Technology-Enhaced Support for Lifelong Competence Development in Higher Education

Motivation Research Questions Background Proposal TEL Developments and Evaluations Concluding Remarks
Jan. 18 / 2013

Ph.D. Defense - Technology-Enhanced Support for Lifelong Competence Development in Higher Education - Beatriz Florian Gaviria 1 / 64


General Outline

• Motivation

• Research Questions

• Background

• Proposal

• TEL Developments and Evaluations

• Concluding Remarks



Motivation Outline

1. Motivation
• Higher Education (HE) under the Lifelong Learning (LLL) Spectrum
• Drawbacks for Lifelong Learning in Higher Education
 Curriculums
 Role distinction
 Feedback
• TEL Areas and Subareas of Research



Higher Education (HE) under the Lifelong Learning (LLL) Spectrum

Three-Dimensional Space of LLL
INTENTIONAL Life
Planned learning objective

INFORMAL NON- FORMAL
FORMAL
Learners emphasize in The organization requires students to achieve learning objectives
their learning objectives

Learners change focus of
Students may lose the organization’s learning objectives
their learning objectives

I N C I D E N TA L
Based on (Cofer, 2000)
Accidental learning objective


Higher Education (HE) under the Lifelong Learning ( LLL) Spectrum

Current Formal Education Spectrum
INTENTIONAL Life

INFORMAL NON- FORMAL VLE
FORMAL
Online
Classroom
Blended

Mobile

I N C I D E N TA L


Drawbacks for Lifelong Learning in Higher Education

Glahn’s Characterization of Higher Education

1 2 3
Explicit curriculums are Clear role distinction Feedback is present
provided (Glahn, 2009)



Curriculum Drawback
Characteristic of
Fact Drawback
HE

Explicit curriculums Curriculums change D1 Teachers and students are not
are provided throughout time supported with
(Glahn, 2009) (JISC Executive, 2009; JISC Executive, methodologies to introduce
2011; Mayes, Morrison, Mellar, Bullen, changes to the curriculums in
& Oliver, 2009).
their teaching and learning
processes.

(Broek, Buiskool,Van Oploo, & De
Knowledge-based Visser, 2012; Zahilas, 2012)
curriculums 
competence-based
curriculums.
(European Communities, 2004;
European Communities, 2008b;
Sampson & Fytros, 2008)




Role Distinction Drawbacks
Characteristic of
Fact Drawback
HE

Clear role distinction. Teachers -> D2 Active learning strategies
(Glahn, 2009) (Project-base Learning, Problem-
Solving Learning, Scenario-Based
Learning Design Learning, Inquiry-Based Learning…..)
Direction have limited support in higher
Moderation education.

(Hout-Wolters, Simons, & Volet, 2002;
Leach, 2000)

D3 There is limited support for
new ways of assessment
where students can be part of
assessors.




Feedback Drawbacks

Characteristic of
Fact Drawback
HE

Feedback is present Limited to plain reports. D4 Feedback useful potential is
(Glahn, 2009) ignored in VLEs
(De La Harpe & Radloff, 2000; Nicol &
Macfarlane-Dick, 2006; S. Bull, Quigley,
& Mabbott, 2006). D5 There is a lack of aggregation
for semantic meaning in VLEs

D6 Activity reports supported
Single role perspective. for a single role perspective

D7 Formative assessment
support is limited

D8 There is a lack of useful
visualizations


TEL Areas and Subareas of Research

TEL Areas of Research
Competence- Outcome- Open
Learning Social
Based Based Student
Analytics Visualization
Design Assessment Modeling

D1 Teachers and students are not
supported with methodologies to
introduce changes to curriculums in
their teaching and learning processes.
  
D2 Active learning strategies have
limited support in higher education.   
D3 There is limited support for new
ways of assessment where students can
be part of assessors.

