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Producción Científica, Recent research suggests that training teachers as learning designers helps promote technology enhanced educational innovations. However, little attention has been paid so far to the interplay between the effectiveness of Teacher Professional Development (TPD) instructional models promoting the role of teachers as designers and the capabilities (and pitfalls) of the heterogeneous landscape of available Learning Design (LD) tooling employed to support such TPD. This paper describes a mixed method study that explores the use of a novel Integrated Learning Design Environment (ILDE) for supporting a TPD program on Information and Communication Technologies (ICT) and Collaborative Learning (CL). 36 Adult Education (AE) and Higher Education (HE) in-service teachers, with little experience on both CL and ICT integration, participated in a study encompassing training workshops and follow-up fulllifecycle learning design processes (from initial conceptualization to implementation with a total of 176 students). The findings from our interpretive study showcase the benefits (and required effort) derived from the use of an integrated platform that guides teachers along the main phases of the learning design process, and that automates certain technological setup tasks needed for the classroom enactment. The study also highlights the need for adaptation of the TPD instructional model to the learning curve associated to the LD tooling, and explores its impact on the attitude of teachers towards future adoption of LD practices., Ministerio de Economía, Industria y Competitividad (Projects TIN2011-28308-C03-02, TIN2014-53199-C3-2-R, TIN2014- 53199-C3-3-R, MDM-2015-0502), Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14 and VA082U16), European Union (project 531262-LLP-2012-ES-KA3-KA3MP)

In this paper we discuss work in progress regarding the challenges in education (generation z, smart devices, etc.), especially at technical universities where the teaching staff lack or have very little pedagogical background. One potential way of aiding the instructors who want to improve their teaching practice is through the recording and observation of their own classroom activities (e.g., using video or other sensors), which would enable lecturers analyse their teaching and make informed decisions about any necessary changes in their teaching methods. The present article will give a short overview of related work (teaching analytics and instruments currently used in recording classroom management) and share the steps taken in implementing the approach at Tallinn University of Technology (TUT), Estonia.

Pervasive computing devices and communication infrastructures enable learning situations that occur in both the physical and the virtual world. However, deploying these pervasive situations is still a challenge for teachers. This paper presents GLUEPS-AR, a system for deploying learning designs across physical and web spaces, using mainstream Virtual Learning Environments, Web 2.0 artifacts and Augmented Reality applications. GLUEPS-AR has been evaluated through a mixed methods study on the deployment of three authentic pervasive learning situations. Results highlight that GLUEPS-AR supports teachers in deploying their pedagogical ideas on pervasive learning environments, overcoming the main limitations of existing approaches.

The orchestration of technology-enhanced learning situations (especially collaborative ones), that involve both Virtual Learning Environments and Web 2.0 tools (what some authors call Distributed Learning Environments, or DLEs) is often complex and burdensome, given the heterogeneous array of resources involved. In this paper we explore how GLUE!-PS (a system for the deployment and run-time management of learning designs across DLEs) supports orchestration, through its teacher usage in three authentic university courses and one teacher workshop. Our mixed methods evaluation reveals that GLUE!-PS supports multiple aspects of orchestration, especially the efficient implementation of teacher learning designs, the ability for useful and intuitive adaptations in run-time, and its adequacy to pragmatic restrictions that teachers face in authentic settings. Aside from the implications for the evaluated system itself, this article discusses the need for evaluations that address orchestration's multiple facets, and provides a practical example of such multi-faceted evaluation of educational systems, in order to assess their potential for adoption and sustainability in authentic settings.

Technology-Enhanced Learning (TEL) researchers have been using the word 'orchestration' for a number of different reasons in the last years. From this variety of meanings in which it is employed, the notion of orchestration emerges as the appropriation and integration of the different available technologies in classroom practice. This paper introduces the role of patterns (i.e., recurrent solutions to common problems) and other researcher artifacts (e.g., representations of orchestration) in developing both new educational technologies and interventions that are easier to appropriate/integrate. We also discuss other open questions around orchestration, which are still being discussed in the TEL community.

