Achievements and challenges in learning analytics in SpainThe view of SNOLA

  1. Alejandra Martínez-Monés 1
  2. Yannis Dimitriadis 1
  3. Emiliano Acquila-Natale 2
  4. Ainhoa Álvarez 3
  5. Manuel Caeiro-Rodríguez 4
  6. Ruth Cobos 5
  7. Miguel Ángel Conde-González 6
  8. Francisco José García-Peñalvo 7
  9. Davinia Hernández-Leo 8
  10. Iratxe Menchaca Sierra 9
  11. Pedro J. Muñoz-Merino 10
  12. Salvador Ros 11
  13. Teresa Sancho-Vinuesa 12
  1. 1 Universidad de Valladolid, UVa (España)
  2. 2 Universidad Politécnica de Madrid, UPM (España)
  3. 3 Universidad del País Vasco, UPV/EHU (España)
  4. 4 Universidad de Vigo, UVigo (España)
  5. 5 Universidad Autónoma de Madrid, UAM (España)
  6. 6 Universidad de León, ULeón (España)
  7. 7 Universidad de Salamanca, USal (España)
  8. 8 Universitat Pompeu Fabra, UPF (España)
  9. 9 Universidad de Deusto, UDeusto (España)
  10. 10 Universidad Carlos III de Madrid, UC3M (España)
  11. 11 Universidad Nacional de Educación a Distancia, UNED (España)
  12. 12 Universitat Oberta de Catalunya (España)
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Revista:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Año de publicación: 2020

Título del ejemplar: Analítica del aprendizaje y educación basada en datos: Un campo en expansión

Volumen: 23

Número: 2

Páginas: 187-212

Tipo: Artículo

DOI: 10.5944/RIED.23.2.26541 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: RIED: revista iberoamericana de educación a distancia

Resumen

Tal y como ocurre en otros campos de investigación, el desarrollo de la analítica del aprendizaje está influido por las redes de investigadores que contribuyen al mismo. Este artículo describe una de estas redes: la Red Española de Analítica de Aprendizaje (SNOLA). El artículo presenta las líneas de investigación de los miembros de SNOLA, así como los principales retos que la analítica del aprendizaje tiene que afrontar en los próximos años desde la visión de estos investigadores. Este análisis está basado en datos de archivo de SNOLA y en una encuesta realizada a los actuales miembros de la red. Aunque esta aproximación no cubre toda la actividad relacionada con analítica del aprendizaje en España, los resultados proporcionan una visión general representativa del estado de la investigación relacionada con analítica del aprendizaje en dicho contexto. El artículo muestra cuáles son estas tendencias y los principales retos, entre los que se encuentran la necesidad de adoptar un compromiso ético con los datos, desarrollar sistemas que respondan a las necesidades de los usuarios y alcanzar mayor impacto institucional.

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Información de financiación

This research has been co-funded by the National Research Agency of the Spanish Ministry of Science, Innovation and Universities and the Structural Funds (FSE and FEDER) under project grants RED2018-102725-T, TIN2017-85179-C3-1-R, TIN2017-85179-C3-2-R, TIN2017-85179-C3-3-R and TIN2016-80172-R; by FEDER/Castille and Leon Regional Government grant VA257P18; by the Basque Government under grant number IT980-16 and by the Catalan Government under grant number 2017SGR1619. This work has been co-funded by the Madrid Regional Government, through the project e-Madrid-CM (S2018/TCS-4307), the e-Madrid-CM project is also co-financed by the Structural Funds (FSE and FEDER). D. Hernández-Leo acknowledges the support by ICREA under the ICREA Academia programme.

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Fuente de los datos: Dialnet