The eMadrid Network is a project funded by the Government of the Region of Madrid, which promotes research and development of technologies to support learning (Technology-Enhanced Learning). Coordinated by the University Carlos III of Madrid, it has as partners the Universidad Autónoma de Madrid, Universidad Complutense de Madrid, Universidad Politécnica de Madrid, Universidad Rey Juan Carlos and UNED, having other universities and companies as associated entities.
RESET, a Spanish National project aimed to reformulate scalable educational ecosystems offering technological innovations, is a collaboration among three universities; Universidad Carlos III de Madrid, Universidad de Valladolid and Universitat Pompeu Fabra spanning from 2015 to 2017. Scalable educational ecosystems under RESET are understood as (1) the set of different stakeholders involved, (2) the didactics and technologies used, and (3) the spaces in which teaching and learning occurs for a given context and scale. To do so, RESET proposes: (1) a set of pilot experiments that address these limitations, (2) a set of didactic guidelines and technological components to address these challenges, and (3) a framework to analyze how the scale (local/global), the space (physical/Web/3DVW), the degree of interaction (active/passive pedagogies, individual/social learning) and the context (formal/informal) affect the different elements in the educational ecosystems. The pilot experiments will be carried out in the fields of engineering and health and in the context of secondary education, higher education, lifelong learning and learning at the workplace. The main challenges are: (1) to tackle the limits of MOOCs and SPOCs imposed by the scale and the Web space (e.g., the use of active pedagogies and the co-design and co-evaluation based on competences), (2) to take advantage of their benefits in face-to-face contexts at a lower scale (e.g., audiovisual production, immediate feedback, social learning, learning analytics), and (3) to orchestrate “flipping the classroom” approaches in blended-learning contexts. The project also has an advisory board of national and international experts on education and educational technology, as well as on the application of these to different scales.
MOOC-Maker is a project funded by the European Commission Erasmus+ which has as main purpose to develop capabilities for the Construction of Management Capacities of MOOCs (Massive Open Online Courses) in Higher Education and conduct research about the initiatives developed.
The project aims to promote the culture of MOOCs and SPOCs especially in the participating Latin American Higher Education Institutions (HEI); the thematic will be oriented at training on issues of basic skills that enable participants to improve their training to promote a better employment, in addition, the development of a set of management guides implemented and validated by the HEI members of the consortium. The guides will be enriched by the experiences, best practices, and case studies of pilot projects MOOC to be implemented during the project, reinforcing the presence of quality MOOCs in Spanish and promoting equal access to inclusive education taking into account especially the most disadvantaged groups in the region.
The COMPETEN-SEA project is a Capacity Building in Higher Education (CBHE) project funded by the Erasmus+ program of the European Commission.The main objective of the COMPETEN-SEA project is to enable best South-East Asian Universities to develop a new kind of accessible, affordable, high quality and effective educational services to various groups of population now excluded from traditional educational outreach. The MOOC technology was chosen as the tool most promising and suitable for the region with its particular characteristics (growing population dispersed across thousands islands and separated by thousands of kilometres, extremely high growth of ICT penetration enabling modern ICT-based education, world-class academic staff in best local Universities, etc.). The first attempts to develop local MOOCs (e.g., by UNSRAT) confirm the demand and impact, as well as the challenge. The European capacities, technologies and experiences can and shall help to meet those technological and pedagogical challenges faced by local Universities.
The project’s capacity building efforts will include activities aimed at training local University pedagogical and technical staff to design, develop and deliver MOOC-based educational interventions. Additionally, it will reinforce the developed capacities and demonstrate the impact via the pilot development and validation of local MOOCs for several underprivileged target groups.
To assist European universities to become more mature users and custodians of digital data about their students as they learn online, the SHEILA project will build a policy development framework that promotes formative assessment and personalized learning, by taking advantage of direct engagement of stakeholders in the development process.
The field of learning analytics with its associated methods of online student data analysis, holds great potential to address the challenges confronting European higher education institutions. While the use of learning analytics has gained much attention and has been/is being adopted by many higher education institutions in Europe and the world, the maturity levels of higher education institutions in terms of being ‘student data informed’ are only in the early stages. Composed of a team of research and institutional leaders in learning analytics, the SHEILA project aims to address this gap.
