Awareness Tools for Monitoring Socio-emotional Regulation During Collaboration in Settings Outside School Without Teacher Supervision

M. Velamazán, P. Santos & D. Hernández-Leo

There are several awareness tools developed to research how to support different phases and modes of socio-emotional regulation of learning. Most of these tools have focused on only one mode of regulation (self-, co- or socially-shared) or on one phase (planning, monitoring or reflection) and have been tested in formal settings and at specific, researchers’ predetermined, moments of collaboration (at the beginning, in the middle or at the end of collaboration). In this paper we extend previous research in this area to propose a new tool that could be more naturally integrated during the whole process of collaboration in the underexplored context of informal settings without teacher supervision. The tool…

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🎤 Live Demo: Wednesday 22/09, 15:30-15:45 @ Plenary Room

Conceptual Checks for Programming Teachers

L. Chiodini, M. Hauswirth & A. Gallidabino

Learning to program and learning a new programming language is difficult because it requires learners to undergo conceptual change. Research on conceptual change has shown that instructors’ awareness of their students’ misconceptions can significantly affect learning outcomes. In this demo we present “conceptual checks”, a web-based tool that allows instructors and teaching assistants of programming courses to quickly get an overview of the misconceptions that might come up at a given point in their course. Based on the idea of refutation texts, it asks users to assess the correctness of statements about programming language concepts. We implemented conceptual checks on top of, an educational repository of programming…

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🎤 Live Demo: Wednesday 22/09, 15:45-16:00 @ Plenary Room

The L2L System for Second Language Learning Using Visualised Zoom Calls Among Student

A. Dey-Plissonneau, H. Lee, V. Pradier, M. Scriney & A.F. Smeaton

An important part of second language learning is conversation which is best practised with speakers whose native language is the language being learned. We facilitate this by pairing students from different countries learning each others’ native language. Mixed groups of students have Zoom calls, half in one language and half in the other, in order to practice and improve their conversation skills. We use Zoom video recordings with audio transcripts enabled which generates recognised speech from which we extract timestamped utterances and calculate and visualise conversation metrics on a dashboard. A timeline highlights each utterance, colour coded per student, with links to the video in a playback window. L2L was deployed for…

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🎤 Live Demo: Wednesday 22/09, 16:00-16:15 @ Plenary Room

Including Students’ Voices in the Design of Blended Learning Lesson Plans

L. Albó, N. Stylianidou, X. Chalatsis, M. Dieckmann & D. Hernández-Leo

Voice inclusive pedagogy urges teachers to consider how they will act to incorporate children’s voices within their teaching practice. In blended learning environments, students’ views in technology-enhanced classrooms are a useful source of information that is often not utilised to its full potential. This demon-stration paper presents an authoring tool that facilitates the co-design of blended learning lesson plans between teachers and students. The platform supports teachers to collect students’ voices to define the main components of a lesson plan. It has integrated an inquiry feature to gather students’ feedback during the design process throughout the definition of the learning objectives, the activities…

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🎤 Live Demo: Wednesday 22/09, 16:15-16:30 @ Plenary Room

Self-tracking Time-On-Task: Web-Based Weekly Timesheets for Higher Education Students

I. Hilliger, C. Miranda, G. Schuit & M. Pérez-Sanagustín

Due to the transition to online education, higher education students require more support to self-regulate their learning and their time management. This paper presents a work-in-progress conducted to design and implement web-based weekly timesheets to collect students’ self-reports of time-on-task regarding different course activities. During the second semester of 2020, 5,221 students received the web-based weekly timesheets, and 3,131 voluntarily self-reported time-on-task throughout 16 weeks. At the end of the semester, a questionnaire was applied to evaluate the perceived usability and usefulness of this web-based application. This questionnaire…

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🎤 Live Demo: Wednesday 22/09, 16:30-16:45 @ Plenary Room