D4 Feedback useful potential is ignored
in VLEs    
D5 There is a lack of aggregation for
semantic meaning in VLEs  
D6 Activity reports supported for a
single role perspective 
D7 Formative assessment support is
limited 
D8 There is a lack of useful
visualizations    


TEL Areas and Subareas of Research

Thesis Contribution

Personalized
D1 Educational Systems
Competence-based
Learning
Open Student Modeling
Outcome-Based Assessment

Competence-Based Design
D2 Learning Analytics
D3
Social Visualization

D4
D5
D6 Research Social
D7 Learning
Interest
D8

(Glahn, 2009)


Research Questions Outline

2. Research Questions
• Main Research Question
• Subordinate Research Questions



Main Research Question

The Main Concern

How can appropriate support strategies be provided
to competence development
in higher education institutions
for the lifelong learning process?



Subordinate Research Questions

List of Subordinate Research Questions
THEORETICAL PERSPECTIVE
RQ.1 What antecedents exist of support of competence development for LLL, especially in higher
education?

DESIGN AND TECHNOLOGICAL PERSPECTIVE
RQ.2 Which information elements, procedures and software applications are needed to
build a technical and pedagogical architecture to support competences development?
RQ.3 How to introspect learning activities for competence assessment and recommendations?

EVALUATIVE PERSPECTIVE
RQ.4 How can teachers make effective use of European standards for designing, monitoring
and moderating their lessons?
RQ.5 How can students and teachers be more aware and reflect about the underlying
competences in university courses?
RQ.6 How can students make effective use of European standards for planning, monitoring
and evaluating personal progress?
RQ.7 Will open and social visualizations provide successful personalized guidance within a
rich collection of educational resources?



Subordinate Research Questions

Classification of Subordinate Research Questions

RQ-1 (antecedents) = Chapter 2 “Related Research Work”


RQ-2 (information elements, procedures and software applications) = AEEA

RQ-3 (introspect learning activities) = Activity-Based Learner-Models

E VA L U AT I V E P E R S P E C T I V E
RQ-4 to RQ-6

ONTO-EQF CC-DESIGN RUBRICS-360 SOLAR
Support of social Support of course Support of outcome- Visual support for
authoring of design based assessment teachers and students
competences. RQ-7


Background Outline

3. Background
• Competence-Based Learning
 Competence-Based Design
 Outcome-Based Assessment
• Personalized Education Systems
 Open Student Modeling
 Learning Knowledge and Analytics
• Social Learning
 Social Visualizations



Competence-Based Learning

Meaning of Competence
Multiple interpretations of term competence (Sampson & Fytros, 2008)
Standard/Specification Description
IMS RDCEO • Title
By: IMS Global Learning Consortium
Current Version: 1.0 • Description
Release: October 2002
• General element <statement>
IEEE RCD • Primarily in the context of online and distributed
By: Learning Technology Standards learning.
Committee of the IEEE Computer
Society
Current Version: 1.0
• It specifies mandatory and optional data elements
Release Date: 29/08/2008

HR-XML • Standard XML schema
Human Resources eXtensible Markup
Language • Exchange information about competences within a
By: HR-XML Consortium
Current Version: 3.0
variety of business contexts.
Release Date: 23/09/2009
• IMS RDECO specification + the evidence (level of a
competence) + weight element





• Competences + Resources + Activities + Assessment?

• Educational Modeling Languages (EML)
 PALO, OUNL-EML, IMS-LD, and LAMS

• IMS-LD
 Unities of learning

 Activities + Resources + Participants

 3 levels

A -> basic

B ->conditionals, collaborative activities

C->notifications, dynamic activities





New Models Contributions Standards / Specifications
TENCompetence Project:
1) A technical and organizational infrastructure for lifelong competence development,
2) Implement different assessment methods,
3) Import and/or export assessment data
TENCompetence Software prototypes UML
ICOPER Project:
1) Centralized management of learning resources,
2) Interoperability across platforms
Open ICOPER Content Centralised repository of educational IMS-QTI, IMS-CP, and ICOPER LOM AP
Space (OICS) resources

PALO Project:
Capture information on achieved learning outcomes and its relations
PALO model Mock-up prototypes IEEE-RCD, ICOPER-LOD, and HR-XML

MACE Project:
1) Centralized management of resources, 2) Multiple search services
Authoring Tool of Competences EQF
Centralised repository of architecture
content
Search Engines




• Integrating assessment + learning design + development of
competences
(Paquette, 2007; Koper & Miao, 2008).