The project will use participatory action research and the Rapid Outcome Mapping Approach (ROMA), specifically designed for policy making derived from scientific evidence. The outputs will be validated through case studies, using the policy framework to guide the development, implementation, and evaluation of learning analytics policy and strategy in four higher education institutions in different regions of Europe. The project will use innovative strategies to disseminate and translate the outputs, and to set up a long term learning analytics policy agenda and community among higher education institutions across Europe.
University Carlos III of Madrid is partner of the COMPASS project. COMPASS is an acronym for Composing Lifelong Learning Opportunity Pathways through Standards-based Services. COMPASS consists in the integration and extension of European standardization achievements in the field of learning opportunity and learning outcomes/competence information for the creation of models, open technology infrastructure and meaningful services within a higher education context that target
- The improvement of quality and relevance of offered learning opportunities to current and emerging labour market needs,
- The enhancement of mobility, making learning opportunities more visible and understandable for students that want to gain additional skills,
- The strengthening of cross-border cooperation of HEIs in the definition of quality flexible learning pathways for their learners,
- The increase of social responsibility of HEIs through the transparent descriptions of their offerings,
- The implementation of sustainable infrastructure for all European HEIs and for the EU to leverage in the enhancement of existing or the creation of new related services.
For more information about the project, please refer to the COMPASS web site at http://www.learning-compass.eu/
A large amount of data is being produced by the academic systems (Registration, Learning Management Systems, Library, etc.). This data is usually just stored, but it is not used in any meaningful way. This data, though correct processes of analysis and reporting, could be used to improve the decision making inside academic institutions.
The field of Learning Analytics and Academic Analytics has developed considerably during the last year in European HEIs. Through the use of Learning Analytics tools, the management of Universities and Academic programs in Europe has been modernized. In Latin American, there is a lack of local capacity to design and build this specialized tools that could be used to improve HEIs administration.
Currently, most decisions in the academic settings in Latin America HEIs are based on preconceptions or feelings. If data is used, it is in the form of database reports that only provide the most basic level of information. Due to the last decade modernization of academic systems, in most Latin America HEIs there is a large amount of data being produced every day, but this data is usually ignored. This project seeks to modernize the academic decision making process through building local capacity to create Learning Analytics to support decision makers at different levels in Latin American HEIs.
This project fits the priorities set for Latin American inside the Erasmus Plus project call for Capacity Building, which is “Improving management and operation of higher educational Institutions”. More specifically, this project seeks to build local capacity in Latin American HEIs to design and implement Learning Analytic tools to create and improve “Quality Assurance processes and mechanisms”.
SNOLA (Spanish Network Of Learning Analytics) is a Thematic Network under official recognition from the Spanish Ministry of Economy and Competitiveness composed of the main national researchers in the field of learning analytics. SNOLA brings together researchers from 8 Spanish Research Groups. SNOLA has a strong technical component, but it also integrates other educational visions and disciplines that give the network a wider scope.
SNOLA is a response to technological, social and educational challenges that involve the capture, processing, presentation and interpretation of information generated in learning environments to improve educational processes.
The main objectives of SNOLA are:
- To promote collaboration among the participants in the Network, as well as with shareholders (companies and public and private educational institutions) and other European and international LA collaboration networks.
- To organize and give diffusion to learning analytics initiatives at a national scale.
- To make the necessary resources to effectively integrate learning analytics in educational processes.
- To provide adequate training to researchers and professionals so that they can face and give answer to new challenges of Digital Society derived from the use of ICT in Education.
During the five last years also the group has had a relevant participation in other projects
This project focus on the orchestration challenges that arise when dealing with ubiquitous learning in EEE. Orchestration is a complex task that involves the design, enactment and observation, and on-the-fly adaptation of the whole learning process, mainly performed by the teacher and partially by the learners. In EEE, the learning process involves activities in which learners interact with both physical and digital objects. The design of such scenarios requires authoring support based not only on sound learning practices, but also on the knowledge of the underlying technology. Furthermore, enacting an orchestrated learning scenario requires programmable interfaces between spaces so as to transfer information among them (thus enabling coordination and reflections maintenance), as well as to observe learners’ interactions for monitoring and potential adaptations. Finally, the evaluation of ubiquitous learning is also challenging as information on learners’ activities and interactions comes from different spaces and therefore needs to be combined.
GEEWHEZ aims to develop a new platform able to support SMEs in two main aspects of their business activities: supporting the employees during their daily tasks, at least as the traditional market solution, but with simpler interfaces, easier way to use, cheaper and higher personalisation opportunity; and providing tools to physically evaluate the performance of the SME by means of different data collected by GEEWHEZ in the overall SME infrastructure. Each module is not a standalone solution but it is a part of a more general system able to collect, analyse, evaluate and compare these data with other ones providing an evaluation of the actual SME business status.