Smart Groups: A Tool for Group Orchestration in Synchronous Hybrid Learning Environments

A. Carruana-Martín, C. Alario-Hoyos & C. Delgado-Kloos

Smart Groups is a tool consisting of one mobile application for the teacher and another one for the student for group orchestration in synchronous hybrid learning environments, i.e. when there are both onsite and online students. The teacher application shows recommendations of Collaborative Learning Flow Patterns (CLFPs) when creating groups for collaborative learning, being the location of the student transparent to the teacher. Regarding group management, if the teacher selects a CLFP the change between the phases of the CLFP is done automatically or by following the steps indicated by the application. The application also serves for the communication between the teacher and…

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🎤 Live Demo: Thursday 23/09, 9:00-9:15 @ Plenary Room

Narrative Scripts Embedded in Social Media Towards Empowering Digital and Self-protection Skills

D. Hernández-Leo, E. Theophilou, R. Lobo, R. Sánchez-Reina & D. Ognibene

Social media has become an important part of adolescents’ lives, with an increasing number of teenagers spending a great part of their time creating, sharing, and socializing with online content. Although the popularity of social media keeps growing, different studies identified threats and dangers that exist in such networks. From harmful content to negative behaviors, users can fall victim to negative social media phenomena that can affect their mental health and wellbeing. Several media literacy initiatives have been designed to promote social media awareness amongst the youth using traditional approaches to teaching about social media risks and threats. However, these approaches are limited in enabling deep reflection about…

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🎤 Live Demo: Thursday 23/09, 9:15-9:30 @ Plenary Room

Demonstration of SCARLETT: A Smart Learning Environment to Support Learners Across Formal and Informal Contexts

S. Serrano-Iglesias, E. Gómez-Sánchez, M.L. Bote-Lorenzo, J.I. Asensio-Pérez, A. Ruiz-Calleja & G. Vega-Gorgojo

This demo paper presents SCARLETT, a Smart Learning Environment designed to track the evolution of learners across formal and informal contexts in order to provide personal support to learners. SCARLETT benefits from a variety of Technology Enhanced Learning systems and tools for collecting information about the students actions across physical and virtual spaces and, based on it, deploying and recommending personalized resources and activities to be performed in the students’ current formal or informal context. To provide such support, the learning design plays a key role in how SCARLETT works, as it helps to coordinate the data collection, to model and characterize learners, and …

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🎤 Live Demo: Thursday 23/09, 9:30-9:45 @ Plenary Room

Usage-Based Summaries of Learning Videos

H. Lee, M. Liu, M. Scriney & A.F. Smeaton

Much of the delivery of University education is now by synchronous or asynchronous video. For students, one of the challenges is managing the sheer volume of such video material as video presentations of taught material are difficult to abbreviate and summarise because they do not have highlights which stand out. Apart from video bookmarks there are no tools available to determine which parts of video content should be replayed at revision time or just before examinations. We have developed and deployed a digital library for managing video learning material which has many dozens of hours of short-form video content from a range of taught courses for hundreds of students at undergraduate level. Through…

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🎤 Live Demo: Thursday 23/09, 9:45-10:00 @ Plenary Room

EvaWeb: A Web App for Simulating the Evacuation of Buildings with a Grid Automaton

A. Greubel, H-S. Siller & M. Hennecke

In this Demo-Paper, we present EvaWeb, a Web Application for simulating the evacuation of buildings with a grid automaton. It is designed to support learning in the domain of mathematical modelling based on real-world problems. EvaWeb allows for 1) creating scenarios consisting of floor plans and persons within the environment, 2) loading and storing these scenarios to a text string, 3) automatically executing these scenarios, and 4) configuring the aesthetics and algorithms used during the execution. EvaWeb can be used online for free at

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🎤 Live Demo: Thursday 23/09, 10:00-10:15 @ Plenary Room

The voting form for the “Best Demo Award” will be only available during the conference.