María Jesús Rodríguez Triana | Universidad de Valladolid (original) (raw)
Papers by María Jesús Rodríguez Triana
Recent advances in machine learning and natural language processing have the potential to transfo... more Recent advances in machine learning and natural language processing have the potential to transform human activity in many domains. The field of learning analytics has applied these techniques successfully to many areas of education but has not been able to permeate others, such as doctoral education. Indeed, doctoral education remains an under-researched area with widespread problems (high dropout rates, low mental well-being) and lacks technological support beyond very specialized tasks. The inherent uniqueness of the doctoral journey may help explain the lack of generalized solutions (technological or otherwise) to these challenges. We propose a novel approach to apply the aforementioned advances in computation to support doctoral education. Single-case learning analytics defines a process in which doctoral students, researchers, and computational elements collaborate to extract insights about a single (doctoral) learner's experience and learning process (e.g., contextual cue...
2022 IEEE Global Engineering Education Conference (EDUCON)
The trend towards generalized blended and active learning approaches in engineering education is ... more The trend towards generalized blended and active learning approaches in engineering education is redefining the requirements and the deployment schemes for digital education platforms. This paper presents a quadriptych technopedagogical model highlighting the features and the services an effective digital education platform should provide to accompany educators in their journey towards the creation of rich-and possibly open-educational resources, as well as their integration into blended and active learning scenarios. An implementation of this model for a novel digital education platform called Graasp is discussed and three use cases are detailed. These use cases show that a large variety of active pedagogical scenarios can be implemented, if easily accessible and comprehensive digital education platforms are available.
Much of educational research today employs a complex mixture of qualitative and quantitative anal... more Much of educational research today employs a complex mixture of qualitative and quantitative analyses, both during the exploratory and confirmatory phases. However, researchers are still stuck with tools that were developed mainly for single-perspective research. The problem is even more acute in emergent areas with complex, high-frequency data, such as multimodal learning analytics (MMLA). In this position paper, we posit that a new generation of researcher tools are needed to account for this new complexity of research processes. We also anticipate that such new wave of tools should leverage recent advances in computing technology, while keeping humans in the loop. The paper presents a proof-of-concept ongoing study focusing on one of the main points of friction in social sciences research: the manual coding of audio/video. The results of this study, to be presented in the workshop, will illustrate some of the advantages and unsolved challenges in the development of computationall...
In across-spaces learning scenarios, evidence needs to be gathered from different spaces to obtai... more In across-spaces learning scenarios, evidence needs to be gathered from different spaces to obtain a more complete view of the teaching and learning processes. Multimodal learning analytics (MMLA) enables us to gather data from physical spaces, enriching the evidence coming from digital ones. However, blended learning scenarios are heterogeneous, and the varying data sources available in each particular context can condition the accuracy, relevance, and actionability of the analyses. To avoid this problem, in this paper we propose to involve teachers in customizing the LA solution they will use, adapting it to their particular blended learning context (e.g., identifying relevant data sources and metrics). Preliminary results from two studies in blended CSCL settings show an improvement in the accuracy of the resulting MMLA solution. Although this kind of approach requires additional time from teachers, participants reported increased levels of relevance, novelty, understanding and a...
LAK23: 13th International Learning Analytics and Knowledge Conference
Multimodal Learning Analytics (MMLA) has been applied to collaborative learning, often to estimat... more Multimodal Learning Analytics (MMLA) has been applied to collaborative learning, often to estimate collaboration quality with the use of multimodal data, which often have uneven time scales. The difference in time scales is usually handled by dividing and aggregating data using a fixed-size time window. So far, the current MMLA research lacks a systematic exploration of whether and how much window size affects the generalizability of collaboration quality estimation models. In this paper, we investigate the impact of different window sizes (e.g., 30 seconds, 60s, 90s, 120s, 180s, 240s) on the generalizability of classification models for collaboration quality and its underlying dimensions (e.g., argumentation). Our results from an MMLA study involving the use of audio and log data showed that a 60 seconds window size enabled the development of more generalizable models for collaboration quality (AUC 61%) and argumentation (AUC 64%). In contrast, for modeling dimensions focusing on coordination, interpersonal relationship, and joint information processing, a window size of 180 seconds led to better performance in terms of across-context generalizability (on average from 56% AUC to 63% AUC). These findings have implications for the eventual application of MMLA in authentic practice. CCS CONCEPTS • Human-centered computing → Empirical studies in collaborative and social computing; • Computing methodologies → Machine learning algorithms.