• Validate intended learning outcomes for any kind of assessment

360° Feedback





• Competences + Learning
Objectives + Activities +
Assessment
• Engeström’s Activity Theory
 Introspect
Learning Activities data
Learning Outcomes data
 Activities produce learning
outcomes
 Action Level and Context Level
 Recursively definition





• The European Qualifications Framework (EQF) gives a common base of
definitions and descriptors for qualifications of competences for LLL
in Europe.
Knowledge Skill Personal Competence

exercise management
Comprehensive,
and supervision in
specialised, factual and a comprehensive range of
contexts of work or study
theoretical knowledge cognitive and practical
activities where there is
Level 5[1] within a field of work or skills required to develop
unpredictable change;
study and an awareness creative solutions to
review and develop
of the boundaries of that abstract problems
performance of self and
knowledge
others

• Few efforts have been made to allow teachers and learners to adopt
the EQF in HE courses



Pe r s o n a l i z e d E d u c a t i o n S y s t e m s

Open Student Modeling

• Benefits of opening the user
model to learners and teachers
have been argued (Brusilovsky &
Sosnovsky, 2005; Mitrovic & Martin, 2007; S.
Bull & Kay, 2007; Van Labeke, Brna, &
Morales, 2007; S. Bull & Gardner, 2010;
Conejo, R., Trella, M., Cruces, I., & Garcia, R. , 2011)

• Open learner/student model
allows access to the user model
content in a variety of forms
such as:
 skill meters, interactive texts and tables, Actuator-Indicator Model
trees, Bayesian networks, and concept (Zimmermann et al., 2005)
maps.
 Others include simulations, animations,
and Fuzzy models. (S. Bull & Kay, 2009)


Pe r s o n a l i z e d E d u c a t i o n S y s t e m s

Learning Knowledge and Analytics

• Social Learning Context Analytics as analytic tools that expose,
make use of, or seek to understand social context(s) where the
learner is involved. (Shum & Ferguson, 2011)

• (Duval, 2011) -> Reflexion and recommendations
• Verbert, K., Manouselis, N., Drachsler, H., & Duval, E. (2012). ->
dataSet and Learning Analytics
• (Verpoorten et al., 2012) -> Reflexion triggers and reflexion
amplifiers
• Drachsler, H., & Greller, W. (2012) -> Characterization of LA
research community



Social Learning

Social Visualizations

Hsiao, I., Bakalov, F., Brusilovsky, P.,
& König-ries, B. (2011).
Hsiao, I.-H. (2012).

Hsiao, I.-H., Guerra, J., Parra, D.,
Bakalov, F., König-Ries, B., &
Brusilovsky, P. (2012)



Section Outline

4. Proposal for Course
Lifecycle Support
• The AEEA
• The Activity-Based Learner-Models



The Adaptive Evaluation Engine Architecture ( AEEA)

Online and Blended course Lifecycle

Define course
Framework to objectives in terms
aggregate of prerequisites and
information from learning outcomes
multiple perspectives based on the EQF
on learning social
Teachers ->
planes in VLEs.
Mapping course’s
Introspect data of objectives
learning activities considering
Introspect data of competence-
learning outcomes based
learning
Useful visualizations outcome-
Social learning based
context analytics and assessment
open student model
Course design with
Useful feedback a 360° formative
that raise context Formative Feedback
awareness and Students -> Being aware of assessment for
Enriched
reflection. self- expected learning teachers and
outcome-based
direction and self- outcomes & relation students.
assessment in VLEs.
regulation. between learning outcomes
& course activities.



