Listar por autor "Dimitriadis Damoulis, Ioannis"

A collaborative learning approach to dialogic peer feedback: a theoretical framework

Er, Erkan

; Dimitriadis Damoulis, Ioannis

; Gašević, Dragan (2020)

Achievements and challenges in learning analytics in Spain: The view of SNOLA

Martínez Monés, Alejandra

; Dimitriadis Damoulis, Ioannis

; Acquila Natale, Emiliano; Álvarez, Ainhoa; Caeiro Rodríguez, Manuel; Cobos Pérez, Ruth; Conde González, Miguel Ángel; García Peñalvo, Francisco José; Hernández Leo, Davinia; Menchaca Sierra, Iratxe; Muñoz Merino, Pedro José; Ros, Salvador; Sancho Vinuesa, Teresa (2020)

ADA for IBL: Lessons Learned in Aligning Learning Design and Analytics for Inquiry-Based Learning Orchestration

Rodríguez Triana, María Jesús; Prieto, Luis P.; Dimitriadis Damoulis, Ioannis

; De Jong, Ton; Gillet, Denis (2021)

Affordances and core functions of smart learning environments: A systematic literature review

Tabuenca, Bernardo; Serrano Iglesias, Sergio

; Carruana Martín, Adrián; Villa Torrano, Cristina; Dimitriadis Damoulis, Ioannis

; Asensio Pérez, Juan Ignacio

; Alario Hoyos, Carlos; Gómez Sánchez, Eduardo

; Bote Lorenzo, Miguel Luis

; Martínez Monés, Alejandra

; Delgado Kloos, Carlos (2021)

Aligning learning design and learning analytics through instructor involvement: a MOOC case study

Er, Erkan

; Gómez Sánchez, Eduardo

; Dimitriadis Damoulis, Ioannis

; Bote Lorenzo, Miguel Luis

; Asensio Pérez, Juan Ignacio

; Álvarez Álvarez, Susana

(2019)

Análisis de interacciones para la detección dinámica y el soporte de roles participativos en entornos CSCL aplicando técnicas basadas en SNA

Marcos García, José Antonio (2012)

Automatic group formation in a MOOC based on students' activity criteria

Sanz Martínez, María Luisa

; Muñoz Cristóbal, Juan Alberto; Bote Lorenzo, Miguel Luis

; Martínez Monés, Alejandra

; Dimitriadis Damoulis, Ioannis

(2017)

Bucket-Server: A System for Including Teacher-Controlled Flexibility in the Management of Learning Artifacts in Across-Spaces Learning Situations

Muñoz Cristóbal, Juan Alberto; Asensio Pérez, Juan Ignacio

; Martínez Monés, Alejandra

; Prieto, Luis P.; Jorrín Abellán, Iván Manuel; Dimitriadis Damoulis, Ioannis

(2015)

Caracterización de guiones CSCL con definición de flujo de artefactos y apoyo conceptual al diseño mediante un catálogo de patrones

Bordiés López, Osmel (2021)

Coming down to Earth: Helping teachers use 3D virtual worlds in across-spaces learning situations

Muñoz Cristóbal, Juan Alberto; Prieto, Luis P.; Asensio Pérez, Juan Ignacio

; Martínez Monés, Alejandra

; Jorrín Abellán, Iván Manuel; Dimitriadis Damoulis, Ioannis

(2015)

Comparative study of MOOC forums: Does course subject matter?

Ntourmas, Anastasios; Avouris, Nikolaos; Daskalaki, Sophia; Dimitriadis Damoulis, Ioannis

(2018)

Creating collaborative groups in a MOOC: a homogeneous engagement grouping approach

Sanz Martínez, María Luisa

; Er, Erkan

; Martínez Monés, Alejandra

; Dimitriadis Damoulis, Ioannis

; Bote Lorenzo, Miguel Luis

(2019)

Delving into instructor‐led feedback interventions informed by learning analytics in massive open online courses

Topali, Paraskevi

; Chounta, Irene Angelica; Martínez Monés, Alejandra

; Dimitriadis Damoulis, Ioannis

(2023)

Design of conversational agents for CSCL: comparing two types of agent intervention strategies in a university classroom

Michos, Konstantinos; Asensio Pérez, Juan Ignacio

; Dimitriadis Damoulis, Ioannis

; García Sastre, Sara

; Villagrá Sobrino, Sara Lorena

; Ortega Arranz, Alejandro

; Gómez Sánchez, Eduardo

; Topali, Paraskevi

(2020)

e-FeeD4Mi: Automating tailored LA-informed feedback in Virtual Learning Environments

Ortega Arranz, Alejandro

; Topali, Paraskevi

; Asensio Pérez, Juan Ignacio

; Villagrá Sobrino, Sara L.; Martínez Monés, Alejandra

; Dimitriadis Damoulis, Ioannis

(2022)

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

Topali, Paraskevi

; Ortega Arranz, Alejandro

; Dimitriadis Damoulis, Ioannis

; Martínez Monés, Alejandra

; Villagrá Sobrino, Sara Lorena

; Asensio Pérez, Juan Ignacio

(2019)