Transforming teachers' pedagogical ideas into ICT infrastructures ready for the enactment of such ideas is a complex process, especially in the case of computer-supported collaborative learning (CSCL). In higher education, the current trend of using external tools (e.g., "Web 2.0") along with the institutional virtual learning environments (what some authors call distributed learning environments--DLEs) makes such transformation even more difficult. This paper proposes GLUE!-PS, an open extensible system that allows nonexperts in ICT to deploy learning designs into multiple DLEs. GLUE!-PS does so while maintaining teachers' and institutions' preferences regarding authoring tools and learning platforms, and making DLE-based practice more likely to be sustainable. This paper presents initial evaluation data of a reference implementation of GLUE!-PS, through two workshops with university teachers and the usage of the system in a real university course. According to our evaluation, academic teaching staff from different disciplines was able to deploy their own collaborative designs using GLUE!-PS under tight time constraints. The evaluation also hints at challenges for everyday practice adoption (reliability problems inherent to such a multisystem approach, the need for runtime flexibility, or conceptual barriers on the use of CSCL approaches).

An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere in this issue. In this article, the aforementioned tools are used as lenses to view the same learning design narrative – an inquiry-based learning lesson on healthy eating aimed at secondary-school students – from different perspectives, in a manner inspired by the plot structure of Kurosawa’s film “Rashomon”. In modelling the lesson on five tools, we uncovered similarities and differences in relation to the challenges posed by modelling a particular learning scenario, the ease of implementation of the computer-interpretable products’ output by the tools and their different target audiences and pedagogical specialities. This comparative analysis thus illustrates some of the current underlying issues and challenges in the field of Learning Design.Keywords: learning design; authoring tools; inquiry learning; personal inquiry(Published: 16 September 2013)Citation: Research in Learning Technology Supplement 2013, 21: 20057 - http://dx.doi.org/10.3402/rlt.v21i0.20057

This paper presents a systematic literature review of the state-of-the-art of research on learning dashboards in the fields of Learning Analytics and Educational Data Mining. Research on learning dashboards aims to identify what data is meaningful to different stakeholders and how data can be presented to support sense-making processes. Learning dashboards are becoming popular due to the increased use of educational technologies, such as Learning Management Systems (LMS) and Massive Open Online Courses (MOOCs). The initial search of five main academic databases and GScholar resulted in 346 papers out of which 55 papers were included in the final analysis. Our review distinguishes different kinds of research studies as well as various aspects of learning dashboards and their maturity regarding evaluation. As the research field is still relatively young, most studies are exploratory and proof-of-concept. The review concludes by offering a definition for learning dashboards and by outlining open issues and future lines of work in the area of learning dashboards. There is a need for longitudinal research in authentic settings and studies that systematically compare different dashboard designs.

'Teaching analytics' is the application of learning analytics techniques to understand teaching and learning processes, and eventually enable supportive interventions. However, in the case of (often, half-improvised) teaching in face-to-face classrooms, such interventions would require first an understanding of what the teacher actually did, as the starting point for teacher reflection and inquiry. Currently, such teacher enactment characterization requires costly manual coding by researchers. This paper presents a case study exploring the potential of machine learning techniques to automatically extract teaching actions during classroom enactment, from five data sources collected using wearable sensors (eye-tracking, EEG, accelerometer, audio and video). Our results highlight the feasibility of this approach, with high levels of accuracy in determining the social plane of interaction (90%, κ=0.8). The reliable detection of concrete teaching activity (e.g., explanation vs. questioning) accurately still remains challenging (67%, κ=0.56), a fact that will prompt further research on multimodal features and models for teaching activity extraction, as well as the collection of a larger multimodal dataset to improve the accuracy and generalizability of these methods.

The broad availability of mobile computing devices has prompted the apparition of social media applications that support teaching and learning. However, so far, there is conflicting evidence as to whether the benefits such applications provide in terms of engagement and interaction, outweigh their potential cost as a source of distraction. To help in clarifying these issues, the present paper presents a case study on the impact of using SpeakUp (an app aimed at promoting student participation through anonymous chatrooms) in an authentic face-to-face learning scenario. Concretely, we focus on the connection between SpeakUp and the student engagement, distraction, social interaction, and the influence of the teachers’ style. Our findings highlight that SpeakUp favored students’ engagement and social interaction, but they also point towards its limitations in keeping students communicating about content relevant to the course.