Lecture notes in networks and systems, 2023
The use of peer code review exercises is well established in software engineering education. Neve... more The use of peer code review exercises is well established in software engineering education. Nevertheless, challenges involving students' ability to perform code reviews have been identified as barriers to successfully integrating code reviews in educational settings. We have previously proposed code review notebooks as a way to address this issue. Code review notebooks resemble computational notebooks but focus on reviewing rather than executing code and can serve to introduce students to the code review process. In this study, we evaluated the effects of using a code review notebook via a case study whereby 25 university students were taught how to identify code style issues in JavaScript. Our mixed-method analysis suggests that the code review notebook format encourages students to reflect on their learning process and can result in short-term learning gains. These findings could serve instructors looking to incorporate code review exercises into their practice.
2022 IEEE Global Engineering Education Conference (EDUCON)
JUCS - Journal of Universal Computer Science
Multimodal Learning Analytics (MMLA) solutions aim to provide a more holistic picture of a learni... more Multimodal Learning Analytics (MMLA) solutions aim to provide a more holistic picture of a learning situation by processing multimodal educational data. Considering contextual information of a learning situation is known to help in providing more relevant outputs to educational stakeholders. However, most of the MMLA solutions are still in prototyping phase and dealing with different dimensions of an authentic MMLA situation that involve multiple cross-disciplinary stakeholders like teachers, researchers, and developers. One of the reasons behind still being in prototyping phase of the development lifecycle is related to the challenges that software developers face at different levels in developing context-aware MMLA solutions. In this paper, we identify the requirements and propose a data infrastructure called CIMLA. It includes different data processing components following a standard data processing pipeline and considers contextual information following a data structure. It has ...
Journal of Learning Analytics
Data-informed decision making in teachers’ practice, now recommended by different teacher inquiry... more Data-informed decision making in teachers’ practice, now recommended by different teacher inquiry models and policy documents, implies deep practice change for many teachers. However, not much is known how teachers perceive the different steps that analytics-informed teacher inquiry into their own practice entails. This paper presents the results of a study into developing an Analytics Model for Teacher Inquiry (AMTI), which was then used to understand how teachers (N=10) construe the steps in the model and to explore the possible constraints as well as incentives for Teaching and Learning Analytics (TLA)-informed teacher practices. In the final iteration experts (N=7) and teacher-researchers (N=2) tested and evaluated the developed model. Their feedback was used to improve the model and provide example cases with insights into possible scenarios for TLA-informed analyses of teaching.
Journal of Learning Analytics
Although the number of students in higher education institutions (HEIs) has increased over the pa... more Although the number of students in higher education institutions (HEIs) has increased over the past two decades, it is far from assured that all students will gain an academic degree. To that end, institutional analytics (IA) can offer insights to support strategic planning with the aim of reducing dropout and therefore of minimizing its negative impact (e.g., on students, academic stakeholders, and institutions). However, it is not clear how institutional stakeholders can integrate IA in their practice to overcome academic-related issues and to offer support to students who struggle to achieve their academic goals. To address this gap, we conducted focus groups with 13 institutional stakeholders of an Estonian university. By analyzing the focus group data, we identified three main categories of factors influencing dropout from the perspective of institutional stakeholders: (1) institutional experience, (2) educational goals, and (3) personal aspects. We discuss our findings from an...
Students’ learning is ubiquitous. It happens wherever the learner is rather than being constraine... more Students’ learning is ubiquitous. It happens wherever the learner is rather than being constrained to a specific physical or digital learning space (e.g. the classroom or the institutional LMS respectively). A critical question is: how to integrate and coordinate learning analytics to provide continued support for learning across physical and digital spaces? CrossMMLA is the successor to the Learning Analytics Across Spaces (CrossLAK) and MultiModal Learning Analytics (MMLA) series of workshops that were merged in 2017 after successful cross-pollination between the two communities.
IEEE Transactions on Learning Technologies, 2017
This paper presents a systematic literature review of the state-of-the-art of research on learnin... more This paper presents a systematic literature review of the state-of-the-art of research on learning dashboards in the fields of Learning Analytics and Educational Data Mining. Research on learning dashboards aims to identify what data is meaningful to different stakeholders and how data can be presented to support sense-making processes. Learning dashboards are becoming popular due to the increased use of educational technologies, such as Learning Management Systems (LMS) and Massive Open Online Courses (MOOCs). The initial search of five main academic databases and GScholar resulted in 346 papers out of which 55 papers were included in the final analysis. Our review distinguishes different kinds of research studies as well as various aspects of learning dashboards and their maturity regarding evaluation. As the research field is still relatively young, most studies are exploratory and proof-of-concept. The review concludes by offering a definition for learning dashboards and by outlining open issues and future lines of work in the area of learning dashboards. There is a need for longitudinal research in authentic settings and studies that systematically compare different dashboard designs.