Detail of Data Models




Overview



T h e A c t i v i t y - B a s e d L e a r n e r- M o d e l s

Extension Engeström's Activity Theory




Model and Particular Implementation




Activity Models within AEEA



Software Developments and Evaluations Outline

5. TEL Developments and
Evaluation
ONTO-EQF
Teachers’ evaluation Students’ evaluation

3 HE Courses CC-DESIGN
1 HE Course
20 Teachers 25 students
RUBRICS-360
(140 students) (1 Teacher)

SOLAR



Social Authoring of EQF Competences

Authoring of Competences for Courses
Teachers were invited to define a core of
competences based on the EQF for their courses.
ONTO-EQF

a) Knowledge domain areas b) Associated competences c) Adding to course d) EQF qualification descriptors



Defining Prerequisites and Learning Outcomes
Teachers were also invited to define prerequisites and learning outcomes for
their courses.
ONTO-EQF

Knowledge Domains, EQF competences, prerequisites and learning outcomes for the course “Data
Structures and Algorithms”



Te a c h e r ’ s P e r s p e c t i v e

• 3 blended courses in the area of engineering
 Fundaments of Programming. UNIVALLE, Colombia. (massive students enrolled –
100 students)
 Interactive Programming. UNIVALLE, Colombia.
 Data Structures and Algorithms. UdG, Spain (3105G07010/2011).

• 20 teachers
 12 associated professors (4 coordinators for massive groups)
 8 assistant professors
 The range of age was between 24 and 48-year-old

• 140 enrolled students
 The range of age was between 18 and 20-year-old

• Case Study, survey, some personal interviews




Survey Results

B. Usefulness C. Ease of Use D. Ease of Learning
ONTO-EQF
E. Satisfaction F. Privacy and Data Sharing



Support for Enhancing Course Design under LLL

Script of Qualifications

CC-DESIGN



Support for Enhancing Course Design under LLL

Evaluation Results

CC-DESIGN



Support of EQF Competence Assessment

Assessment Plan

RUBRICS-360

Teacher interface

Student interface




Te s t

RUBRICS-360




Evaluation Results

RUBRICS-360



SOLAR

Te a c h e r a n d S t u d e n t G e n e r a l O v e r v i e w



SOLAR

Display (2)



SOLAR

Display (3)



SOLAR

Display (4)



Case Studies Set-Up

Student’s Perspective

• 1 Blended course in the area of engineering
 Data Structures and Algorithms. UdG, Spain (3105G07010/2011)
.
• 25 students and 1 teacher
 2nd-year college students 20% (n=5).
 4th-year college students 36% (n=9)
 Master students 40% (n=10).
 Ph.D. students 4% (n=1).

 32% (n=8) were females
 68% (n=17) were males.

 The age range reported was between 18-34 years old.

• Case Study, Qualtrics survey, some personal interviews



SOLAR

Evaluation Results

Teachers

Students



Conclusions Outline

6. Concluding Remarks
• Conclusions and Key Findings
• Contributions
• Future work
• Publications



Conclusions
Social Authoring of EQF Competences in HE
Conclusions
• Sub-areas of TEL
 Competence-based Design + Outcome-based Assessment +
Personalized Learning (navigation) ONTO-EQF

• Social effects
 Social creation of competences in HE
 Social creation of enhanced course design (prerequisites, learning outcomes)
• Teaching effects
 Contextual awareness
 Reflection
 New course design under LLL spectrum
• Findings
 In practice it is necessary a deep level of conceptualization to map course
objectives to the EQF
 More efforts
Recommender systems
Adaptive navigation support