The increasing presence of multiple Information and Communication Technologies (ICT) in the classroom does not guarantee an improvement of the learning experiences of students, unless it is also accompanied by pedagogically effective orchestration of those technologies. In order to help teachers in this endeavour, it can be useful to understand how this orchestration takes place in real-world classrooms, and to provide teachers with professional development opportunities that can be easily applied to their everyday classroom practice. This paper describes a qualitative field study conducted in five primary school classrooms where a new collaborative software was introduced alongside existing classroom technology. For six months, teachers designed and orchestrated classroom activities in these authentic, technologically-rich settings. The analysis of the resulting activity designs and enactments uncovered a limited set of recurrent elements of teacher practice, or routines. These routines and their graphical representation are posited as a useful analysis tool for researchers in understanding complex teacher practices with ICT. Moreover, the authors propose that these routines offer new opportunities for professional development of teachers in effectively using ICT in their classrooms. Initial uses of these routines in teacher workshops, with encouraging results, are also presented.

Producción Científica, Recent technological advances in mobile devices enable the connec-tion of classrooms with other virtual and physical spaces. Some approaches aim at helping teachers carry out learning situations across such spaces. However, these proposals tend to be isolated from other activities in teachers’ current common practices, and do not allow teacher-controlled flexibility of what stu-dents do during the enactment. Aiming to overcome such limitations, the Buck-et-Server is a system that enables teachers to include learning buckets in their learning situations: containers of learning artifacts generated and/or consumed across-spaces by students during the enactment. Teachers create learning buck-ets at design time, configuring them with constraints to regulate the degree of freedom offered to the students. These learning buckets can be integrated into multiple existing technologies used in different educational spaces (e.g., web, physical and 3D virtual world spaces), thus helping embed buckets in the teach-ers’ current common practices., Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14)

Multiple loci of control is one of the main affordances of tangible tabletop UIs due to their capability for simultaneous manipulation. However, there is a tension between the efficiency given by simultaneous manipulation and the need to coordinate and reflect in group activity. We implemented a central point of control to synchronize the group work and afford opportunities for equal participation in a tabletop application. In this study, we analyzed log and video data of seven groups of primary school students using a tabletop application. The results show that log data about this central control's position and rotation can be a predictor of equal participation, also helping interpret group performance. Finally, we discuss the implications of such findings, e.g., to provide teachers with useful information about group collaborative processes.

Increasing affordability is making multi-tabletop spaces (e.g., in school classrooms) a real possibility, and first design guidelines for such environments are starting to appear. However, there are still very few studies into the usability of such multi-tabletop classrooms as a whole, considering well-established constructs such as cognitive load. In this poster we present an exploratory study of the usage of mobile eye-tracking techniques to follow cognitive load of a teacher during a lesson in such a multi-tabletop space. By analyzing several eye-tracking measures over three sessions of a collaborative learning lesson on fractions, we obtained insights on the user experience of the facilitator in these concrete sessions. We also show the potential of eye-tracking to identify critical episodes in the usage of a multi-tabletop space under realistic usage conditions, in a less intrusive and more objective manner.

This paper motivates and describes a workshop proposal for TEEM'14. The proposed workshop is aimed at participants interested in having a first contact with "learning design practices" for teaching planning. Such practices advocate the use of reflection, conceptualization and authoring scaffolds (that also include purpose-specific ICT tools) for making explicit the goals, the activities and the resources of pedagogical plans (also called "learning designs"). Making learning designs explicit facilitates their sharing, reuse and co-creation, as well as their interpretation by systems capable of setting up the enacting runtime in a technology-enhanced learning context (composed by, e.g., Virtual Learning Environments or VLEs, web 2.0 learning tools, etc.). The workshop introduces the concept and practices of learning design, illustrating them by means of hands-on activities with the Integrated Learning Design Environment (ILDE). The ILDE is a learning design platform, being developed within the METIS EU-funded research project, which provides a single and uniform entry point to a variety of existing learning design tools. The ILDE tools provide the means for going from the "idea" of a learning design to its enactment in an ICT learning platform (e.g. a VLE such as Moodle) without requiring technical expertise, and with a reduced workload.

Learning design research focuses on how educators can act as designers of technology-supported learning activities according to their specific educational needs and objectives. To foster and sustain the adoption of Learning design, the METIS project is working towards the implementation of an Integrated Learning Design Environment ILDE. This paper presents the vision for the ILDE and how user requirements from three educational institutions in vocational training, higher and adult education justify the need for this vision. The paper discusses the data collected in questionnaires, on-line interviews and face-to-face group work with the end-users, as a first phase in the design-based research methodology applied in the project. The results support a vision towards an ILDE that enables teachers to choose among multiple learning design authoring tools, co-produce, explore, share, evaluate and implement learning designs in Virtual Learning Environments. The paper also outlines a roadmap to achieve this vision.

