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ER, ERKAN

[][com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=80493]], camposKey:2211-1662 2023-01-01 Correction: Video Analytics in Digital Learning Environments: Exploring Student Behaviour Across Different Learning Contexts (Technology, Knowledge and Learning, (2023), 10.1007/s10758-023-09680-8)00, com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=80494]], camposKey:2211-1662 2023-01-01 Video Analytics in Digital Learning Environments: Exploring Student Behaviour Across Different Learning Contexts00, com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=57538]], camposKey:0260-2938 2020-01-01 A collaborative learning approach to dialogic peer feedback: a theoretical framework00, com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=57537]], camposKey:0260-2938 2020-01-01 Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions00, com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=67002]], camposKey:1613-0073 2020-01-01 Self and peer monitoring during peer feedback: The instructor perspective113120, com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=46654]], camposKey:1049-4820 2019-01-01 Aligning learning design and learning analytics through instructor involvement: a MOOC case study685698, com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=51968]], camposKey:0144-929X 2019-01-01 Creating collaborative groups in a MOOC: a homogeneous engagement grouping approach11071121, com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=46847]], camposKey:0302-9743 2019-01-01 Exploring the problems experienced by learners in a MOOC implementing active learning pedagogies8190, com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=52048]], camposKey:0144-929X 2019-01-01 Generating actionable predictions regarding MOOC learners' engagement in peer reviews00, com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=52064]], camposKey:1573-4552 2019-01-01 Synergy: An online platform for dialogic peer feedback at scale10051008, com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=52789]], camposKey:1615-5289 2019-01-01 Understanding student behavior and perceptions toward earning badges in a gamified MOOC533549, com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=52051]], camposKey:0948-695X 2018-01-01 Supporting Teachers in the Design and Implementation of Group Formation Policies in MOOCs: A Case Study11101130, com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=11527]], camposKey:1613-0073 2017-01-01 Predicting peer-review participation at large scale using an ensemble learning method5562, com.sigma.fs3.argos.domain.gpc.GpcArticlesRev[id=com.sigma.fs3.argos.domain.gpc.GpcArticlesRevPK[ifcactivitat=ARE, ifccomptador=11524]], camposKey:1613-0073 2017-01-01 Predicting student participation in peer reviews in MOOCs6570][CapitolsLlib{id=com.sigma.fs3.argos.domain.gpc.GpcCapitolsLlibPK[ifcactivitat=CAP, ifccomptador=19138]},camposKey: 1 4 Informing the Design of Collaborative Activities in MOOCs using Actionable Predictions 978-1-4503-6804-9L@S '19: Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale 1 2019-01-01 ACM, CapitolsLlib{id=com.sigma.fs3.argos.domain.gpc.GpcCapitolsLlibPK[ifcactivitat=CAP, ifccomptador=19143]},camposKey: 59 62 Supporting Group Formation in Ongoing MOOCs Using Actionable Predictive Models 978-1-5386-6533-62018 Learning With MOOCS (LWMOOCS) 1 2018-01-01 IEEE][][][][][][][][][][][][][][][][][][com.sigma.investigacion.cawdos.utilidades.CongresoYSusAsociaciones@528e16f8, com.sigma.investigacion.cawdos.utilidades.CongresoYSusAsociaciones@1d657418][][][][][][][][][][com.sigma.investigacion.cawdos.entities.ayudaInvestigacion.ProjectesPPC[id=com.sigma.fs3.argos.domain.gpc.ayudasrecerca.ProjectesPPCId@4689a5], com.sigma.investigacion.cawdos.entities.ayudaInvestigacion.ProjectesPPC[id=com.sigma.fs3.argos.domain.gpc.ayudasrecerca.ProjectesPPCId@45fb2a], com.sigma.investigacion.cawdos.entities.ayudaInvestigacion.ProjectesPPC[id=com.sigma.fs3.argos.domain.gpc.ayudasrecerca.ProjectesPPCId@466c75]][][][][][][][CapitolsLlib{id=com.sigma.fs3.argos.domain.gpc.GpcCapitolsLlibPK[ifcactivitat=CAP, ifccomptador=25959]},camposKey: 81 90 Exploring the Problems Experienced by Learners in a MOOC Implementing Active Learning Pedagogies 978-3-030-19874-9Digital Education At the MOOC Crossroads Where the Interests of Academia and Business Converge 1 2019-01-01 Springer]

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Artículos de revista (14)


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Capítulos de libros (2)

Er, Erkan; Gómez Sánchez, Eduardo; Bote Lorenzo, Miguel Luis; Asensio Pérez, Juan Ignacio; Dimitriadis Damoulis, Ioannis. Informing the Design of Collaborative Activities in MOOCs using Actionable Predictions. En: -. L@S '19: Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale. ACM; 2019. p. 1-4.

