Publications dans lesquelles il/elle collabore avec SARA LORENA VILLAGRA SOBRINO (29)

2024

  1. e-FeeD4Mi: human-centred design of personalised and contextualised feedback in MOOCs

    Behaviour and Information Technology

  2. ‘Instructor in action’: Co-design and evaluation of human-centred LA-informed feedback in MOOCs

    Journal of Computer Assisted Learning

2023

  1. Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

    Education and Information Technologies, Vol. 28, Núm. 6, pp. 6695-6726

  2. Orchestrating ubiquitous learning situations about Cultural Heritage with Casual Learn mobile application

    International Journal of Human Computer Studies, Vol. 170

  3. UNLOCK THE FEEDBACK POTENTIAL: Scaling Effective Teacher-Led Interventions in Massive Educational Contexts

    Innovating Assessment and Feedback Design in Teacher Education: Transforming Practice (Taylor and Francis), pp. 1-19

2022

  1. Supporting instructors in the design of actionable feedback for MOOCs

    IEEE Global Engineering Education Conference, EDUCON

  2. e-FeeD4Mi: Automating Tailored LA-Informed Feedback in Virtual Learning Environments

    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

2021

  1. Identifying Learner Problems Framed within MOOC Learning Designs

    29th International Conference on Computers in Education Conference Proceedings (ICCE 2021), VOL I

  2. “Houston, we have a problem”: Revealing MOOC practitioners' experiences regarding feedback provision to learners facing difficulties

    Computer Applications in Engineering Education, Vol. 29, Núm. 4, pp. 769-785

2020

  1. Design of conversational agents for cscl: Comparing two types of agent intervention strategies in a university classroom

    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

  2. Teachers’ adoption of embodied learning digital games with an inclusive education approach: Lessons learnt from the inteled project in spain

    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

2019

  1. Exploring the problems experienced by learners in a MOOC implementing active learning pedagogies

    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

  2. Quality Assurance Methods Assessing Instructional Design in MOOCs that implement Active Learning Pedagogies: An evaluative case study

    EMOOCs 2019: Sixth European MOOCs Stakeholders Summit

  3. Quality assurance methods assessing instructional design in MOOCs that implement active learning pedagogies: An evaluative case study

    CEUR Workshop Proceedings

  4. Reflexiones para la introducción de Colaboración y Gamificación en MOOC

    RELATEC: Revista Latinoamericana de Tecnología Educativa, Vol. 18, Núm. 1, pp. 163-174

  5. The INTELed pedagogical framework: Applying embodied digital apps to support special education children in inclusive educational contexts

    PervasiveHealth: Pervasive Computing Technologies for Healthcare

  6. “Error 404- Struggling Learners Not Found” Exploring the Behavior of MOOC Learners

    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

2018

  1. Inclusión educativa y herramientas tecnológicas para el aprendizaje desde una perspectiva de interacción cognitiva corporal/física: el proyecto INTELed

    La competencia y Ciudadanía Digital para la Transformación Social: XXVI Jornadas Universitarias de Tecnología Educativa. San Sebastián 27, 28 y 29 de junio de 2018

2017

  1. Toward multimodal analytics in ubiquitous learning environments

    CEUR Workshop Proceedings

  2. Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development

    Computers and Education, Vol. 114, pp. 92-116