As technology advances, new possibilities emerge that can have a profound impact on the learning experience. This project organizes the spectrum of technology-enhanced learning (TeL)along three main lines: Towards 3D Learning, Towards Learning 3.0, Towards 3rd place Learning.
Learn3 project is funded by the Spanish Ministry of Science and Innovation, TIN2008-05163.
España Virtual is a CENIT project, funded by the CDTI as a part of Ingenio 2010 programme, designed to create a bridge between the geographical world and internet technologies. Its aim is to define the architecture, protocols and Geographical Internet standards, with a special focus on 3D visualization, virtual worlds and interaction between users. España Virtuall includes semantic aspects and technologies for mass processing and storage of geographic data.
The purpose of HAUS project is introducing a new generation of audivisual content that is customized taking into account the preferences and consumer habits and the condtions and characteristics of your environment. For this it is essential to know the preferences and habits of users but, to avoid rejection, it is critical not to overwhelm the consumer with endless questionnaires that are a nuisance and do not adapt to the changes. This is where the digital home, an intelligent environment equipped with large amount of sensory devices and actuators, plays an important role as a supplier of information about the user, seamlessly for himself.
The Artemisa project aims to define a software architecture for intelligent and assisted spaces with the target of develop applications and products that improve energy efficiency and promote sustainable development. Based on this architecture solutions will be developed in two areas, where energy efficiency is a priority: the automotive industry, the office buildings and homes.The common ingredient for these projects is to provide technological solutions that trully enhance a learning experience. The variety of devices and new scenarios possible for any educational experience when using communication technology is overwhelming. Students now have access to multiple terminals and are used to obtain information through multiple channels. The influence of this new context on how educational experiences are conceived, planned and deployed is beyond any doubt. But the true challenge is how to harness this potential and rather than increasing the entropy in a learning context, increase its effectiveness. Is it enough to deploy computers in every classroom? Is it possible to use mobile devices to improve classes? Can we motivate students by using technology that is common on their day-to-day activities?
FLEXO develops and implements an adaptiveand accessible learning generic model in open source management systems (Moodle, Lams,. LRN) to be integrated into one single layer of access and communication. FLEXO will be shown through several unit tests which will execute a representative set of educational resources (use cases, templates and examples) that demonstrate and ensure technology transfer in academic and corporate environments to be used by different practical communities (teachers, students, developers). These communities will feed back FLEXO and they ensure its exploitation and continuity.
ICOPER will provide mechanisms to ensure European-wide user involvement, cooperation, and adoption of standards within a large community to support all phases of standardization.
The ICOPER networking capacity is grounded in key and leading experts in digital educational development and technology enhanced learning (TEL). Driven by a consortium of 23 key players in Europe will provide access to a critical mass of more than 12,500 hours of integrated educational content. Based on this beneficial infrastructure the project will systematically analyse the specifications and standards available and in use, to draw conclusions on their validity in ICOPER Suitability Reports for Better Practice. ICOPER’s underlying educational framework will guide a consensus building approach to developing Best Practices, addressing issues such as: (1) exchange of competency models and learning outcomes, (2) collaboration around learning designs, (3) integration of content via federated search and harvesting, (4) reuse of instructional models and content in learning delivery environments, (5) interoperability of item banks for assessment and evaluation.
SOLITE (SOftware LIbre en TEleformación) (Free Software in E-Learning) is a coordination action program from CYTED (Ciencia y Tecnología para el Desarrollo). In this program Iberoamerican universities cooperate and share experiences about E-learning technologies(Learnong objets, services architectures, mobile learning, web 2.0 and T-learning).
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The educational activities in which the group members participate cover a wide range of studies within the Carlos III University degree portfolio such as:
- 5-year Degree in Telecommunications Engineering (taught in Spanish and English)
- Bachelor’s Degree on Audiovisual System Engineering (taught in Spanish and English)
- Bachelor’s Degree on Communication System Engineering (taught in Spanish and English)
- Bachelor’s Degree on Telematics Engineering (taught in Spanish and English)
- Erasmus Mundus Master of Science Degree on Network and e-Business Centered Computing (taught in English)
- Máster en Gestión y Producción en e-Learning (taught in Spanish)
- Interuniversitary Master in Telematic Engineering (taught in English)