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Actas de congresos (1)

Topali, P.; Ortega-Arranz, A.; Er, E.; Martínez-Monés, A.; Villagrá-Sobrino, S.; Dimitriadis, Y. (2019). Exploring the Problems Experienced by Learners in a MOOC Implementing Active Learning Pedagogies. En Calise, M.; Delgado Kloss, C.; Reich, J.; Ruiperez-Valiente, J.A.; Wirsing, M.. Digital Education At the MOOC Crossroads Where the Interests of Academia and Business Converge. 1 ed. Springer; 2019. p. 81-90.
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Proyectos (3)

ANALÍTICA DEL APRENDIZAJE PARA MEJORAR EL DISEÑO Y LA ORQUESTACIÓN EN ENTORNOS INTELIGENTES DE APRENDIZAJE ESCALABLES Y UBICUOS, ENRIQUECIDOS CON INTERNET DE LAS COSAS. Equipo Investigadores: DIMITRIADIS DAMOULIS, IOANNIS (IP); BOTE LORENZO, MIGUEL LUIS (IP); GOMEZ SANCHEZ, EDUARDO; MARTINEZ MONES, ALEJANDRA; VEGA GORGOJO, GUILLERMO; ASENSIO PEREZ, JUAN IGNACIO; RUBIA AVI, BARTOLOME. Equipo de Trabajo: JORRIN ABELLAN, IVAN MANUEL; RODRIGUEZ TRIANA, MARIA JESUS; MUÑOZ CRISTOBAL, JUAN ALBERTO; RUIZ CALLEJA, ADOLFO; PRIETO SANTOS, LUIS PABLO; BORDIES LOPEZ, OSMEL; ORTEGA ARRANZ, ALEJANDRO; SERRANO IGLESIAS, SERGIO; ER, ERKAN; SANZ MARTINEZ, MARIA LUISA; TOPALI, PARASKEVI; MARTINEZ MALDONADO, ROBERTO; VILLA TORRANO, CRISTINA; MICHOS ,, KONSTANTINOS; VILLAGRA SOBRINO, SARA LORENA; GARCÍA SASTRE, SARA; CARRAMOLINO ARRANZ, BEATRIZ. Personal Contratado: RUIZ CALLEJA, ADOLFO; HERNANDEZ DE PABLO, SONIA; ORTEGA ARRANZ, ALEJANDRO; ORTEGA ARRANZ, ALEJANDRO. TIN2017-85179-C3-2-R. Entidades colaboradoras UNIVERSIDAD CARLOS III DE MADRID, UNIVERSITAT POMPEU FABRA. Entidades Participantes: UNIVERSIDAD DE VALLADOLID (UVa). Entidades Financiadoras: FONDOS FEDER, MINISTERIO DE ECONOMIA Y COMPETITIVIDAD . 01/01/2018-30/09/2021

FEDERMinisterio de Economía y Competitividad
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OTROS

Congresos (8)

ACM International Conference Proceeding Series, Virtual, Online 12/04/2021 - 16/04/2021
(Ponencia). Er E.; Villa-Torrano C.; Dimitriadis Y.; Gasevic D.; Bote-Lorenzo M.L.; Asensio-Perez J.I.; Gomez-Sanchez E.; Martinez Mones A. Theory-based learning analytics to explore student engagement patterns in a peer review activity
(Ponencia). Er E.; Villa-Torrano C.; Dimitriadis Y.; Gasevic D.; Bote-Lorenzo M.L.; Asensio-Perez J.I.; Gomez-Sanchez E.; Martinez Mones A. Theory-based learning analytics to explore student engagement patterns in a peer review activity
(Ponencia). Er E.; Villa-Torrano C.; Dimitriadis Y.; Gasevic D.; Bote-Lorenzo M.L.; Asensio-Perez J.I.; Gomez-Sanchez E.; Martinez Mones A. Theory-based learning analytics to explore student engagement patterns in a peer review activity
(Ponencia). Er E.; Villa-Torrano C.; Dimitriadis Y.; Gasevic D.; Bote-Lorenzo M.L.; Asensio-Perez J.I.; Gomez-Sanchez E.; Martinez Mones A. Theory-based learning analytics to explore student engagement patterns in a peer review activity
(Ponencia). Er E.; Villa-Torrano C.; Dimitriadis Y.; Gasevic D.; Bote-Lorenzo M.L.; Asensio-Perez J.I.; Gomez-Sanchez E.; Martinez Mones A. Theory-based learning analytics to explore student engagement patterns in a peer review activity
(Ponencia). Er E.; Villa-Torrano C.; Dimitriadis Y.; Gasevic D.; Bote-Lorenzo M.L.; Asensio-Perez J.I.; Gomez-Sanchez E.; Martinez Mones A. Theory-based learning analytics to explore student engagement patterns in a peer review activity
(Ponencia). Er E.; Villa-Torrano C.; Dimitriadis Y.; Gasevic D.; Bote-Lorenzo M.L.; Asensio-Perez J.I.; Gomez-Sanchez E.; Martinez Mones A. Theory-based learning analytics to explore student engagement patterns in a peer review activity
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