We propose the notion of "learning buckets": Configurable containers of positioned learning artifacts, that teachers may include in learning designs, and that are filled during the enactment by students or teachers.

Ubiquitous and mobile learning scenarios define activities happening within and beyond the walls of a classroom. However, the orchestration of authentic learning situations involving both physical and virtual spaces is still a significant challenge for teachers. Several proposals recently reported in the literature try to reduce teachers' orchestration burden by means of authoring tools, and usage of Augmented Reality technologies for connecting physical and virtual spaces. However, these proposals are restricted to specific technologies, pedagogies, or to a very limited range of activities. We present GLUEPSAR, a system to aid teachers in the orchestration of across-spaces learning situations. With GLUEPS-AR, learning designs defined with multiple authoring tools can be deployed and managed at run-time throughout ubiquitous learning environments composed by different VLEs, Web 2.0 tools and AR applications. Thus, GLUEPS-AR allows multiple design and enactment technologies, and a wide range of learning activities, not restricted to a single pedagogy.

Ubiquitous and pervasive computing devices, such as interactive tabletops, whiteboards, tablets and phones, have the potential to enhance the management and awareness of learning activities in important ways. They provide students with natural ways to interact with collaborators, and can help teachers create and manage learning tasks that can be carried out both in the classroom and at a distance. But how can these emerging technologies be successfully integrated into current teaching practice? This paper proposes an approach to integrate, from the technological perspective, collaborative learning activities using these kinds of devices. Our approach is based on the concept of orchestration, which tackles the critical task for teachers to coordinate student's learning activities within the constraints of authentic educational settings. Our studies within authentic learning settings enabled us to identify three main elements that are important for ubiquitous and pervasive learning settings. These are i) regulation mechanisms, ii) interconnection with existing web-based learning environments, and iii) awareness tools.

Adaptive Collaborative Scripting systems provide learning benefits by adapting leaner scaffolding to the students and their current context. However, their development is still in its infancy and they are not widespread in the Technology Enhanced Learning TEL practice, which often uses VLEs like Moodle and other Web 2.0 tools. In order to assess the feasibility of applying the ACS approach on a larger scale, this paper presents the initial results of a short-term evaluation of the GLUE! suite of tools. The main goal of this specific evaluation process was to identify possible opportunities and ideas on how to design and deploy adaptive Computer- Supported Collaborative Learning (CSCL) activities using widespread VLEs and Web 2.0 tools in order to maximise community acceptance and lower development efforts. The main findings of the evaluation provide incentive to further explore both the impact and the complexity of the design and the deployment of adaptive collaboration scripts.

In CSCL, going from teachersś abstract learning design ideas to their deployment in VLEs through the life-cycle of CSCL scripts, typically implies a loss of information. It is relevant for TEL and learning design fields to assess to what extent this loss affects the pedagogical essence of the original idea. This paper presents a study wherein 37 teachers' collaborative learning designs were deployed in Moodle with the support of a particular set of ICT tools throughout the different phases of CSCL scripts life-cycle. According to the data from the study, teachers considered that the resulting deployment of learning designs in Moodle was still valid to be used in real practice (even though some information is actually lost). This promising result provides initial evidence that may impulse further research efforts aimed at the ICT support of learning design practices in the technological context dominated by mainstream VLEs.

There exist few virtual learning environments (VLEs) which allow teachers to make learning design decisions explicit and reusable in other environments. Sadly, those few VLEs that do so, are not available to most teachers, due to institutional decisions and other contextual constraints. This panorama is even grimmer if a teacher wants to use not only the tools offered by the institutional VLE, but also other web 2.0 tools (in a broader, so-called "Distributed Learning Environment"). By using the GLUE!-PS architecture and data model, teachers are now able to design learning activities using a variety of learning design tools, and to deploy them automatically in several different distributed learning environments. The demonstrator will show two authentic learning designs with different pedagogical approaches, and how GLUE!-PS helps set up the ICT infrastructure for both of them into two different distributed learning environments (one based on Moodle, the other on wikis).