Conclusions
Enhancing Course Design for Lifelong Competence
Development Conclusions
Personalized Learning (navigation) CC-DESIGN
• Social effects
 Social creation of enhanced course design (prerequisites, learning outcomes, evaluation activities in a 360-
degree feedback, and a script of qualifications. )
 Contextual awareness (underlying competences and plan of competence qualification)
 Reflection
 Support for active learning strategies
 New course design under LLL spectrum
• Findings
 Cognitive overcharge for teachers in tasks of design
 EQF is unknown for HE teachers
 Teachers’ motivation is crucial
 More efforts
 Recommender systems
 Adaptive navigation support
 Testing other domains



Conclusions
Support of EQF Competence Assessment in HE
Courses Conclusions
Personalized Learning (navigation)
• Social effects
RUBRICS-360

 Collaborative formative assessment
 Social context awareness.
 Contextual awareness (underlying competences and qualification)
 Reflection
 Suitable support for monitoring, and moderation
• Findings
 Automatic generation of tests and formative information grow teacher´s
motivation
 The conciliation between the traditional evaluation and the qualification of EQF
competences is vital to the willingness of HE teachers in the adoption of the EQF
for their courses



Conclusions
Visual Support of Course Monitoring and
Moderation Conclusions
 Competence-based Design + Outcome-based Assessment
 + Learning Analytics + Open Student Models + Social Visualizations SOLAR

• Social effects
 Social context awareness.
 Contextual awareness (underlying competences and qualification)
 Reflection
 Suitable support for monitoring, and moderation
• Findings
 Teachers need more granularity for comparing performance
 Some other social planes were revealed that are not mentioned in the theories of
learning orchestration.
 Needed perspectives for other roles that are not mentioned in the extended
Engeström’s Activity theory were also revealed.



Contributions

Overall Contribution
1 Framework
• On the whole, a framework that
integrates personalized,
competence-based, and social
learning to improve the
effectiveness of VLEs in higher
education:

 Methodology for LLL competence
development in HE courses.
 Learning and teaching effects
 Contextual awareness
 Reflection
 Social effects
 Social creation of competences in HE
 Collaborative formative assessment
 Social context awareness.



Contributions

Detailed Contributions
2 Technical Architectures

(PADA)

Adaptive Engine Evaluation Architecture (AEEA) Activity-Based Learner-Models
4 Software Applications


4 Datasets
• 3 Design of Courses Based on the EQF • 1 set of EQF Competences for HE Courses
based on the EQF



F u t u r e Wo r k

Improvements of Functionalities

• TEL recommender systems
• More social learning context analytics
 Patterns of failure and success
 Social network performance
 Long-term analytics of learning trajectories
 More perspectives
 More social planes
• Mathematical support to translate qualifications to marks
or grades
• A more granular measure of performance
• More personalization for navigation
• Moodle plug-ins



F u t u r e Wo r k

Enlarge the Research Scope (short term}

• Testing in other areas of knowledge and practice.

• Using different pedagogical approaches (active learning).

• Research in long-term analytics of learning trajectories.

• Measuring the improvement or not of success rates.

• Support to third phase of course design.

• Testing in a full-blended scenario with mobile learning for HE.



F u t u r e Wo r k

Enlarge the Research Scope (long term}
• Future of EQF

 Students’ portfolios as a summary of attained EQF learning outcomes levels

 Patterns of success and failure per study program

 Perspectives on the social planes “study program” and ”university community” ->
curriculum design and quality assurance in HE
 Complementing and reinforcing existing European mobility instruments

 Selecting the best students for awards, mobility aids and jobs

 EQF inside of Moodle and other VLEs

 Collect, analyze and visual report -> interoperability and exchange

 More active learning, self-direction in LLL

 Bridge between EQF and traditional HE marks and grades.

