SNOLA’s Papers

  • Caeiro-Rodríguez, M., Conde, M. Á., Guenaga, M., Hernández-García, Á., Larrañaga, M., Martínez-Monés, A., Muñoz-Merino, P. J., Pastor-Vargas, R., Perallos-Ruiz, A., & Rodríguez-Conde, M. J. (2016, November). SNOLA: Spanish network of learning analytics. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 313-317). ACM. doi>10.1145/3012430.3012534

SNOLA Members’ Papers

  • de Arriba-Pérez, F., Caeiro-Rodríguez, M., & Santos-Gago, J. M. (2016). Collection and Processing of Data from Wrist Wearable Devices in Heterogeneous and Multiple-User Scenarios. Sensors, 16(9), 1538. Disponible en http://www.mdpi.com/1424-8220/16/9/1538/htm
  • de Arriba Perez, F., Santos Gago, J.M., Caeiro Rodriguez, M. (2016). Analytics of biometric data from wearable devices to support teaching and learning activities. Journal  Information Systems Engineering Managment, 1, pp. 41–54. Disponible en http://www.lectitopublishing.nl/article/detail/w61lvexw
  • Caeiro Rodríguez, M., (2014). ATENEA-I Learning Analytics para el profesor. Presentación en TELSpain, conjunto con SIIE 2014. Disponible en http://es.slideshare.net/mcaeiror/presentacion-telspain-ateneai-in2it-telgalicia-y-eduarea-learning-analytics-teaching-innovation
  • Hernández-García, Á., & Suárez-Navas, I. (2017). GraphFES: A Web Service and Application for Moodle Message Board Social Graph Extraction. In Ben Kei Daniel (Ed.), Big Data and Learning Analytics in Higher Education: Current Theory and Practice, Part II (pp. 167-194). Springer International Publishing.
  • Hernández-García, Á., & Conde-González, M. Á. (2017). Bridging the Gap between LMS and Social Network Learning Analytics in Online Learning. Journal of Information Technology Research, 9(4), 1–15.
  • Hernández-García, Á., González-González, I., Jiménez-Zarco, A. I., & Chaparro-Peláez, J. (2016). Visualizations of Online Course Interactions for Social Network Learning Analytics. International Journal of Emerging Technologies in Learning, 11(7), 6–15.
  • Iglesias-Pradas, S., Ruiz-de-Azcárate, C., & Agudo-Peregrina, Á. F. (2015). Assessing the suitability of student interactions from Moodle data logs as predictors of cross-curricular competencies. Computers in Human Behavior, 47, 81–89.
  • Hernández-García, Á., González-González, I., Jiménez-Zarco, A. I., & Chaparro-Peláez, J. (2015). Applying social learning analytics to message boards in online distance learning: A case study. Computers in Human Behavior, 47, 68–80.
  • Hernández-García, Á. (2014). Usare Gephi per visualizzare la partecipazione nei corsi online: un approccio di Social Learning Analytics. TD Tecnologie Didattiche, 22(3), 148–156.
  • Agudo-Peregrina, Á. F., Iglesias-Pradas, S., Conde-González, M. Á., & Hernández-García, Á. (2014). Can we predict success from log data in VLEs? Classification of interactions for learning analytics and their relation with performance in VLE-supported F2F and online learning. Computers in human behavior, 31, 542–550.
  • Agudo-Peregrina, Á. F., Hernández-García, Á., & Iglesias-Pradas, S. (2012). Predicting academic performance with learning analytics in virtual learning environments: A comparative study of three interaction classifications. In Computers in Education (SIIE), 2012 International Symposium on (pp. 1–6). IEEE.
  • Pascual-Miguel, F., Chaparro-Pelaez, J., Hernandez-Garcia, A., & Iglesias-Pradas, S. (2011). A characterisation of passive and active interactions and their influence on students’ achievement using Moodle LMS logs. International Journal of Technology Enhanced Learning, 3(4), 403–414.
  • Pascual-Miguel, F., Chaparro-Peláez, J., Hernández-García, Á., & Iglesias-Pradas, S. (2010). A Comparative Study on the Influence between Interaction and Performance in Postgraduate In-Class and Distance Learning Courses Based on the Analysis of LMS Logs. In Technology Enhanced Learning. Quality of Teaching and Educational Reform (pp. 308–315). Springer Berlin Heidelberg.
  • Hernández-García, Á., Iglesias-Pradas, S., Chaparro-Peláez, J., & Pascual-Miguel, F. (2009). Influencia en el rendimiento académico de la interacción en línea de los alumnos: estudio y análisis comparativo entre diferentes modalidades de enseñanza. Novática: Revista de la Asociación de Técnicos de Informática, 35(199), 59–62.
