Suchergebnisse

Learning Analytics processes student data, even for students under 18. The analytical cycle consists of collecting data, storing it for long periods and using it for analysis and visualization. The more data, the better the analysis. This analysis can be descriptive, predictive and, even, prescriptive, which involves the management, processing and use of personal data. The educational context is, thus, very sensitive, unlike individual contexts where analysis is used at will. It is not clear how student data are being used by technology companies serving education and who is actually benefiting, how this will affect students in the short and long-term future, or what level of privacy or security is applied to protect student data. Therefore, and in relation to the above, analyzing educational data implies a sensitive and fragile context in the management and analysis of personal data of students, including minors, in which precautions must be maximized. This systematic review of the literature explores the importance of personal data protection and security in the field of education through the emerging promises of those interested in using blockchain technology. The results show that it is important to understand the implications and risks derived from the use of emerging technologies in education, their relationship with society and the current legislation. ; La Analítica del Aprendizaje (proveniente del término en inglés Learning Analytics) procesa los datos de los estudiantes, incluso los estudiantes menores de edad. El ciclo analítico consiste en recoger datos, almacenarlos durante largos períodos y utilizarlos para realizar análisis y visualizaciones. A mayor cantidad de datos, mejores resultados en el análisis. Este análisis puede ser descriptivo, predictivo e, incluso, prescriptivo, lo que implica la gestión, el tratamiento y la utilización de datos personales. El contexto educativo es, por lo tanto, muy sensible, a diferencia de los contextos individuales en los que el análisis se utiliza a voluntad. No ...

Learners and teachers use different tools to carry out the learning activities. These instruments evolve and change, what means that learning activities are being influenced depending of the context that surrounds the educational processes. The Information and Communication Technologies application to teaching and learning processes implies a revolution regarding to the way learning and teaching is performed. However this model did not provide as many advantages as it were supposed to and a new change is necessary. Against this background rise web 2.0 tools and tendencies, which is another evolution on the way learners and teachers interact but those tools should be incorporated and adapted to the existing systems. This is not an easy task and means to take into account the users, the tools, the interoperability between learning tools, etc. Along this paper the problem of how to integrate 2.0 tools into institutional learning system is explored, specially focused on how through PLE and by using interoperability solutions it is possible to take advantage of 2.0 tools in learning and teaching processes. It is proposed a simply way to integrate such tools with the existing systems and an experience that demonstrate how to apply it. This experience is based on the use of twitter in a classroom. From that experience can be shown that the integration of 2.0 tools is not complex and improves students' participation and motivation, which could have associated a learning improvement. ; This work is partially supported by the Ministry of Industry, Tourism and Trade of Spain (project TSI-020302-2010-2), the Ministry of Education and Science of Spain (project TIN2010-21695-C02) and the Government of Castilla y León through the project GR47.