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Daniel Amo
GRETEL Research Group, Universitat La Salle, 08022 Barcelona, Spain

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Journal article
Published: 17 August 2021 in Sustainability
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Most educational software programs use and gather personal information and metadata from students. Additionally, most of the educational software programs are no longer operated by the learning institutions but are run by third-party agencies. This means that in the decade since 2020, information about students is stored and handled outside premises and control of learning institutions. The personal information about students and their activity while they interact with learning management systems and online learning tools is increasingly in custody of cloud computing platforms, software-as-a-service providers, and learning tool vendors. There is an increasing will to use all the data and metadata from the activity of the students for research, to develop education management strategies, pedagogy approaches, and develop behavior control tools or learning tools informed by behavior analysis from learning analytics. Many times, these studies lack the ethical and moral perspective. In addition, there is an increasing number of cases in which this information has leaked or has been used in a shady way. Additionally, this information will be around for a long time, tied to the future digital profiles of the students whose data has been leaked. This paper hypothesizes that there has been an ongoing process of technological evolution that leads to a loss of control over personal information, which makes it even more difficult to protect user confidentiality and ensuring privacy, that data surveillance has entered the world of education, and that the current legal frameworks are not enough to really protect the student’s personal information. The paper analyzes how this situation came to pass, and why this is wrong. We conclude with some proposals to address it from its different root dimensions: technical, cultural, legal, and organizational.

ACS Style

Marc Alier; Maria Jose Casañ Guerrero; Daniel Amo; Charles Severance; David Fonseca. Privacy and E-Learning: A Pending Task. Sustainability 2021, 13, 9206 .

AMA Style

Marc Alier, Maria Jose Casañ Guerrero, Daniel Amo, Charles Severance, David Fonseca. Privacy and E-Learning: A Pending Task. Sustainability. 2021; 13 (16):9206.

Chicago/Turabian Style

Marc Alier; Maria Jose Casañ Guerrero; Daniel Amo; Charles Severance; David Fonseca. 2021. "Privacy and E-Learning: A Pending Task." Sustainability 13, no. 16: 9206.

Conference paper
Published: 03 July 2021 in Algorithms and Data Structures
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In the first years of a university degree it is very important to maintain student motivation in order to avoid possible risks of early dropout. To this end, the design of practices focused on the improvement of transversal competences such as Teamwork and Oral Communication allows students to make more motivating progress in their specific knowledge. At the same time, students improve in skills that are highly recognized and required in the professional world. The practical awareness of the student’s level and the current context of hybrid teaching (face-to-face and virtual) derived from the pandemic increase student motivation to improve these competences. These skills are based on work in specific subjects and in a way that is independent of the type of degree/studies being studied, with a homogeneous profile at a national level.

ACS Style

Marian Alaez; Susana Romero; David Fonseca; Daniel Amo; Enric Peña; Silvia Necchi. Auto-Assessment of Teamwork and Communication Competences Improvement Applying Active Methodologies. Comparing Results Between Students of First Academic Year in Architecture, Economics and Engineering Degrees. Algorithms and Data Structures 2021, 193 -209.

AMA Style

Marian Alaez, Susana Romero, David Fonseca, Daniel Amo, Enric Peña, Silvia Necchi. Auto-Assessment of Teamwork and Communication Competences Improvement Applying Active Methodologies. Comparing Results Between Students of First Academic Year in Architecture, Economics and Engineering Degrees. Algorithms and Data Structures. 2021; ():193-209.

Chicago/Turabian Style

Marian Alaez; Susana Romero; David Fonseca; Daniel Amo; Enric Peña; Silvia Necchi. 2021. "Auto-Assessment of Teamwork and Communication Competences Improvement Applying Active Methodologies. Comparing Results Between Students of First Academic Year in Architecture, Economics and Engineering Degrees." Algorithms and Data Structures , no. : 193-209.