International Journal of Ethics Education, 2022
While research ethics and developing respective competencies is gaining prominence in higher educ... more While research ethics and developing respective competencies is gaining prominence in higher education institutions, there is limited knowledge about the learning process and scaffolding during such training. The global health crisis has made the need for facilitator-independent training materials with sufficient support even more pronounced. To understand how knowledge building takes place and how computer-supported collaborative learning (CSCL) supports research ethics learning, we analysed: 1) how the participants’ understanding was displayed during the collaborative learning process utilising the developed ethics resource; and 2) whether the scaffolding provided by the resource supported the learning process. Epistemic evidence was collected during design-based research (DBR) involving 36 PhD students and researchers with supervisory experience divided into 11 groups. Data (from written group reports, group discussion recordings and self-reflection questionnaires) was analysed q...
Journal of Learning Analytics
This research was triggered by the identified need in literature for large-scale studies about th... more This research was triggered by the identified need in literature for large-scale studies about the kinds of designs that teachers create for mobile learning (m-learning). These studies require analyses of large datasets of learning designs. The common approach followed by researchers when analyzing designs has been to manually classify them following high-level pedagogically guided coding strategies, which demands extensive work. Therefore, the first goal of this paper is to explore the use of supervised machine learning (SML) to automatically classify the textual content of m-learning designs using pedagogically relevant classifications, such as the cognitive level demanded by students to carry out specific designed tasks, the phases of inquiry learning represented in the designs, or the role that the situated environment has in the designs. Because not all SML models are transparent, but researchers often need to understand their behaviour, the second goal of this paper is to cons...
In blended learning scenarios, evidence needs to be gathered from digital and physical spaces to ... more In blended learning scenarios, evidence needs to be gathered from digital and physical spaces to obtain a more complete view of the teaching and learning processes. However, these scenarios are highly heterogeneous, and the varying data sources available in each particular context can condition the accuracy, relevance, interpretability and actionability of the Learning Analytics (LA) solutions, affecting also the user’s sense of agency and trust in such solutions. To aid stakeholders in making use of learning analytics, we propose a process to involve teachers in customizing multimodal LA (MMLA) solutions, adapting them to their particular blended learning situation (e.g., identifying relevant data sources and metrics). Since measuring the added value of adopting an LA solution is not straightforward, we also propose a concrete method for doing so. The results obtained from two case studies in authentic, blended computer-supported collaborative learning settings show an improvement ...
Collaborative learning flow patterns (CLFPs) en code solutions to recurrent pedagogical problems,... more Collaborative learning flow patterns (CLFPs) en code solutions to recurrent pedagogical problems, which have been successfully applied to the design of learning experiences. However, the pedagogical knowledge encoded in these patterns has seldom been exploited in learning analytics (LA). This paper analyzes four of the most common CLFPs to extract the intrinsic constraints that lead to a successful collaborative learning activity, and use them to enhance existing LA solutions. To understand the added value of applying such codified knowledge in LA, we present evidence from five authentic case studies in which such constraints aided university teachers in monitoring complex collaborative scripts. The results not only illustrate quantitatively such added value but also unearth qualitative benefits, such as raising practitioners awareness about how the current state of activities may affect future phases of the script.Ministerio de Economía, Industria y Competitividad (Projects TIN2014...
The European Go-Lab project aims to promote Inquiry-based Learning (IBL) with online laboratories... more The European Go-Lab project aims to promote Inquiry-based Learning (IBL) with online laboratories. To support teachers and students in this endeavor, the project provides an IBL model (a sequence of inquiry phases) as well as the technological infrastructure to implement it: the Graasp platform and the Golabz repository. Using these technologies, teachers create Inquiry Learning Spaces (ILSs) where they adapt the proposed IBL model to their needs, and enrich each one of its phases with online resources, apps or labs to build a web-based learning environment and distribute it to the students. The aim of this paper is to reflect on the deviations from the model proposed within the project on the teacher model and the way students adapt it. For that purpose, we analyzed the 102 most frequently used ILSs with respect to the perspectives of teachers and students. The results show deviations of the authored spaces from the pedagogical model of inquiry learning as well as deviations in the...