 More connection between HE and other aspects of LLL



Publications

Thesis Publications
3 Journals 2 Book Chapters from Conferences 5 Conferences 2 Talks

RQ-1 (antecedents) = Chapter 2 Related Research Work

RQ-2 (information elements, procedures and software applications) = AEEA
AIED 2009 EAEEIE 2009 CAVA 2009 EDUCON 2010 CIDUI 2010
RQ-3 (introspect learning activities) = Activity-Based Learner-Models
(Vol. 6964 LNCS) Springer 2011

E VA L U AT I V E P E R S P E C T I V E
RQ-4 to RQ-6
EIA 2010 IEEE TLT 2013

RQ-7
Educación en
Ingeniería 2009 Clúster TIC MEDIA 2011

ICALT 2010 (Vol. 173, CCIS). Springer 2011



Publications

Thesis Publications (1)
• 3 Journal Papers

IEEE TLT 2013 Florian-Gaviria, B., Glahn, C., & Fabregat, R. (2013). A Software Suite for Efficient Use of the
European Qualifications Framework in Online and Blended Courses. IEEE Transactions on Learning
Technologies (TLT), 1–14. (In second round review since December 2012). ISI Impact Factor
0.823 (2011).
EIA 2010
 Florian-Gaviria, B., Solarte, O., & Reyes, J. M. (2010). Propuesta para Incorporar Evaluación y
Pruebas de Usabilidad Dentro de un Proceso de Desarrollo de Software. Revista EIA, (13), 123–141.
Retrieved from http://revista.eia.edu.co/articulos13/art.9 (123-141).pdf
Educación en
 Florian-Gaviria, B., Bustos, J. J., & Uribe-Narváez, F. (2009). Aplicación Web para Evaluación
Ingeniería
2009
Formativa Universitaria Basada en Competencias. Revista Educación en Ingeniería, Dic. 2009(8), 1–
12. Retrieved from http://www.educacioneningenieria.org/index.php/edi/article/view/82/72
• 2 Book Chapters
 Florian-Gaviria, B., Glahn, C., Drachsler, H., Specht, M., & Fabregat, R. (2011). Activity-Based
(Vol. 6964
Learner-Models for Learner Monitoring and Recommendations in Moodle. In C. Kloos, D. Gillet, R.
LNCS)
Springer 2011 Crespo García, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning (Vol. 6964 LNCS, pp. 111–
124). Springer Berlin / Heidelberg. doi:10.1007/978-3-642-23985-4_10. Retrieved from
EC-TEL 2011
http://www.springerlink.com/content/d743t57707600827.

(Vol. 173, Florian-Gaviria, B., & Fabregat, R.. (2011). Usability Study of TEL Recommender System and E-
CCIS). Assessment Tools United. In C. Stephanidis (Ed.), HCI International 2011 – Posters’ Extended
Springer 2011 Abstracts (Vol. 173, pp. 138–142). Springer Berlin Heidelberg. doi:10.1007/978-3-642-22098-2_28.
HCII 2011 Retrieved from http://www.springerlink.com/index/P4357612682V4062.pdf.