Journal article
Published: 21 May 2021 in Sustainability
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A sudden lockdown was declared on 14 March 2020 due to COVID-19 crisis, leading to an immediate change from face-to-face to online learning in all universities within Spanish jurisdiction. At La Salle School of Architecture, the Concrete and Steel Structures subject started online classes immediately after the lockdown law was published, using a methodology based on the flipped classroom approach and adapting the monitoring of the student to the virtual environment. This article presents a pilot study to analyze the adaptation of the model to the online format using a mixed approach in which qualitative and quantitative surveys were conducted at the end of the course with 48 participants. Responses from both surveys were organized according to six categories (teachers, assessment, methods, class development, students and documents) and 14 subcategories, as developed in an undergoing research project involving the subject since the academic year 2017/2018. Thus, the open responses of the students have been analyzed alongside with the quantitative data. The results demonstrate a proper adaptation of the model, as well as the negative perception of the students of the online format due to the loss of face-to-face benefits of the flipped classroom.

ACS Style

Carles Campanyà; David Fonseca; Daniel Amo; Núria Martí; Enric Peña. Mixed Analysis of the Flipped Classroom in the Concrete and Steel Structures Subject in the Context of COVID-19 Crisis Outbreak. A Pilot Study. Sustainability 2021, 13, 5826 .

AMA Style

Carles Campanyà, David Fonseca, Daniel Amo, Núria Martí, Enric Peña. Mixed Analysis of the Flipped Classroom in the Concrete and Steel Structures Subject in the Context of COVID-19 Crisis Outbreak. A Pilot Study. Sustainability. 2021; 13 (11):5826.

Chicago/Turabian Style

Carles Campanyà; David Fonseca; Daniel Amo; Núria Martí; Enric Peña. 2021. "Mixed Analysis of the Flipped Classroom in the Concrete and Steel Structures Subject in the Context of COVID-19 Crisis Outbreak. A Pilot Study." Sustainability 13, no. 11: 5826.

Journal article
Published: 06 May 2021 in Sustainability
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The Covid-19 pandemic led Catalan universities to do all teaching and evaluation online from 11 March 2020 until the end of term on 30 July. Conventional universities made the transition to online teaching in just a few days and suddenly virtual platforms become the centre of interaction between lecturers and students. Data that were obtained from the virtual platforms gave extremely valuable information about what was being done in class. This paper analyses data taken from Atenea, the Moodle virtual platform at the Universitat Politècnica de Catalunya (UPC), during quarantine. The key indicators and a data analysis design for Moodle have been proposed, which reveal teaching developments at various levels (overall and at the centre and subject level). This is applied to study data from the UPC Moodle and the results are discussed. The methodology can be extrapolated to other universities with Moodle platforms because the UPC is a set of small campuses and centres.

ACS Style

Joana Prat; Ariadna Llorens; Francesc Salvador; Marc Alier; Daniel Amo. A Methodology to Study the University’s Online Teaching Activity from Virtual Platform Indicators: The Effect of the Covid-19 Pandemic at Universitat Politècnica de Catalunya. Sustainability 2021, 13, 5177 .

AMA Style

Joana Prat, Ariadna Llorens, Francesc Salvador, Marc Alier, Daniel Amo. A Methodology to Study the University’s Online Teaching Activity from Virtual Platform Indicators: The Effect of the Covid-19 Pandemic at Universitat Politècnica de Catalunya. Sustainability. 2021; 13 (9):5177.

Chicago/Turabian Style

Joana Prat; Ariadna Llorens; Francesc Salvador; Marc Alier; Daniel Amo. 2021. "A Methodology to Study the University’s Online Teaching Activity from Virtual Platform Indicators: The Effect of the Covid-19 Pandemic at Universitat Politècnica de Catalunya." Sustainability 13, no. 9: 5177.

Journal article
Published: 01 May 2021 in Sustainability
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Educational institutions are transferring analytics computing to the cloud to reduce costs. Any data transfer and storage outside institutions involve serious privacy concerns, such as student identity exposure, rising untrusted and unnecessary third-party actors, data misuse, and data leakage. Institutions that adopt a “local first” approach instead of a “cloud computing first” approach can minimize these problems. The work aims to foster the use of local analytics computing by offering adequate nonexistent tools. Results are useful for any educational role, even investigators, to conduct data analysis locally. The novelty results are twofold: an open-source JavaScript library to analyze locally any educational log schema from any LMS; a front-end to analyze Moodle logs as proof of work of the library with different educational metrics and indicator visualizations. Nielsen heuristics user experience is executed to reduce possible users’ data literacy barrier. Visualizations are validated by surveying teachers with Likert and open-ended questions, which consider them to be of interest, but more different data sources can be added to improve indicators. The work reinforces that local educational data analysis is feasible, opens up new ways of analyzing data without data transfer to third parties while generating debate around the “local technologies first” approach adoption.