The complexity of orchestrating TEL scenarios prompts for a careful learning design by practitioners. Currently, teachers can use variety of tools and languages to express their designs, but they are unlikely to be supported in deploying such designs in the learning environment of their choice. This paper describes a multi-tier architecture and data model to support the deployment of learning designs, expressed in multiple languages, to different learning platforms. The proposal strives to be sustainable in authentic scenarios by minimising both software development costs and changes to current installations. The architecture and data model are theoretically validated through the transformation of a well-known learning scenario from several design languages to different learning platforms, preserving the design's essential characteristics.

The notion of 'orchestrating learning' has gained acceptance within the TEL research community in recent years. However, there is little consensus about what 'orchestration' means, and what orchestrating learning in a concrete educational context entails. This paper aims to address these two concerns. Through a literature review focused especially on the field of TEL, we provide definitions of this orchestration, and gather the most commonly cited aspects of orchestration into a unified conceptual framework. This emergent framework is then used as an analytical lens to structure data from an existing case study in order to illustrate its usefulness as a tool to understand and propose new solutions to aid orchestration in complex, real-world TEL situations. Although further theorisation and modelling of orchestration is still needed, the presented framework provides a first step, backed up by a serious review of the field.

International audience; Despite the popularity of Grids, virtual organizations (VOs) have yet to become a commodity technology in modern computing environments. The complexity of managing VOs and difficulty of assuring user and VO isolation are among the major barriers to wider use. We describe the VO management approach taken by XtreemOS, a new Grid operating system with native support for VOs, which supports a wide range of computing resources, from clusters to mobiles. The security and resource control features within a conventional operating systems are extended to manage computers spread over the network. We discuss the requirements for the VO model and management within XtreemOS. We introduce an expandable VO model and a system architecture which supports it. This is implemented at the Grid level as a set of services and protocols, and within each machine via extensions and configurations of standard Linux distributions.

Improving educational practice through reflection is one important focus of teacher professional development approaches. However, such teacher reflection operates under practical classroom constraints that make it happen infrequently, including the reliance on disruptive peer/supervisor observations or recordings. This article describes three design-based research iterations towards technological support for teacher reflection based on everyday evidence and feedback. The authors collaborated with 16 teachers from two different secondary schools, using a variety of prototype technologies (from paper prototypes to web applications and wearable sensors). The iterative evaluation of such prototypes led them from a high-tech focused approach to a more nuanced socio-technical one, based on lightweight technologies and 'envelope routines' that also involve students. After illustrating the potential of this approach to change teacher practice and students' learning experience, the authors also present a series of guidelines for the design of technology that supports such reflection based on everyday evidence gathering.

With the wide availability of mobile devices and the growing interest in social media, numerous applications have emerged to support student engagement in the classroom. There is conflicting evidence, however, on whether the engagement benefits of such applications outweigh their potential cost as a source of disaffection. To investigate these issues, this article presents a case study on the usage of a social media app (SpeakUp) during a semester-long face-to-face university course, and its relations with the context and the learning outcomes. In this mixed-methods study, we gathered data from multiple sources (video recordings of the lessons, SpeakUp logs and messages, student questionnaires, and course assessments) in order to extract self-reported and observable behavioral and emotional indicators. Our findings reveal that simple measures of behavioral engagement were insufficient to predict academic performance. Nevertheless, our models significantly improved using relatively simple and unobtrusive indicators of both behavioral and emotional engagement and disaffection. This article also indicates that the mere introduction of social media in educational settings does not guarantee a positive impact on learning. To promote an effective use of social media in the classroom (raising engagement while avoiding disaffection), teachers need to design the learning activities aligning the use of social media with the learning goals.

Research on learning dashboards aims to identify what data is meaningful to different stakeholders in education, and how data can be presented to support sense-making processes. This paper summarizes the main outcomes of a systematic literature review on learning dashboards, in the fields of Learning Analytics and Educational Data Mining. The query was run in five main academic databases and enriched with papers coming from GScholar, resulting in 346 papers out of which 55 were included in the final analysis. Our review distinguishes different kinds of research studies as well as different aspects of learning dashboards and their maturity in terms of evaluation. As the research field is still relatively young, many of the studies are exploratory and proof-of-concept. Among the main open issues and future lines of work in the area of learning dashboards, we identify the need for longitudinal research in authentic settings, as well as studies that systematically compare different dashboard design options.