Publications

Thesis Publications (2)
• 5 Conference Papers
 Florian-Gaviria, B., Baldiris, S. M., Fabregat, R., & De la Hoz-Manotas, A. (2010). A Set of Software Tools to Build an Author
ICALT 2010 Assessment Package on Moodle: Implementing the AEEA Proposal. 10th IEEE International Conference on Advanced Learning
Technologies (pp. 67–69). Sousse: IEEE Computer Society. doi:10.1109/ICALT.2010.26. Retrieved from
http://ieeexplore.ieee.org/lpdocs/epic03/wrapper.htm?arnumber=5571142.
 Feliu, L., Florian-Gaviria, B., Fraguell, M. R., Montoro, L., Planas, A., Saurina, J., Suñol, J. J., et al. (2010). Implantación de una
CIDUI 2010 Red de Innovación Docente para el Análisis y Mejora de la Evaluación de los Estudiantes en la Universidad de Girona.
Proceedings VI CIDUI Congreso Internacional Docencia Universitaria e Innovación (Nuevos espacios de calidad en la
educación superior. Un análisis comparada y de tendencias). Barcelona. Retrieved from
http://web2.udg.edu/ice/doc/xids/doc549.pdf
 Florian-Gaviria, B., Baldiris, S. M., & Fabregat, R. (2010). A New Competency-Based E-Assessment Data Model. IEEE
EDUCON 2010 EDUCON Education Engineering 2010 - The Future of Global Learning Engineering Education (pp. 473–480). Madrid.
Retrieved from http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=5492538&isnumber=5492336
 Florian-Gaviria, B., Baldiris, S. M., & Fabregat, R. (2009). Adaptive Evaluation Based on Competencies. In O. Santos, J.
AIED 2009
Boticario, J. Couchet, R. Fabregat, S. Baldiris, & G. Moreno (Eds.), Proceedings of the Workshop on Modeling and Evaluation of
Accesible Intelligent Learning Systems. (AIED 2009) (Vol. 495, pp. 54–63). Brighton: CUER Workshop Proceedings. Retrieved
from http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-495/paper8.pdf
 Florian-Gaviria, B., Baldiris, S. M., & Fabregat, R. (2009). Adaptive Integral Assessment Package for the A2UN@ Project.
EAEEIE 2009 20th EAEEIE Annual Conference (pp. 1–6). Valencia: IEEE Computer Society. doi:10.1109/EAEEIE.2009.5335460
http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=5335460&tag=1
• 2 Invited Talks
 Florian-Gaviria, B. (2011). Learning analytics in competence development based on learners' activity and learning
Clúster TIC outcomes. Creació d'objectes d'aprenentatge adaptatius, Projecte FEDER – Clúster TIC MEDIA de Girona, Girona,
MEDIA 2011 17 October 2011
 Florian-Gaviria, B., (2009). Arquitectura para la Evaluación Adaptativa Basada en Competencias. Congreso
CAVA 2009 Internacional de Ambientes Virtuales de Aprendizaje Adaptativos y Accesibles, CAVA 2009, Universidad de Córdoba,
Montería - Colombia.



Publications

Collaboration Publications

• Journal Papers

 Mejía, C., Florian-Gaviria, B., Bull, S., Vatrapu, R., Díaz, A., & Fabregat, R. (2013). A Novel
Approach for Visualization and Inspection of Reading Difficulties on University Students.
1–14. (Awaiting submission 2013).

• Conference Papers

 Mejía, C., Díaz, A., Florian-Gaviria, B., & Fabregat, R. (2012). Uso de las TICs en la
construcción de analíticas de aprendizaje para fomentar la auto-regulación en estudiantes
universitarios con dislexia. Congreso Internacional EDUTEC 2012. Las Palmas de Gran
Canaria.

 Mejía, C., Bull, S., Vatrapu, R., Florian-Gaviria, B., & Fabregat, R. (2012). PADA: a
Dashboard of Learning Analytics for University Students with Dyslexia. Last ScandLE
Seminar. Copenhagen. Retrieved from
http://www.itu.dk/people/rkva/ScandleSeminar_CPH/doctoralConsortium/Paper-ScandLE
Seminar%28Mejia%29_v5.docx



Acknowledgements

• University of Valle (Cali, Colombia)
 Study-commission RES. #51, 26 June, 2008. (4-years, 2008 - 2012)

• COLCIENCIAS-LASPAU
 Educational Credit No. 20080847. (3-years, 2008 - 2011)

• Spanish Government Funded Research Projects
 Accessibility an Adaptation for ALL in Higher Education (A2UN@ project). (TIN2008-
06862-C04-02/TSI).
 Adaptation based on, modeling and planning for complex user-oriented tasks
(ADAPTAPLAN Project). (TIN2005-08945-C06-03).
 ARrELS project. (TIN2011-23930).

• The BCDS research group
(ref. GRCT40). Part of the DURSI consolidated research group (CSI) (ref. SGR-1202).
 Partial foundation of my study stay at CELSTEC in The Netherlands (3 months).
 Foundation for some academic trips.



Questions

Thank you very much for your
time. Time for Questions.


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