Persona: Castrillo de Larreta-Azelain, María Dolores
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Castrillo de Larreta-Azelain
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María Dolores
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Publicación Joining forces towards social inclusion: Language MOOC design for refugees and migrants through the lens of Maker culture.(Equinox Publishing, 2021-02-02) Castrillo de Larreta-Azelain, María Dolores; Sedano Cuevas, BeatrizThe expansion of MOOCs (massive open online courses) is very much associated with instructors interested in the craft of teaching, innovating, and experimenting with different methods to improve and expand students’ learning experience. The Erasmus+ project MOONLITE has worked to create cross-institutional scenarios and new educational pathways for migrants and refugees, devising, among other things, two Spanish language MOOCs (LMOOCs). They are the product of the joint efforts of university academics, non-governmental organizations (NGOs), and refugee support groups (RSGs), together with volunteers, refugees, and migrants, who formed a community in order to design courses that effectively addressed the needs of refugees and migrants arriving in Spain. Using a design thinking process, all parties involved attempted to collaboratively identify strategies and solutions to a given problem that might not be obvious upon first inspection; in this case, the specific linguistic needs of migrants and refugees arriving in a new country. Results show that this continuum of academics— NGOs/RSGs—volunteers—refugees/migrants was highly effective for the learners, with an overall completion rate in both MOOCs of 96%. The participants’ perception is that these MOOCs helped them in their goal of integrating into life in Spain in key situations, such as communicating in a job interview or understanding the process of looking for accommodation and completing bureaucratic procedures.Publicación Joining Forces Toward Social Inclusion: Language MOOC Design for Refugees and Migrants through the Lens of Maker Culture(University of Toronto Press, 2021) Castrillo de Larreta-Azelain, María Dolores; Beatriz SedanoThe expansion of MOOCs (massive open online courses) is very much associated with instructors interested in the craft of teaching, innovating, and experimenting with different methods to improve and expand students’ learning experience. The Erasmus+ project MOONLITE has worked to create cross-institutional scenarios and new educational pathways for migrants and refugees, devising, among other things, two Spanish language MOOCs (LMOOCs). They are the product of the joint efforts of university academics, non-governmental organizations (NGOs), and refugee support groups (RSGs), together with volunteers, refugees, and migrants, who formed a community in order to design courses that effectively addressed the needs of refugees and migrants arriving in Spain. Using a design thinking process, all parties involved attempted to collaboratively identify strategies and solutions to a given problem that might not be obvious upon first inspection; in this case, the specific linguistic needs of migrants and refugees arriving in a new country. Results show that this continuum of academics—NGOs/RSGs—volunteers—refugees/migrants was highly effective for the learners, with an overall completion rate in both MOOCs of 96%. The participants’ perception is that these MOOCs helped them in their goal of integrating into life in Spain in key situations, such as communicating in a job interview or understanding the process of looking for accommodation and completing bureaucratic procedures.Publicación Empowering teachers in LMOOC design by using a taxonomy of participants’ temporal patterns(Shahid Chamran University of Ahvaz (Iran), 2023-09) del Peral Pérez, Juan José; Castrillo de Larreta-Azelain, María DoloresA decade of research into MOOCs (massive online open courses) for language learning (LMOOCs) shows that they seem to have consolidated their position as a subfield of computer-assisted language learning (CALL). Since the appearance of LMOOCs in 2013, 3 key systematic reviews have been carried out; these confirm that research into student profiles is a recurring trend, with the focus on avoiding dropout rates by creating personalized learning pathways. One of the challenges for teachers and LMOOC developers is that they are not cognizant of their students or their study habits. If we could learn how students organize their study in LMOOCs, a taxonomy could be established according to their profiles. This would enable teachers and LMOOC developers to improve their course design and so create personalized learning pathways, making the courses better suited to students’ specific learning preferences. In this study, we use techniques of learning analytics (LA) to explore the temporal patterns of LMOOC participants in order to understand the way they manage and invest their time during their online courses. As a result of this study, we propose a new taxonomy of LMOOC participant profiles based on temporal patterns—one which would provide teachers with a tool to support them when personalizing the design and development of LMOOCs and which would, therefore, help them adapt their courses to the specific learning preferences of each profile.Publicación Diseño de un recurso TIC como refuerzo del francés lengua extranjera para alumnado con dificultades de aprendizaje.(Universidad de Zaragoza, 2023-09-07) Baquedano Morales, Teresa; Castrillo de Larreta-Azelain, María DoloresEl presente trabajo es un estudio preliminar cuyo principal objetivo es el diseño de un recurso tecnológico creado especialmente para alumnado con dificultades de aprendizaje que está adquiriendo el francés como lengua extranjera, mediante un modelo de trabajo con un enfoque multimodal. El estudio se contextualiza en un colegio bilingüe español-francés de Educación Primaria en Aragón que es, asimismo, centro de atención preferente para el trastorno del espectro autista. Tras la intervención se concluye que la combinación de texto, pictogramas y realidad aumentada podría contribuir a la mejora de algunos aspectos de lectoescritura de la lengua extranjera en alumnado con dificultades o necesidades educativas, sirviendo igualmente de refuerzo en este proceso para el resto del alumnado.Publicación Data-driven learning to improve writing skills in foreign languages(EADTU, 2022) Martín Monje, Elena María; Castrillo de Larreta-Azelain, María DoloresPublicación Exploring Engagement in Online Videos for Language Learning through YouTube’s Learning Analytics(European Distance and E-Learning Network (EDEN), 2021) Castrillo de Larreta-Azelain, María Dolores; Mañana Rodríguez, JorgeUntil a few years ago, video analytics were not accessible to learning stakeholders,mainly because online video platforms did not share the users’ interactions on the systemwith stakeholders. However, this scenario has changed, and currently YouTube, the world's largest media sharing site,offers these data.YouTube is also the main tool for transmitting audio-visual content in Language MOOCs (massive open online courses), and its video engagement data can be monitored through the YouTube Studio channel, which provides free and open access to video analytics.In this paper we present our research based on the analysis of viewers’ engagement with 35 videos of the Language MOOC entitled ‘Alemán para hispanohablantes: basic principles’(German for Spanish-speakers). The data provided by the YouTube Studio Learning Analytics platform has enabled new insights related to participants’ watching of these videos in Language MOOCs (LMOOCs).The results of our study provide pedagogical implications for Foreign Language instructors concerning the use of videos in language learning.Publicación Cómo crear vídeos eficaces para la enseñanza de idiomas: un análisis de datos de Youtube(Asociación The Conversation España, 2021-11-22) Castrillo de Larreta-Azelain, María DoloresPublicación Using MS TEAMS for online peer assessment: an innovative educational proposal(EADTU, 2022) Díez Arcón, Mª Paz; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María DoloresPublicación Enseñanza y aprendizaje de lenguas con recursos digitales(UNED- Universidad de Educación a Distancia, 2023-03) Sedano Cuevas, Beatriz; Castrillo de Larreta-Azelain, María Dolores; Martín Monje, Elena María