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oai:uvadoc.uva.es:10324/213962025-02-25T08:23:18Zcom_10324_1191com_10324_931com_10324_894col_10324_1381

00925njm 22002777a 4500 dc Rodríguez Triana, María Jesús author Martínez Monés, Alejandra author Asensio Pérez, Juan Ignacio author 2016 From the conceptualization to the evaluation of blended learning scenarios, teachers address multiple tasks, sometimes being overwhelmed on account of the required time and associated burden. To support teachers in this endeavor, we propose to connect the pedagogical decisions made at design time with the analysis of the participants’ interactions. In this paper, we evaluate the proposal in two authentic scenarios where we analysed whether the script-aware monitoring process provided the participant teachers with relevant information for the orchestration of blended learning scenarios. The participant teachers valued the proposal positively in terms of representativeness, novelty, relevance, required effort, and perceived usefulness. Additionally, they stated that it was helpful for the orchestration of the learning scenarios. Rodríguez Triana, M.J., Martínez-Monés, A., Asensio-Pérez, Juan I. Design-aware analytics supporting teachers' monitoring of blended learning scenarios in Higher education. LASI: Learning Analytics Summer Institute & Summer School, Bilbao, Spain, junio 2016 http://uvadoc.uva.es/handle/10324/21396 Aprendizaje Design-aware analytics supporting teachers' monitoring of blended learning scenarios in Higher education