Recent advances in machine learning and natural language processing have the potential to transfo... more Recent advances in machine learning and natural language processing have the potential to transform human activity in many domains. The field of learning analytics has applied these techniques successfully to many areas of education but has not been able to permeate others, such as doctoral education. Indeed, doctoral education remains an under-researched area with widespread problems (high dropout rates, low mental well-being) and lacks technological support beyond very specialized tasks. The inherent uniqueness of the doctoral journey may help explain the lack of generalized solutions (technological or otherwise) to these challenges. We propose a novel approach to apply the aforementioned advances in computation to support doctoral education. Single-case learning analytics defines a process in which doctoral students, researchers, and computational elements collaborate to extract insights about a single (doctoral) learner's experience and learning process (e.g., contextual cue...
2022 IEEE Global Engineering Education Conference (EDUCON)
The trend towards generalized blended and active learning approaches in engineering education is ... more The trend towards generalized blended and active learning approaches in engineering education is redefining the requirements and the deployment schemes for digital education platforms. This paper presents a quadriptych technopedagogical model highlighting the features and the services an effective digital education platform should provide to accompany educators in their journey towards the creation of rich-and possibly open-educational resources, as well as their integration into blended and active learning scenarios. An implementation of this model for a novel digital education platform called Graasp is discussed and three use cases are detailed. These use cases show that a large variety of active pedagogical scenarios can be implemented, if easily accessible and comprehensive digital education platforms are available.
Much of educational research today employs a complex mixture of qualitative and quantitative anal... more Much of educational research today employs a complex mixture of qualitative and quantitative analyses, both during the exploratory and confirmatory phases. However, researchers are still stuck with tools that were developed mainly for single-perspective research. The problem is even more acute in emergent areas with complex, high-frequency data, such as multimodal learning analytics (MMLA). In this position paper, we posit that a new generation of researcher tools are needed to account for this new complexity of research processes. We also anticipate that such new wave of tools should leverage recent advances in computing technology, while keeping humans in the loop. The paper presents a proof-of-concept ongoing study focusing on one of the main points of friction in social sciences research: the manual coding of audio/video. The results of this study, to be presented in the workshop, will illustrate some of the advantages and unsolved challenges in the development of computationall...
In across-spaces learning scenarios, evidence needs to be gathered from different spaces to obtai... more In across-spaces learning scenarios, evidence needs to be gathered from different spaces to obtain a more complete view of the teaching and learning processes. Multimodal learning analytics (MMLA) enables us to gather data from physical spaces, enriching the evidence coming from digital ones. However, blended learning scenarios are heterogeneous, and the varying data sources available in each particular context can condition the accuracy, relevance, and actionability of the analyses. To avoid this problem, in this paper we propose to involve teachers in customizing the LA solution they will use, adapting it to their particular blended learning context (e.g., identifying relevant data sources and metrics). Preliminary results from two studies in blended CSCL settings show an improvement in the accuracy of the resulting MMLA solution. Although this kind of approach requires additional time from teachers, participants reported increased levels of relevance, novelty, understanding and a...
LAK23: 13th International Learning Analytics and Knowledge Conference
Multimodal Learning Analytics (MMLA) has been applied to collaborative learning, often to estimat... more Multimodal Learning Analytics (MMLA) has been applied to collaborative learning, often to estimate collaboration quality with the use of multimodal data, which often have uneven time scales. The difference in time scales is usually handled by dividing and aggregating data using a fixed-size time window. So far, the current MMLA research lacks a systematic exploration of whether and how much window size affects the generalizability of collaboration quality estimation models. In this paper, we investigate the impact of different window sizes (e.g., 30 seconds, 60s, 90s, 120s, 180s, 240s) on the generalizability of classification models for collaboration quality and its underlying dimensions (e.g., argumentation). Our results from an MMLA study involving the use of audio and log data showed that a 60 seconds window size enabled the development of more generalizable models for collaboration quality (AUC 61%) and argumentation (AUC 64%). In contrast, for modeling dimensions focusing on coordination, interpersonal relationship, and joint information processing, a window size of 180 seconds led to better performance in terms of across-context generalizability (on average from 56% AUC to 63% AUC). These findings have implications for the eventual application of MMLA in authentic practice. CCS CONCEPTS • Human-centered computing → Empirical studies in collaborative and social computing; • Computing methodologies → Machine learning algorithms.