ACS Style

Daniel Amo; Sandra Cea; Nicole Jimenez; Pablo Gómez; David Fonseca. A Privacy-Oriented Local Web Learning Analytics JavaScript Library with a Configurable Schema to Analyze Any Edtech Log: Moodle’s Case Study. Sustainability 2021, 13, 5085 .

AMA Style

Daniel Amo, Sandra Cea, Nicole Jimenez, Pablo Gómez, David Fonseca. A Privacy-Oriented Local Web Learning Analytics JavaScript Library with a Configurable Schema to Analyze Any Edtech Log: Moodle’s Case Study. Sustainability. 2021; 13 (9):5085.

Chicago/Turabian Style

Daniel Amo; Sandra Cea; Nicole Jimenez; Pablo Gómez; David Fonseca. 2021. "A Privacy-Oriented Local Web Learning Analytics JavaScript Library with a Configurable Schema to Analyze Any Edtech Log: Moodle’s Case Study." Sustainability 13, no. 9: 5085.

Journal article
Published: 16 January 2021 in Applied Sciences
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Data in the educational context are becoming increasingly important in decision-making and teaching-learning processes. Similar to the industrial context, educational institutions are adopting data-processing technologies at all levels. To achieve representative results, the processes of extraction, transformation and uploading of educational data should be ubiquitous because, without useful data, either internal or external, it is difficult to perform a proper analysis and to obtain unbiased educational results. It should be noted that the source and type of data are heterogeneous and that the analytical processes can be so diverse that it opens up a practical problem of management and access to the data generated. At the same time, ensuring the privacy, identity, confidentiality and security of students and their data is a “sine qua non” condition for complying with the legal issues involved while achieving the required ethical premises. This work proposes a modular and scalable data system architecture that solves the complexity of data management and access. On the one hand, it allows educational institutions to collect any data generated in both the teaching-learning and management processes. On the other hand, it will enable external access to this data under appropriate privacy and security conditions.

ACS Style

Daniel Amo; Pablo Gómez; Luis Hernández-Ibáñez; David Fonseca. Educational Warehouse: Modular, Private and Secure Cloudable Architecture System for Educational Data Storage, Analysis and Access. Applied Sciences 2021, 11, 806 .

AMA Style

Daniel Amo, Pablo Gómez, Luis Hernández-Ibáñez, David Fonseca. Educational Warehouse: Modular, Private and Secure Cloudable Architecture System for Educational Data Storage, Analysis and Access. Applied Sciences. 2021; 11 (2):806.

Chicago/Turabian Style

Daniel Amo; Pablo Gómez; Luis Hernández-Ibáñez; David Fonseca. 2021. "Educational Warehouse: Modular, Private and Secure Cloudable Architecture System for Educational Data Storage, Analysis and Access." Applied Sciences 11, no. 2: 806.

Review
Published: 29 December 2020 in Sensors
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Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

ACS Style

Daniel Amo; Paul Fox; David Fonseca; César Poyatos. Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors. Sensors 2020, 21, 153 .

AMA Style

Daniel Amo, Paul Fox, David Fonseca, César Poyatos. Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors. Sensors. 2020; 21 (1):153.

Chicago/Turabian Style

Daniel Amo; Paul Fox; David Fonseca; César Poyatos. 2020. "Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors." Sensors 21, no. 1: 153.