Collaborative learning flow patterns (CLFPs) encode solutions to recurrent pedagogical problems, which have been successfully applied to the design of learning experiences. However, the pedagogical knowledge encoded in these patterns has seldom been exploited in learning analytics (LA). This paper analyzes four of the most common CLFPs to extract the intrinsic constraints that lead to a successful collaborative learning activity, and use them to enhance existing LA solutions. To understand the added value of applying such codified knowledge in LA, we present evidence from five authentic case studies in which such constraints aided university teachers in monitoring complex collaborative scripts. The results not only illustrate quantitatively such added value but also unearth qualitative benefits, such as raising practitioners' awareness about how the current state of activities may affect future phases of the script.

During the last decades, educational contexts have transformed into complex technological and social ecologies, with mobile devices expanding the scope of education beyond the traditional classroom, creating so-called Ubiquitous Learning Environments (ULEs). However, these new technological opportunities entail an additional burden for teachers, who need to manage and coordinate the resources involved in such complex educational scenarios in a process known as “orchestration”. This paper presents the evaluation of the orchestration support provided by GLUEPS-AR, a system aimed to help teachers in the coordination of across-spaces learning situations carried out in ULEs. The evaluation, following an interpretive research perspective, relied on a study where a pre-service teacher designed and enacted an authentic across-spaces learning situation in a primary school. The situation, which illustrates the orchestration challenges of ULEs, was aimed at fostering orienteering skills. It spanned five sessions taking place in the classroom, in the school's playground and at a nearby park, using multiple technologies and devices. The evaluation showed that GLUEPS-AR helped the teacher in the multiple aspects of orchestration, including implementation of his pedagogical ideas, adaptation in runtime, and sharing of orchestration load with students. Teacher awareness during outdoor activities was the main aspect to improve upon.

Producción Científica, Orchestrating technology-enhanced learning is a difficult task, especially in demanding pedagogical approaches like inquiry-based learning (IBL). To foster effective teacher adoption, both the complexity of designing IBL activities and the uncertainty about the student learning path during enactment need to be addressed. Previous research suggests that aligning learning design and learning analytics can be an effective way to provide such orchestration support. This paper reports on a design-based research (DBR) project to explore teachers’ orchestration needs in Go-Lab (a technological ecosystem for IBL used by thousands of primary and secondary school teachers around the world), and on how solutions that align learning design and analytics can fulfill such needs. The analysis of data from multiple events (including surveys, case studies, workshops with teachers, and platform usage analyses) led to a catalogue of IBL orchestration needs that can be tackled by aligning learning design and analytics, as well as a list of guidelines for technology development aiming to support IBL orchestration. These two contributions can support the creation of future learning analytics–enhanced IBL environments that are both pedagogically grounded and usable by teachers in authentic settings., Fondo Europeo de Desarrollo Regional - Agencia Nacional de Investigación (grants TIN2017-85179-C3-2-R and PID2020-112584RB-C32), Fondo Europeo de Desarrollo Regional - Junta de Castilla y León (grant VA257P18), Unión Europea (grant 317601)

Comunicació presentada a: 9th Open Learning and Teaching in Educational Communities, EC-TEL 2014, celebrada del 16 al 19 de setembre de 2014 a Graz, Austria. This demonstration paper presents the Integrated Learning Design Environment (ILDE). ILDE is being developed in the METIS project, which aims at promoting the adoption of learning design by providing integrated support to teachers throughout the whole design and implementation process (or lifecycle). ILDE integrates existing free- and open-source tools that include: codesign support for teacher communities; learning design editors following different authoring and pedagogical approaches; interface for deployment of designs on mainstream Virtual Learning Environments (VLEs). The integration is designed so that teachers experience a continuous flow while completing the tasks involved in the learning design lifecycle, even when the tasks are supported by different tools. ILDE uses the LdShake platform to provide social networking features and to manage the integrated access to designs and tooling including conceptualization tools (OULDI templates), editors (WebCollage, OpenGLM), and deployment into VLEs (e.g., Moodle) via GLUE!-PS. This work has been partially funded by EACEA, METIS Project 531262-LLP-2012-ES-KA3-KA3MP and the Spanish EEE project (TIN2011-28308-C03-03). The authors acknowledge the contributions from other project members, including the technical assistants: Pablo Abenia, Javier Hoyos and Rizwan Uppal.