Examining the relationship between reflective writing behaviour and self-regulated learning competence: A time-series analysis

Suraworachet, Wannapon; Villa Torrano, Cristina; Zhou, Qi; Asensio Pérez, Juan Ignacio

; Dimitriadis Damoulis, Ioannis

; Cukurova, Mutlu (2021)

Exploiting the Web of Data to bridge formal and informal learning experiences

Ruiz Calleja, Adolfo

; Bote Lorenzo, Miguel Luis

; Vega Gorgojo, Guillermo

; Serrano Iglesias, Sergio

; Asensio Pérez, Juan Ignacio

; Dimitriadis Damoulis, Ioannis

; Gómez Sánchez, Eduardo

(2019)

Exploring Teachers Perceptions on Modeling Effort Demanded by CSCL Designs with Explicit Artifact Flow Support

Bordiés López, Osmel; Dimitriadis Damoulis, Ioannis

(2016)

Exploring teachers’ needs and the existing barriers to the adoption of Learning Design methods and tools: a literature survey

Dagnino, Francesca Maria; Dimitriadis Damoulis, Ioannis

; Rubia Avi, Bartolomé

; Pozzi, Francesca; Asensio Pérez, Juan Ignacio

(2018)

Listar por autor "Dimitriadis Damoulis, Ioannis"

A collaborative learning approach to dialogic peer feedback: a theoretical framework ﻿

Achievements and challenges in learning analytics in Spain: The view of SNOLA ﻿

ADA for IBL: Lessons Learned in Aligning Learning Design and Analytics for Inquiry-Based Learning Orchestration ﻿

Affordances and core functions of smart learning environments: A systematic literature review ﻿

Aligning learning design and learning analytics through instructor involvement: a MOOC case study ﻿

Análisis de interacciones para la detección dinámica y el soporte de roles participativos en entornos CSCL aplicando técnicas basadas en SNA ﻿

Automatic group formation in a MOOC based on students' activity criteria ﻿

Bucket-Server: A System for Including Teacher-Controlled Flexibility in the Management of Learning Artifacts in Across-Spaces Learning Situations ﻿

Caracterización de guiones CSCL con definición de flujo de artefactos y apoyo conceptual al diseño mediante un catálogo de patrones ﻿

Coming down to Earth: Helping teachers use 3D virtual worlds in across-spaces learning situations ﻿

Comparative study of MOOC forums: Does course subject matter? ﻿

Creating collaborative groups in a MOOC: a homogeneous engagement grouping approach ﻿

Delving into instructor‐led feedback interventions informed by learning analytics in massive open online courses ﻿

Design of conversational agents for CSCL: comparing two types of agent intervention strategies in a university classroom ﻿

e-FeeD4Mi: Automating tailored LA-informed feedback in Virtual Learning Environments ﻿

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

Examining the relationship between reflective writing behaviour and self-regulated learning competence: A time-series analysis ﻿

Exploiting the Web of Data to bridge formal and informal learning experiences ﻿

Exploring Teachers Perceptions on Modeling Effort Demanded by CSCL Designs with Explicit Artifact Flow Support ﻿

Exploring teachers’ needs and the existing barriers to the adoption of Learning Design methods and tools: a literature survey ﻿

A collaborative learning approach to dialogic peer feedback: a theoretical framework

Achievements and challenges in learning analytics in Spain: The view of SNOLA

ADA for IBL: Lessons Learned in Aligning Learning Design and Analytics for Inquiry-Based Learning Orchestration

Affordances and core functions of smart learning environments: A systematic literature review

Aligning learning design and learning analytics through instructor involvement: a MOOC case study

Análisis de interacciones para la detección dinámica y el soporte de roles participativos en entornos CSCL aplicando técnicas basadas en SNA

Automatic group formation in a MOOC based on students' activity criteria

Bucket-Server: A System for Including Teacher-Controlled Flexibility in the Management of Learning Artifacts in Across-Spaces Learning Situations

Caracterización de guiones CSCL con definición de flujo de artefactos y apoyo conceptual al diseño mediante un catálogo de patrones

Coming down to Earth: Helping teachers use 3D virtual worlds in across-spaces learning situations

Comparative study of MOOC forums: Does course subject matter?

Creating collaborative groups in a MOOC: a homogeneous engagement grouping approach

Delving into instructor‐led feedback interventions informed by learning analytics in massive open online courses

Design of conversational agents for CSCL: comparing two types of agent intervention strategies in a university classroom

e-FeeD4Mi: Automating tailored LA-informed feedback in Virtual Learning Environments

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

Examining the relationship between reflective writing behaviour and self-regulated learning competence: A time-series analysis

Exploiting the Web of Data to bridge formal and informal learning experiences

Exploring Teachers Perceptions on Modeling Effort Demanded by CSCL Designs with Explicit Artifact Flow Support

Exploring teachers’ needs and the existing barriers to the adoption of Learning Design methods and tools: a literature survey