Review
Published: 19 June 2020 in Sustainability
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At the UN Summit in New York 2015 it was agreed that a sustainable development of the planet is essential to strengthen universal peace in a broader capacity. On that basis, a call was made to all nations to achieve this through the 2030 Agenda. The issue is a complex one, as is evident from its 17 Sustainable Development Goals (SDGs) and their interwoven interaction. Engineering plays a leading role in achieving the great majority of the SDGs. For this reason, engineering education should focus its efforts on training engineers to be active agents of sustainability in the world. Our research question is, in fact, how the engineering higher education institutions around the world are deploying the 2030 Agenda. To answer it, we carried out a systematic review of the literature regarding SDGs and engineering schools in the Scopus and Web of Science (WOS) databases. We applied PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) methodology and, as a result, 22 papers were thoroughly studied. The results showed a consensus on the need for collaboration among the different stakeholders to achieve the desired degree profile of responsible engineers. Proposals to ensure this are diverse. They range from changes in curricula and competencies to a variety of teaching–learning strategies. Finally, future lines of research are identified from this study.

ACS Style

Susana Romero; Marian Aláez; Daniel Amo; David Fonseca. Systematic Review of How Engineering Schools around the World Are Deploying the 2030 Agenda. Sustainability 2020, 12, 5035 .

AMA Style

Susana Romero, Marian Aláez, Daniel Amo, David Fonseca. Systematic Review of How Engineering Schools around the World Are Deploying the 2030 Agenda. Sustainability. 2020; 12 (12):5035.

Chicago/Turabian Style

Susana Romero; Marian Aláez; Daniel Amo; David Fonseca. 2020. "Systematic Review of How Engineering Schools around the World Are Deploying the 2030 Agenda." Sustainability 12, no. 12: 5035.

Journal article
Published: 24 March 2020 in Sustainability
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The privacy policies, terms, and conditions of use in any Learning Management System (LMS) are one-way contracts. The institution imposes clauses that the student can accept or decline. Students, once they accept conditions, should be able to exercise the rights granted by the General Data Protection Regulation (GDPR). However, students cannot object to data processing and public profiling because it would be conceived as an impediment to teachers to execute their work with normality. Nonetheless, regarding GDPR and consulted legal advisors, a student could claim identity anonymization in the LMS, if adequate personal justifications are provided. Per contra, the current LMSs do not have any functionality that enables identity anonymization. This is a big problem that generates undesired situations which urgently requires a definitive solution. In this work, we surveyed students and teachers to validate the feasibility and acceptance of using aliases to anonymize their identity in LMSs as a sustainable solution to the problem. Considering the positive results, we developed a user-friendly plugin for Moodle that enables students’ identity anonymization by the use of aliases. This plugin, presented in this work and named Protected users, is publicly available online at GitHub and published under GNU General Public License.

ACS Style

Daniel Amo; Marc Alier; Francisco José García-Peñalvo; David Fonseca; María José Casañ. Protected Users: A Moodle Plugin To Improve Confidentiality and Privacy Support through User Aliases. Sustainability 2020, 12, 2548 .

AMA Style

Daniel Amo, Marc Alier, Francisco José García-Peñalvo, David Fonseca, María José Casañ. Protected Users: A Moodle Plugin To Improve Confidentiality and Privacy Support through User Aliases. Sustainability. 2020; 12 (6):2548.

Chicago/Turabian Style

Daniel Amo; Marc Alier; Francisco José García-Peñalvo; David Fonseca; María José Casañ. 2020. "Protected Users: A Moodle Plugin To Improve Confidentiality and Privacy Support through User Aliases." Sustainability 12, no. 6: 2548.

Dissertation
Published: 28 February 2020
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ACS Style

Daniel Amo. Privacidad y gestión de la identidad en procesos de analítica de aprendizaje. 2020, 1 .

AMA Style

Daniel Amo. Privacidad y gestión de la identidad en procesos de analítica de aprendizaje. . 2020; ():1.

Chicago/Turabian Style

Daniel Amo. 2020. "Privacidad y gestión de la identidad en procesos de analítica de aprendizaje." , no. : 1.

Conference paper
Published: 16 October 2019 in Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality
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ACS Style

Daniel Amo; Marc Alier; Francisco José García-Peñalvo; David Fonseca; María José Casany. GDPR Security and Confidentiality compliance in LMS' a problem analysis and engineering solution proposal. Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality 2019, 253 -259.

AMA Style

Daniel Amo, Marc Alier, Francisco José García-Peñalvo, David Fonseca, María José Casany. GDPR Security and Confidentiality compliance in LMS' a problem analysis and engineering solution proposal. Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality. 2019; ():253-259.