espanolPropuestas teoricas como el Modelo de Apropiacion del Conocimiento (KAM) enfatizan el rol mediador de las practicas sociales en la adopcion de innovaciones educativas. Sin embargo, la falta de evidencia disponible sobre las practicas diarias en el aula hace dificil comprender como los docentes adoptan nuevas pedagogias. En este sentido, los datos de registro de las herramientas de autoria y aprendizaje permiten estudiar el proceso de creacion de disenos de aprendizaje que implementan una innovacion educativa. Este articulo muestra como los modelos estadisticos y el analisis de redes epistemicas (ENA) permiten explorar patrones a gran escala en la co-creacion y adopcion de innovaciones educativas, utilizando KAM como marco teorico de dicho analisis. En concreto, presentamos un estudio de caso sobre Go-Lab, una iniciativa para promover el aprendizaje basado en la investigacion en la escuela. Su herramienta de autoria y aprendizaje -Graasp- nos brinda una oportunidad unica para rastrear, no solo la (co)creacion de disenos de aprendizaje, sino tambien su implementacion en el aula. Este estudio de caso utiliza el enfoque metodologico antes mencionado para analizar el papel de las iniciativas de apoyo a gran escala en la co-creacion y adopcion de disenos de aprendizaje. EnglishSocial practices are well-known mediators in the adoption of educational innovations during professional learning, as postulated by the Knowledge Appropriation Model (KAM). However, understanding how teachers adopt new pedagogical approaches at scale is often difficult due to the lack of evidence available about their daily practices. In that sense, log data from online authoring and learning tools offer the possibility of better understanding the creation process of a learning design that reifies an educational innovation. This paper explores how statistical models and Epistemic Network Analysis (ENA) can help us understand large-scale patterns in the co-creation and adoption of educational innovations, using KAM as a theoretical framework to analyse log data. More concretely, this paper presents a case study on Go-Lab, an initiative to promote inquiry-based learning at school. Its authoring and learning tool -Graasp- gives us a unique opportunity to track, not only the (co)creation of learning designs, but also their potential implementation in the classroom. The case study uses the aforementioned methodological approach to analyse the role of large-scale support initiatives in the co-creation and adoption of learning designs.

Despite the ubiquity of learning in workplace and professional settings, the learning analytics (LA) community has paid significant attention to such settings only recently. This may be due to the focus on researching formal learning, as workplace learning is often informal, hard to grasp, and not unequivocally defined. This article summarizes the state of the art of workplace learning analytics (WPLA), extracted from a two-iteration systematic literature review. Our in-depth analysis of 52 existing proposals not only provides a descriptive view of the field, but also reflects on researcher conceptions of learning and their influence on the design, analytics, and technology choices made in this area. We also discuss the characteristics of workplace learning that make WPLA proposals different from LA in formal education contexts and the challenges resulting from this. We found that WPLA is gaining momentum, especially in some fields, like healthcare and education. The focus on theory is generally a positive feature in WPLA, but we encourage a stronger focus on assessing the impact of WPLA in realistic settings.

Producción Científica, Despite the recent surge of interest in learning analytics (LA), their adoption in everyday classroom practice is still slow. Knowledge gaps and lack of inter-stakeholder communication (particularly with educational practitioners) have been posited as critical factors for previous LA adoption failures. Yet, what issues should researchers, practitioners and other actors communicate about, when considering the adoption of an LA innovation in a particular context? We reviewed and synthesised existing literature on four focus areas related to LA, their adoption, implications for practice, and more general factors that have emerged as crucial when studying everyday classroom adoption of technologies (i.e., classroom orchestration). This synthesis resulted in two conversational frameworks and an inter-stakeholder communication tool. These can be used to guide and support conversations and decisionmaking about the adoption of LA innovations. We illustrate their usefulness with examples of use in ongoing LA adoption processes in Australia, Spain and Estonia., Junta de Castilla y León (programa de apoyo a proyectos de investigación – Ref. VA082U16), Ministerio de Economía, Industria y Competitividad (Projects TIN2014-53199-C3-2-R and TIN2017-85179-C3-2-R), Ministerio de Educación, Cultura y Deporte (PRX17/00410)