the tools that allow content to be incorporated in the classroom. We would like to mention prominent educational videos and use the same asynchronously.

Second is the analysis, design and study of new tools to facilitate collaborative co-working, either in a group or as a team.

The third refers to innovative assessment processes, using a variety of systems and tools to facilitate the learning process and assessment. As an example, we can mention assessment systems based on online questionnaires, as well as others based on computer graphics, timelines or performing stories or cases.

The fourth refers to interaction processes, intended to facilitate the exchange of teacher knowledge and feedback.

Dr. Enric Serradell, coordinador

Dra. Àngels Fitó 

Dra. Maria Pujol

Dr. Daniel Liviano

Prof. Ramon González

GO2SIM Research Group

Learning analytics and visualization to understand and improve engagement in MOOCs 

The phenomenon of massive open online courses (MOOCs) has created a new educational paradigm that, due to its particular characteristics, is interesting to study from the perspective of learning analytics. Thousands of students enrol in an array courses every week, but only a very small percentage (around 10%, being optimistic) completes a given course in a satisfactory manner. The diversity of user profiles, backgrounds and interests makes it very difficult to provide a single learning experience following a one-size-fits-all mode. In this context, in addition to defining the appropriate metrics to characterize a MOOC and put forth proposals for the definition of the "success" of such a course, the issues to be addressed are those related to the analysis of user engagement and retention.

Dra. Teresa Sancho, coordinadora

Dr. Josep M. Duart 

Dr.  Julià Minguillón 

LAIKA Research Group

Learning and assessment analytics

Learning analytics can be defined as the measurement, collection, analysis and reporting of data about learners and their contexts, for the purpose of understanding and optimizing learning and the environments in which it occurs. This research area focuses on understanding e-assessment activity and generated data to better design e-assessment activities and tools. It faces many challenges in terms of scientific research, as it includes frameworks and techniques related to data collection, analysis and visualization.

Dra. Ana Elena Guerrero 

Dra. M. Antonia Huertas 

Dr. Enric Mor 

Dra. M. Elena Rodríguez

TEKING Research Group

Management skills in higher education

Management skills in higher education are a transversal line of research related with innovative tools, gamification and simulations. Currently, learning processes do not rely solely on the accumulation and reproduction of knowledge; this knowledge should also be applied in certain personal and professional environments. In this sense, we must ensure that certain skills are achieved, especially those related to management and process management.

Dr. Enric Serradell, coordinador

Dra. Àngels Fitó 

Dr. Daniel Linviano

Dra. Maria Pujol

Prof. Ramon González

 

GO2SIM Research Group

Mathematical e-learning

The goal is to analyse important aspects related to the online mathematics courses offered in higher education programmes, including: benefits and challenges, universities offering this type of education, methodological considerations, emergent technologies, learning projects and environments, etc. In addition, the key aspects of world-class mathematical e-learning models and their historical evolution are to be analysed. Special attention is paid to mathematical curricula in science and engineering degrees, where a lot of work needs to be done in order to adapt mathematics courses to the continuously changing educational needs of students.

Dr. Angel A Juan 

 

Mobile Devices in schools (MDS) 

Mobile devices have become an integral part of children and young people’s lives, a common experience that sharply contrasts with what is often found in schools and high schools. Although there has been widespread interest in the implementation of ICT in education, mobile devices are a good example of a technology that is facing some practical difficulties to be successfully incorporated into students’ everyday activities in schools, in and out their classrooms. In the context of Spain, the debate over their educational benefits and risks among practitioners, school administrators, and teachers has led to the development of strict policies and regulations that frequently ban mobile devices at the premises of the schools. Taking this debate as a starting point, this research line seeks to develop a digital inequality approach to explore the voice and perspective of students about this controverted issue.
 
Applications are invited to join this research line and contribute to the analysis of data collected from a survey currently being undertaken by a team of researchers that involves over 2000 primary and secondary students in Catalonia. The survey focuses on children and young people’s perceptions of the introduction of mobile devices (particularly mobile phones, smartphones, and tablets) into the learning process and offers the opportunity to find answers to some questions:
 
1. What is the relationship of students with mobile devices in the context of leisure time, in the home, and in the school?
2. What are the differences among students in access, out of school use, skills, household rules, and particularly in their uses of mobile devices for educational purposes?
3. What is the role of students’ socio-demographic characteristics (i.e. age, gender, origin, family structure, and socio-economic status) in shaping their relationship with mobile devices?
4. What is the opinion of students regarding the educational benefits and risks of mobile devices, the importance of being skilled to master them in everyday life, and their present and future impact in society? 
5. What is the role of students’ differences in their relationship with mobile devices in shaping their perceptions of the introduction of mobile devices into the learning process?
Some previous works in this topic are:
 
* Meneses, J., Fàbregues, S., Jacovkis, J., & Rodríguez-Gómez, D. (2014). La introducción de las TIC en el sistema educativo español (2000-2010): Un análisis comparado de las políticas autonómicas desde una perspectiva multinivel. Estudios sobre Educación, 27, 63-90.
 
* Meneses, J., & Mominó, J. M. (2010). Putting digital literacy in practice: How schools contribute to digital inclusion in the network society. The Information Society, 26(3), 197-208.
 
* Sigalés, C., Mominó, J. M., Meneses, J., & Badia, A. (2009). La integración de internet en la educación escolar española. Situación actual y perspectivas de futuro. Madrid: Ariel.
 
* Mominó, J. M., Sigalés, C., & Meneses, J. (2008). L'escola a la societat xarxa: Internet a l'educació primària i secundària. Barcelona: Ariel.
 

Dr. Julio Meneses, 
coordinador
 

Dr. Sergi Fàbregues 
 

Dr. David Rodríguez-Gómez 
 

GenTIC Research group

 

The network society & institutions in education: institutional change, informal learning, Education 2.0, PLE & MOOC

This line of research addresses how the transition to a knowledge society and particularly information and communication technologies are challenging traditional education institutions. Of special interest are how informal learning is gaining momentum in opposition to traditional education and the education system, and what new practices and scenarios can be built to bridge both sides of the telescope.

Dr. Ismael Peña 

 

Teaching-learning project management

Online education (ie e-learning) requires that students have self-regulation skills (e.g. time organization, setting goals, planning, etc.) in order to be successful. As a result, this research area focuses on providing students with tools that help them to be self-regulated and teachers with tools that help them to monitor their learners and thus be able to give better feedback. Some keywords related to this area could be: quantified-self, personal informatics systems, self-awareness, effective feedback and student.

Dr. Carlos Monzo, coordinador 

Dr. David Garcia

Dr. José Antonio Morán

ITOL Research Group

Technology for learning grammar in children with Specific Language Impairment (SLI)

Children with specific language impairment (SLI) have problems with the acquisition of grammar in oral language. The acquisition of grammar is based on procedural memory. The thesis will focus on analysing how technology can help to improve procedural memory and its effects on the acquisition of grammar.

Dr. Llorenç Andreu Barrachina

GRECIL Research Group

Technology-enhanced assessment (e-assessment)

Technology can support nearly every aspect of assessment in one way or another, from the administration of individual tests and assignments to the management of assessment across a faculty or institution, or from automatically marked on-screen tests to tools to support human marking and feedback. The technology-enhanced assessment research line focuses on the wide range of technologies available and ways in which technology can be used to support assessment and feedback. It also includes on-screen assessment, often called e-assessment.

Dra. Ana Elena Guerrero 

Dra. M. Antonia Huertas 

Dr. Enric Mor 

Dra. M. Elena Rodríguez

TEKING Research Group