Chicago/Turabian Style

Daniel Amo; Marc Alier; Francisco José García-Peñalvo; David Fonseca; María José Casany. 2019. "GDPR Security and Confidentiality compliance in LMS' a problem analysis and engineering solution proposal." Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality , no. : 253-259.

Conference paper
Published: 15 June 2019 in Transactions on Petri Nets and Other Models of Concurrency XV
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Educational technologies (Edtech) collect private and personal data from students. This is a growing trend in both new and already available Edtech. There are different stakeholders in the analysis of the collected students’ data. Teachers use educational analytics to enhance the learning environment, principals use academic analytics for decision making in the leadership of the educational institution and Edtech providers uses students’ data interactions to improve their services and tools. There are some issues in this new context. Edtech have been feeding their analytical algorithms from student’s data, both private and personal, even from minors. This draws a critical problem about data privacy fragility in Edtech. Moreover, this is a sensitive issue that generates fears and angst in the use of educational data analytics in Edtech, such as learning management systems (LMS). Current laws, regulations, policies, principles and good practices are not enough to prevent private data leakage, security breaches, misuses or trading. For instance, data privacy agreements in LMS are deterrent but not an ultimate solution due do not act in real time. There is a need for automated real-time law enforcement to avoid the fragility of data privacy. In this work, we take a step further in the automation of data privacy agreement in LMS. We expose which technology and architecture are suitable for data privacy agreement automation, a partial implementation of the design in Moodle and ongoing work.

ACS Style

Daniel Amo; David Fonseca; Marc Alier; Francisco José García-Peñalvo; María José Casañ; María Alsina. Personal Data Broker: A Solution to Assure Data Privacy in EdTech. Transactions on Petri Nets and Other Models of Concurrency XV 2019, 3 -14.

AMA Style

Daniel Amo, David Fonseca, Marc Alier, Francisco José García-Peñalvo, María José Casañ, María Alsina. Personal Data Broker: A Solution to Assure Data Privacy in EdTech. Transactions on Petri Nets and Other Models of Concurrency XV. 2019; ():3-14.

Chicago/Turabian Style

Daniel Amo; David Fonseca; Marc Alier; Francisco José García-Peñalvo; María José Casañ; María Alsina. 2019. "Personal Data Broker: A Solution to Assure Data Privacy in EdTech." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 3-14.

Conference paper
Published: 30 March 2019 in Advances in Intelligent Systems and Computing
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Data logs about learning activities are being recorded at a growing pace due to the adoption and evolution of educational technologies (Edtech). Data analytics has entered the field of education under the name of learning analytics. Data analytics can provide insights that can be used to enhance learning activities for educational stakeholders, as well as helping online learning applications providers to enhance their services. However, despite the goodwill in the use of Edtech, some service providers use it as a means to collect private data about the students for their own interests and benefits. This is showcased in recent cases seen in media of bad use of students’ personal information. This growth in cases is due to the recent tightening in data privacy regulations, especially in the EU. The students or their parents should be the owners of the information about them and their learning activities online. Thus they should have the right tools to control how their information is accessed and for what purposes. Currently, there is no technological solution to prevent leaks or the misuse of data about the students or their activity. It seems appropriate to try to solve it from an automation technology perspective. In this paper, we consider the use of Blockchain technologies as a possible basis for a solution to this problem. Our analysis indicates that the Blockchain is not a suitable solution. Finally, we propose a cloud-based solution with a central personal point of management that we have called Personal Data Broker.

ACS Style

Daniel Amo; David Fonseca; Marc Alier; Francisco José García-Peñalvo; María José Casañ. Personal Data Broker Instead of Blockchain for Students’ Data Privacy Assurance. Advances in Intelligent Systems and Computing 2019, 371 -380.

AMA Style

Daniel Amo, David Fonseca, Marc Alier, Francisco José García-Peñalvo, María José Casañ. Personal Data Broker Instead of Blockchain for Students’ Data Privacy Assurance. Advances in Intelligent Systems and Computing. 2019; ():371-380.