  • Iratxe Menchaca, Mariluz Guenaga, and Josu Solabarrieta. 2016. Using learning analytics to assess project management skills on engineering degree courses. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM ’16), Francisco José García-Peñalvo (Ed.). ACM, New York, NY, USA, 369-376. DOI: https://doi.org/10.1145/3012430.3012542
  • Guenaga M.L., Garaizar, P. (2016). From Analysis to Improvement: Challenges and Opportunities for Learning Analytics. IEEE-RITA: IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, Volume: 11, Issue: 3, Aug. 2016, pp: 146-147. DOI: 10.1109/RITA.2016.2589481
  • J. Garcia-Zubia; J. Cuadros; S. Romero; U. Hernandez-Jayo; P. Orduña; M. Guenaga; L. Gonzalez-Sabate; I. Gustavsson, “Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics,” in IEEE Transactions on Education , vol.PP, no.99, pp.1-8 doi: 10.1109/TE.2016.2608790
  • Garaizar P, Guenaga ML, Eguíluz A, Olivares C. (2015). The Kodetu dataset: A timestamped evolution of early programmers’ workspaces using Blockly. It’s About Time: 4th International Workshop on Temporal Analyses of Learning Data. Learning Analytics & Knowledge Conference (LAK’2015). Marist College, Poughkeepsie, NY, USA, March 16-20 2015
  • Guenaga, M.; Longarte, J.K.; Rayon, A., “Standardized enriched rubrics to support competeney-assessment through the SCALA methodology and dashboard,” Global Engineering Education Conference (EDUCON), 2015 IEEE , vol., no., pp.340,347, 18-20 March 2015. doi: 10.1109/EDUCON.2015.7095994. Best Paper Award in “Infrastructure and Technologies for Engineering Education” category
  • Olivares-Rodríguez, C. & Guenaga, M.L. Learning the Creative Potential of Students by Mining a Word Association Task, Educational Data Mining conference – EDM 2015 (Madrid)
  • Gómez, D. A., Sánchez, R. T., & García, F. J. (2008). Semantic Spiral Timeline as a Support for eLearning. Journal of Universal Computer Sience, 15(7), 1526-1545. 10.3217/jucs-015-07-1526
  • Fidalgo-Blanco, Á., Sein-Echaluce, M. L., García-Peñalvo, F. J., & Conde, M. Á. (2015). Using Learning Analytics to improve teamwork assessment. Computers in Human Behavior, 47, 149-156. http://dx.doi.org/10.1016/j.chb.2014.11.050
  • Gómez-Aguilar, D. A., García-Peñalvo, F. J., & Therón, R. (2014). Analítica visual en eLearning. El profesional de la información, 23(3), 236-245. http://hdl.handle.net/10366/125950
  • Aguilar, D. A. G., Therón, R., & Peñalvo, F. G. (2008, July). Understanding educational relationships in Moodle with ViMoodle. In Advanced Learning Technologies, 2008. ICALT’08. Eighth IEEE International Conference on (pp. 954-956). IEEE. https://doi.org/10.1109/ICALT.2008.276
  • García-Peñalvo, F. J., Cruz-Benito, J., Borrás-Gené, O., & Blanco, Á. F. (2015, August). Evolution of the Conversation and Knowledge Acquisition in Social Networks related to a MOOC Course. In International Conference on Learning and Collaboration Technologies (pp. 470-481). Springer International Publishing. http://doi.org/10.1007/978-3-319-20609-7_44
  • Michavila, F., Martínez, J. M., Martín-González, M., García-Peñalvo, F. J., & Cruz-Benito, J. (2016). Barómetro de Empleabilidad y Empleo de los Universitarios en España, 2015 (Primer informe de resultados). http://hdl.handle.net/10366/127374
  • Cruz-Benito, J., Therón, R., García-Peñalvo, F. J., Maderuelo, C., Pérez-Blanco, J. S., Zazo, H., & Martín-Suárez, A. (2014, June). Monitoring and feedback of Learning Processes in Virtual Worlds through analytics architectures: A real case. In Information Systems and Technologies (CISTI), 2014 9th Iberian Conference on (pp. 1-6). IEEE. https://doi.org/10.1109/CISTI.2014.6877097
  • Cruz-Benito, J., García-Peñalvo, F. J., & Therón, R. (2014, July). Defining generic data collectors for Learning Analytics: Facing up the heterogeneous data from heterogeneous environments. In Advanced Learning Technologies (ICALT), 2014 IEEE 14th International Conference on (pp. 365-366). IEEE. https://doi.org/10.1109/ICALT.2014.108
  • Cruz-Benito, J., García-Peñalvo, F. J., Therón, R., Maderuelo, C., Pérez-Blanco, J. S., Zazo, H., & Martín-Suárez, A. (2014, November). Using software architectures to retrieve interaction information in eLearning environments. In Computers in Education (SIIE), 2014 International Symposium on (pp. 117-120). IEEE. https://doi.org/10.1109/SIIE.2014.7017715
  • García-Peñalvo, F. J., Conde, M. Á., Bravo, S., Gómez, D. A., & Therón, R. (2011). Visual analysis of a moodle-based object oriented programming course. International Journal of Computers Applications. Proceedings on Design and Evaluation of Digital Content for Education (DEDCE), 8-14.