Lecture notes in networks and systems, 2023
The use of peer code review exercises is well established in software engineering education. Neve... more The use of peer code review exercises is well established in software engineering education. Nevertheless, challenges involving students' ability to perform code reviews have been identified as barriers to successfully integrating code reviews in educational settings. We have previously proposed code review notebooks as a way to address this issue. Code review notebooks resemble computational notebooks but focus on reviewing rather than executing code and can serve to introduce students to the code review process. In this study, we evaluated the effects of using a code review notebook via a case study whereby 25 university students were taught how to identify code style issues in JavaScript. Our mixed-method analysis suggests that the code review notebook format encourages students to reflect on their learning process and can result in short-term learning gains. These findings could serve instructors looking to incorporate code review exercises into their practice.
2022 IEEE Global Engineering Education Conference (EDUCON)
JUCS - Journal of Universal Computer Science
Multimodal Learning Analytics (MMLA) solutions aim to provide a more holistic picture of a learni... more Multimodal Learning Analytics (MMLA) solutions aim to provide a more holistic picture of a learning situation by processing multimodal educational data. Considering contextual information of a learning situation is known to help in providing more relevant outputs to educational stakeholders. However, most of the MMLA solutions are still in prototyping phase and dealing with different dimensions of an authentic MMLA situation that involve multiple cross-disciplinary stakeholders like teachers, researchers, and developers. One of the reasons behind still being in prototyping phase of the development lifecycle is related to the challenges that software developers face at different levels in developing context-aware MMLA solutions. In this paper, we identify the requirements and propose a data infrastructure called CIMLA. It includes different data processing components following a standard data processing pipeline and considers contextual information following a data structure. It has ...
Journal of Learning Analytics
Data-informed decision making in teachers’ practice, now recommended by different teacher inquiry... more Data-informed decision making in teachers’ practice, now recommended by different teacher inquiry models and policy documents, implies deep practice change for many teachers. However, not much is known how teachers perceive the different steps that analytics-informed teacher inquiry into their own practice entails. This paper presents the results of a study into developing an Analytics Model for Teacher Inquiry (AMTI), which was then used to understand how teachers (N=10) construe the steps in the model and to explore the possible constraints as well as incentives for Teaching and Learning Analytics (TLA)-informed teacher practices. In the final iteration experts (N=7) and teacher-researchers (N=2) tested and evaluated the developed model. Their feedback was used to improve the model and provide example cases with insights into possible scenarios for TLA-informed analyses of teaching.
Journal of Learning Analytics
Although the number of students in higher education institutions (HEIs) has increased over the pa... more Although the number of students in higher education institutions (HEIs) has increased over the past two decades, it is far from assured that all students will gain an academic degree. To that end, institutional analytics (IA) can offer insights to support strategic planning with the aim of reducing dropout and therefore of minimizing its negative impact (e.g., on students, academic stakeholders, and institutions). However, it is not clear how institutional stakeholders can integrate IA in their practice to overcome academic-related issues and to offer support to students who struggle to achieve their academic goals. To address this gap, we conducted focus groups with 13 institutional stakeholders of an Estonian university. By analyzing the focus group data, we identified three main categories of factors influencing dropout from the perspective of institutional stakeholders: (1) institutional experience, (2) educational goals, and (3) personal aspects. We discuss our findings from an...
Students’ learning is ubiquitous. It happens wherever the learner is rather than being constraine... more Students’ learning is ubiquitous. It happens wherever the learner is rather than being constrained to a specific physical or digital learning space (e.g. the classroom or the institutional LMS respectively). A critical question is: how to integrate and coordinate learning analytics to provide continued support for learning across physical and digital spaces? CrossMMLA is the successor to the Learning Analytics Across Spaces (CrossLAK) and MultiModal Learning Analytics (MMLA) series of workshops that were merged in 2017 after successful cross-pollination between the two communities.
IEEE Transactions on Learning Technologies, 2017
This paper presents a systematic literature review of the state-of-the-art of research on learnin... more This paper presents a systematic literature review of the state-of-the-art of research on learning dashboards in the fields of Learning Analytics and Educational Data Mining. Research on learning dashboards aims to identify what data is meaningful to different stakeholders and how data can be presented to support sense-making processes. Learning dashboards are becoming popular due to the increased use of educational technologies, such as Learning Management Systems (LMS) and Massive Open Online Courses (MOOCs). The initial search of five main academic databases and GScholar resulted in 346 papers out of which 55 papers were included in the final analysis. Our review distinguishes different kinds of research studies as well as various aspects of learning dashboards and their maturity regarding evaluation. As the research field is still relatively young, most studies are exploratory and proof-of-concept. The review concludes by offering a definition for learning dashboards and by outlining open issues and future lines of work in the area of learning dashboards. There is a need for longitudinal research in authentic settings and studies that systematically compare different dashboard designs.