Chicago/Turabian Style

Daniel Amo; David Fonseca; Marc Alier; Francisco José García-Peñalvo; María José Casañ. 2019. "Personal Data Broker Instead of Blockchain for Students’ Data Privacy Assurance." Advances in Intelligent Systems and Computing , no. : 371-380.

Conference paper
Published: 01 January 2019 in Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico
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ACS Style

Daniel Amo; Marc Alier; David Fonseca; Francisco José García-Peñalvo; María José Casañ; Joan Navarro. Evaluación de la importancia de la ética, privacidad y seguridad en los estudios de Learning Analytics, en el marco de las conferencias LAK. Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico 2019, 1 .

AMA Style

Daniel Amo, Marc Alier, David Fonseca, Francisco José García-Peñalvo, María José Casañ, Joan Navarro. Evaluación de la importancia de la ética, privacidad y seguridad en los estudios de Learning Analytics, en el marco de las conferencias LAK. Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico. 2019; ():1.

Chicago/Turabian Style

Daniel Amo; Marc Alier; David Fonseca; Francisco José García-Peñalvo; María José Casañ; Joan Navarro. 2019. "Evaluación de la importancia de la ética, privacidad y seguridad en los estudios de Learning Analytics, en el marco de las conferencias LAK." Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico , no. : 1.

Chapter
Published: 01 January 2019 in Practical Perspectives on Educational Theory and Game Development
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This work is focused in implementing and assessing a flipped classroom model in the concrete and steel structures subject, a core subject within architecture undergraduate studies. Even though current legislation in Spain settle architects as the last responsible of building structures, most architects delegate these processes in professional studios specialized in structures. Being the most common way of proceeding in architectural studios, it is not uncommon among architects to think that a deep knowledge in structures is not necessary, especially regarding calculations development. In this framework, concrete and steel structures is a subject with high logical reasoning component using mathematics, and this knowledge is considered by most of the students as difficult to acquire. With the aim of increasing students' motivation in the subject contents and improving students' acquisition of competences a new teaching proposal using flipped classroom method has been designed, implemented, and analyzed.

ACS Style

Carles Campanyà; David Fonseca; Nuria Martí; Daniel Amo; David Simón. Assessing the Pilot Implementation of Flipped Classroom Methodology in the Concrete and Steel Structures Subject of Architecture Undergraduate Studies. Practical Perspectives on Educational Theory and Game Development 2019, 55 -76.

AMA Style

Carles Campanyà, David Fonseca, Nuria Martí, Daniel Amo, David Simón. Assessing the Pilot Implementation of Flipped Classroom Methodology in the Concrete and Steel Structures Subject of Architecture Undergraduate Studies. Practical Perspectives on Educational Theory and Game Development. 2019; ():55-76.

Chicago/Turabian Style

Carles Campanyà; David Fonseca; Nuria Martí; Daniel Amo; David Simón. 2019. "Assessing the Pilot Implementation of Flipped Classroom Methodology in the Concrete and Steel Structures Subject of Architecture Undergraduate Studies." Practical Perspectives on Educational Theory and Game Development , no. : 55-76.

Journal article
Published: 19 November 2018 in Future Generation Computer Systems
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The construction of knowledge through computational practice requires to teachers a substantial amount of time and effort to evaluate programming skills, to understand and to glimpse the evolution of the students and finally to state a quantitative judgment in learning assessment. The field of learning analytics has been a common practice in research since last years due to their great possibilities in terms of learning improvement. Both, Big and Small data techniques support the analysis cycle of learning analytics and risk of students’ failure prediction. Such possibilities can be a strong positive contribution to the field of computational practice such as programming. Our main objective was to help teachers in their assessments through to make those possibilities effective. Thus, we have developed a functional solution to categorize and understand students’ behavior in programming activities based in Scratch. Through collection and analysis of data generated by students’ clicks in Scratch, we proceed to execute both exploratory and predictive analytics to detect patterns in students’ behavior when developing solutions for assignments. We concluded that resultant taxonomy could help teachers to better support their students by giving real-time quality feedback and act before students deliver incorrectly or at least incomplete tasks.

ACS Style

Daniel Amo Filvà; Marc Alier Forment; Francisco José García-Peñalvo; David Fonseca Escudero; María José Casañ. Clickstream for learning analytics to assess students’ behavior with Scratch. Future Generation Computer Systems 2018, 93, 673 -686.