  • Cruz-Benito, J., Therón, R., García-Peñalvo, F. J., & Lucas, E. P. (2015). Discovering usage behaviors and engagement in an Educational Virtual World. Computers in Human Behavior, 47, 18-25. http://dx.doi.org/10.1016/j.chb.2014.11.028
  • Cruz-Benito, J., Maderuelo, C., García-Peñalvo, F. J., Therón, R., Pérez-Blanco, J. S., Gómez, H. Z., & Martín-Suárez, A. (2016). Usalpharma: a software architecture to support learning in virtual worlds. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 11(3), 194-204. https://doi.org/10.1109/RITA.2016.2589719
  • F J. García-Peñalvo, M. Á. Conde, “Using Informal Learning for Business Decision Making and Knowledge Management”, Journal of Bussiness Research, vol 67-5, pp. 686-691. 2014.
  • Miroslav Minovic, Milos Milovanovic, Uros Sosevic, Miguel Á. Conde “Visualisation of student learning model in serious games”, Computers in Human Behavior, 2015, ISSN 0747-5632, vol 47, pp 98-107 http://dx.doi.org/10.1016/j.chb.2014.09.005
  • Miguel .Á. Conde, Ángel Hernández-García, “Learning Analytics for Educational Decision Making”, Computers in Human Behavior, 2015, ISSN 0747-5632, vol 47, pp 1-3 http://dx.doi.org/10.1016/j.chb.2014.12.034
  • Ángel Hernández-García, Miguel Á. Conde, “Dealing with complexity: educational data and tools for learning analytics”. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2014) (Salamanca, Spain, October 1-3, 2014). F. J. García-Peñalvo (Ed.). Pages 263-268. Grupo GRIAL / ACM International Conference Proceeding Series (ICPS). New York, NY, USA: ACM. ISBN: 978-1-4503-2896-8. http://dl.acm.org/citation.cfm?id=2669909. DOI: 10.1145/2669711.2669907. 2014.
  • Miguel Á. Conde, Francisco J. García-Peñalvo, Diego A. Gómez-Aguilar, Roberto Therón “Visual learning analytics techniques applied in software engineering subjects”. In 2014 IEEE Frontiers in Education Conference Proceedings (October 22-25, 2014 Madrid, Spain). IEEE. Pages 3009-3017. ISBN: 978-1-4799-3921-3. IEEE Catalog Number: CFP14FIE-ART. USB version, IEEE Catalog Number: CFP14FIE-USB. 2014. http://dx.doi.org/10.1109/FIE.2014.7044486
  • Miguel Á. Conde, Ángel Hernández-García, Francisco J. García-Peñalvo, Maria L Sein-Echaluce, “Exploring student interactions: Learning analytics tools for student tracking”. In P. Zaphiris, I. Ioannou (Eds.), Learning and Collaboration Technologies. Second International Conference, LCT 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, August 2-7, 2015, Proceedings. Lecture Notes in Computer Science. Vol. 9192. Pages 50-61. Switzerland: Springer International Publishing. ISBN: 978-3-319-20608-0. Online ISBN: 978-3-319-20609-7. ISSN: 0302-9743. DOI: http://dx.doi.org/10.1007/978-3-319-20609-7_6
  • Miguel Á. Conde, Ángel Hernández-García, Almiçar Olivera “Endless horizons?: addressing current concerns about learning analytics”. In Proceedings of the Third International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’15) (Porto, Portugal, October 7-9, 2015). G. R. Alves, M. C. Felgueiras (Eds.). Pages 259-262. Grupo GRIAL / ACM International Conference Proceeding Series (ICPS). New York, NY, USA: ACM. ISBN: 978-1-4503-3442-6. http://dl.acm.org/citation.cfm?id=2808619 . DOI: 10.1145/2808580.2808619
  • Ángel Hernández-García and Miguel Á. Conde. 2016. Learning analytics: needs and opportunities. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM ’16), Francisco José García-Peñalvo (Ed.). ACM, New York, NY, USA, 309-312. DOI: https://doi.org/10.1145/3012430.3012533
  • Ángel Hernández-García and Miguel Ángel Conde. 2014. Dealing with complexity: educational data and tools for learning analytics. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM ’14). ACM, New York, NY, USA, 263-268. DOI: http://dx.doi.org/10.1145/2669711.2669909
  • Miguel Á. Conde and Ángel Hernández-García. 2013. A promised land for educational decision-making?: present and future of learning analytics. In Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality (TEEM ’13), Francisco José García-Peñalvo (Ed.). ACM, New York, NY, USA, 239-243. DOI=http://dx.doi.org/10.1145/2536536.2536573