International Journal of Ethics Education, 2022
While research ethics and developing respective competencies is gaining prominence in higher educ... more While research ethics and developing respective competencies is gaining prominence in higher education institutions, there is limited knowledge about the learning process and scaffolding during such training. The global health crisis has made the need for facilitator-independent training materials with sufficient support even more pronounced. To understand how knowledge building takes place and how computer-supported collaborative learning (CSCL) supports research ethics learning, we analysed: 1) how the participants’ understanding was displayed during the collaborative learning process utilising the developed ethics resource; and 2) whether the scaffolding provided by the resource supported the learning process. Epistemic evidence was collected during design-based research (DBR) involving 36 PhD students and researchers with supervisory experience divided into 11 groups. Data (from written group reports, group discussion recordings and self-reflection questionnaires) was analysed q...
Journal of Learning Analytics
This research was triggered by the identified need in literature for large-scale studies about th... more This research was triggered by the identified need in literature for large-scale studies about the kinds of designs that teachers create for mobile learning (m-learning). These studies require analyses of large datasets of learning designs. The common approach followed by researchers when analyzing designs has been to manually classify them following high-level pedagogically guided coding strategies, which demands extensive work. Therefore, the first goal of this paper is to explore the use of supervised machine learning (SML) to automatically classify the textual content of m-learning designs using pedagogically relevant classifications, such as the cognitive level demanded by students to carry out specific designed tasks, the phases of inquiry learning represented in the designs, or the role that the situated environment has in the designs. Because not all SML models are transparent, but researchers often need to understand their behaviour, the second goal of this paper is to cons...
In blended learning scenarios, evidence needs to be gathered from digital and physical spaces to ... more In blended learning scenarios, evidence needs to be gathered from digital and physical spaces to obtain a more complete view of the teaching and learning processes. However, these scenarios are highly heterogeneous, and the varying data sources available in each particular context can condition the accuracy, relevance, interpretability and actionability of the Learning Analytics (LA) solutions, affecting also the user’s sense of agency and trust in such solutions. To aid stakeholders in making use of learning analytics, we propose a process to involve teachers in customizing multimodal LA (MMLA) solutions, adapting them to their particular blended learning situation (e.g., identifying relevant data sources and metrics). Since measuring the added value of adopting an LA solution is not straightforward, we also propose a concrete method for doing so. The results obtained from two case studies in authentic, blended computer-supported collaborative learning settings show an improvement ...
Collaborative learning flow patterns (CLFPs) en code solutions to recurrent pedagogical problems,... more Collaborative learning flow patterns (CLFPs) en code solutions to recurrent pedagogical problems, which have been successfully applied to the design of learning experiences. However, the pedagogical knowledge encoded in these patterns has seldom been exploited in learning analytics (LA). This paper analyzes four of the most common CLFPs to extract the intrinsic constraints that lead to a successful collaborative learning activity, and use them to enhance existing LA solutions. To understand the added value of applying such codified knowledge in LA, we present evidence from five authentic case studies in which such constraints aided university teachers in monitoring complex collaborative scripts. The results not only illustrate quantitatively such added value but also unearth qualitative benefits, such as raising practitioners awareness about how the current state of activities may affect future phases of the script.Ministerio de Economía, Industria y Competitividad (Projects TIN2014...
The European Go-Lab project aims to promote Inquiry-based Learning (IBL) with online laboratories... more The European Go-Lab project aims to promote Inquiry-based Learning (IBL) with online laboratories. To support teachers and students in this endeavor, the project provides an IBL model (a sequence of inquiry phases) as well as the technological infrastructure to implement it: the Graasp platform and the Golabz repository. Using these technologies, teachers create Inquiry Learning Spaces (ILSs) where they adapt the proposed IBL model to their needs, and enrich each one of its phases with online resources, apps or labs to build a web-based learning environment and distribute it to the students. The aim of this paper is to reflect on the deviations from the model proposed within the project on the teacher model and the way students adapt it. For that purpose, we analyzed the 102 most frequently used ILSs with respect to the perspectives of teachers and students. The results show deviations of the authored spaces from the pedagogical model of inquiry learning as well as deviations in the...