AMA Style

Daniel Amo Filvà, Marc Alier Forment, Francisco José García-Peñalvo, David Fonseca Escudero, María José Casañ. Clickstream for learning analytics to assess students’ behavior with Scratch. Future Generation Computer Systems. 2018; 93 ():673-686.

Chicago/Turabian Style

Daniel Amo Filvà; Marc Alier Forment; Francisco José García-Peñalvo; David Fonseca Escudero; María José Casañ. 2018. "Clickstream for learning analytics to assess students’ behavior with Scratch." Future Generation Computer Systems 93, no. : 673-686.

Conference paper
Published: 30 May 2018 in Algorithms and Data Structures
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The architectural students must acquire for their professional future the comprehension of the space and the usage of the urban projects. In this sense, the possibilities offered by interactive visualization platforms, typically used for the creation of computerized games, can be especially useful given their power and versatility (for example through the process of rendering a scene with lights, textures and materials in real time). The present article contextualizes three-dimensional interactive visualization systems in architectural education, and explains the development of the main interactions for students, with elements of urban furniture, under the programming in Unreal.

ACS Style

Xavier Calvo; David Fonseca; Mónica Sánchez-Sepúlveda; Daniel Amo; Josep Llorca; Ernesto Redondo. Programming Virtual Interactions for Gamified Educational Proposes of Urban Spaces. Algorithms and Data Structures 2018, 128 -140.

AMA Style

Xavier Calvo, David Fonseca, Mónica Sánchez-Sepúlveda, Daniel Amo, Josep Llorca, Ernesto Redondo. Programming Virtual Interactions for Gamified Educational Proposes of Urban Spaces. Algorithms and Data Structures. 2018; ():128-140.

Chicago/Turabian Style

Xavier Calvo; David Fonseca; Mónica Sánchez-Sepúlveda; Daniel Amo; Josep Llorca; Ernesto Redondo. 2018. "Programming Virtual Interactions for Gamified Educational Proposes of Urban Spaces." Algorithms and Data Structures , no. : 128-140.

Conference paper
Published: 01 March 2018 in INTED2018 Proceedings
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ACS Style

Daniel Amo; Albert Valls; Marc Alier; Xavier Canaleta; Francisco García-Peñalvo; David Fonseca; Ernesto Redondo. USING WEB ANALYTICS TOOLS TO IMPROVE THE QUALITY OF EDUCATIONAL RESOURCES AND THE LEARNING PROCESS OF STUDENTS IN A GAMIFIED SITUATION. INTED2018 Proceedings 2018, 5824 -5829.

AMA Style

Daniel Amo, Albert Valls, Marc Alier, Xavier Canaleta, Francisco García-Peñalvo, David Fonseca, Ernesto Redondo. USING WEB ANALYTICS TOOLS TO IMPROVE THE QUALITY OF EDUCATIONAL RESOURCES AND THE LEARNING PROCESS OF STUDENTS IN A GAMIFIED SITUATION. INTED2018 Proceedings. 2018; ():5824-5829.

Chicago/Turabian Style

Daniel Amo; Albert Valls; Marc Alier; Xavier Canaleta; Francisco García-Peñalvo; David Fonseca; Ernesto Redondo. 2018. "USING WEB ANALYTICS TOOLS TO IMPROVE THE QUALITY OF EDUCATIONAL RESOURCES AND THE LEARNING PROCESS OF STUDENTS IN A GAMIFIED SITUATION." INTED2018 Proceedings , no. : 5824-5829.

Conference paper
Published: 01 January 2013 in Proceedings of the First International Conference on Gameful Design, Research, and Applications
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ACS Style

Daniel Amo. MOOCs. Proceedings of the First International Conference on Gameful Design, Research, and Applications 2013, 1 .

AMA Style

Daniel Amo. MOOCs. Proceedings of the First International Conference on Gameful Design, Research, and Applications. 2013; ():1.

Chicago/Turabian Style

Daniel Amo. 2013. "MOOCs." Proceedings of the First International Conference on Gameful Design, Research, and Applications , no. : 1.