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
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Business simulations and its impact on ethics, management competences 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.
At the doctoral school we offer a maximum of two places to cover the following subjects:
Analysis of competences and learning outcomes using business simulators, specially critical thinking, collaboration, team work and creativity and innovation.
This year we focus on ethical issues of simulations and business games.
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Dr. Enric Serradell, coordinador
Dr. Pablo Lara-Navarra Dra. Raquel Ferreras García Dr. Daniel Liviano Dra. Laura Lamolla Christiansen |
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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:
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Dr. Toni Badia |
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Ethical issues in ICT
This research line include the follow research topics:
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Dra. Adriana Ornellas | |
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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 | |
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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. |
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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. |
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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. |
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Technology-enhanced assessment (e-assessment) Technology can support many aspects of assessment processes but there is still a lack of tools to provide qualitative and rich feedback in a simple way. E-assessment processes are still based on multiple choice test or just open questions but without a real grade to measure how a competence is being achieved neither providing a formative feedback. In the same line, there is a lack on trustability when an assignment is delivered through the net. Authorship is becoming one of the hot toping when turns into elearning. Thus this research line is focusing, on the one hand, on analysing the wide range of technologies available and ways in which technology can be used to support assessment and feedback. On the other hand is also focusing on analysing and designing tools to enhance and ensure the authorship of a simple submitted assignment |
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e-Assesment and automatic feedback in online programming courses
This research line has the aim to develop new solutions to automatically correct programming. These set of tools will open the possibility to provide better feedback and leverage assessment efforts from tutors in these mass courses.
Automatic assessment of algorithmic exercises is a vibrating research line. Research efforts have been focus on assessing the exercises based on the testing of a set of input and compare the obtained outputs with the expected values but little effort has been done in the algorithm structure comparison.
This research propose to design new solutions from the pedagogical perspective of teaching by competence using tools like rubrics.
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