Mejora de los procesos de evaluación mediante analítica visual del aprendizaje

  1. Álvarez-Arana, Ainhoa 1
  2. Villamañe-Gironés, Mikel 1
  3. Larrañaga-Olagaray, Mikel 1
  1. 1 Universidad del País Vasco UPV/EHU
Aldizkaria:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Argitalpen urtea: 2020

Zenbakia: 21

Mota: Artikulua

DOI: 10.14201/EKS.22914 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Education in the knowledge society (EKS)

Laburpena

Current trends in higher education involve the integration of face-to-face learning, online learning and the use of information technologies that support diverse aspects of the learning-teaching process. One of the main aspects considered in all the educational tendencies is the use of effective assessment processes that entail a continuous analysis of students’ results in order to detect anomalies and provide adequate feedback so as to solve them. However, in learning-teaching environments where there is a great amount of heterogeneous information, this must be integrated in order to be adequately analyzed. This paper presents COBLE, a tool that makes possible the integration of information from different sources to analyze it using visual learning analytics techniques. COBLE incorporates a feedback module that provides both teachers and students with visual information related to the assessment process in order to facilitate their decision-making processes. The provided visualizations can be adapted to the requirements of each course or user. The evaluation of COBLE has been carried out using it in a real blended learning environment where different teachers have integrated information from different sources (Moodle, personal spreadsheets, etc.), related to the performance of students. Next, both teachers and students used COBLE and its visualizations to extract information regarding the assessment process. The result of the system’s evaluation has been very satisfactory, obtaining a good acceptance of the diverse users involved.

€ Ikusi finantzaketa

Finantzaketari buruzko informazioa

Este trabajo ha sido financiado por el Gobierno Vasco (IT980-16), y el Vicerrectorado de Innovación, Compromiso Social y Acción Cultural de la Universidad del País Vasco a través del SAE-HELAZ (HBT-Adituak 2018-19/6).

Finantzatzaile

  • icerrectorado de Innovación, Compromiso Social y Acción Cultural de la Universidad del País Vasco Spain
    • HBT-Adituak 2018-19/6
  • Gobierno Vasco Spain
    • HBT-Adituak 2018-19/6

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