Psychoeducational and affective support in virtual learning environments

Article Sidebar

PDF (Español (España))
Published: Jul 15, 2015
DOI: https://doi.org/10.17060/ijodaep.2015.n2.v1.338
Keywords:
dynamic and adaptive psycho-educational support affective states disabilities personalization learning strategies and scenarios e-learning platforms user model virtual learning environment

Main Article Content

Mª del Mar Saneiro Silva
UNED

Abstract

The students with disability are choosing either distance or blended learning are in the need of accessible learning contents and services, as well as of psycho-educational support. To cope with their needs, a support framework (learning flow, adapted resources and services) integrated into a course delivered through a virtual learning environment (VLE) through a standards-based open architecture focused on supporting inclusive learning at Higher Education has been developed. The results obtained from the evaluation of the mentioned services in different large, medium and small universities, showed the need of to extend the scope of the psychoeducational support provided through the inclusion of affective issues into the user profile. In order to achieve this objective, new methodological approaches are being developed enriching the adaptation and personalization process. This information can be used as additional indicators guiding the elicitation of affective recommendations along the learning flow. Finally, the research objectives and present on-going work towards understanding the affective support needed in real educational scenarios have been described.

Downloads

Download data is not yet available.

Article Details

How to Cite
Saneiro Silva, M. del M. (2015). Psychoeducational and affective support in virtual learning environments. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(2), 233–242. https://doi.org/10.17060/ijodaep.2015.n2.v1.338
Issue
Vol. 1 No. 2 (2015): PSYCHOLOGY AND THE "SEARCH CIRCUIT"
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Rodríguez-Ascaso, A.; Boticario, J.; Finat, C.; Del Campo, E.; Saneiro, M.; Alcocer, E.; Gutiérrez y Restrepo,E.; Mazzone,E. (2011). Inclusive Scenarios to Evaluate an Open and Standards-Based Framework that Supports Accessibility and Personalisation at Higher Education. HCI (8) 2011: 612-621. Universal Access in Human-Computer Interaction. Applications and Services. Volume 6768. Publisher: Springer Verlag.

Del Campo, E., Saneiro, M., Montecelo, M. F., Raffenne, E., Rodríguez-Ascaso, A., Santos, O. C., & Boticario, J. G. (2010). Apoyo adaptativo basado en IMS-LD y estrategias psico-educativas para la familiarización de estudiantes con discapacidad con su entorno virtual de aprendizaje. Revista Iberoamericana de Educación a Distancia RIED, 13(2), 133–166.

IMS. (2003). IMS Learning Design. Retrieved April 13th, 2006, from www.imsglobal.org

Manjarrés, A.,Santos, O.C, Boticario,J., Saneiro,M. (2013).Open Issues in Educational Affective Recommendations for Distance Learning Scenarios. In User Modeling, Adaptation, and Personalization, UMAP 2013 Extended Proceedings, pp. 25-32.

OMS (2013). Informe Mundial sobre Discapacidad

Salmeron-Majadas,S., Santos,O.C., Boticario,J.,Cabestrero,R.,Quirós,P., Saneiro,M. (2013).

Gathering Emotional Data from Multiple Sources. Proceedings of the 6th International Conference on Educational Data Mining. EDM 2013: pp. 404-405. Memphis, Tennessee, USA

Saneiro, M.; Santos, O.C.; Salmeron-Majadas, S.; and Boticario, J. (2014). Towards Emotion Detection in Educational Scenarios from Facial Expressions and Body Movements through Multimodal Approaches. The Scientific World Journal, vol. 2014.

Santos, O.C., Boticario, J.G., Arevalillo-Herraez, M., Saneiro, M., Cabestrero, R., del Campo, E., Manjarrés_Riesco, A., Moreno-Clari, P., Quiros, P., and Salmeron-Majadas, S. (2012). MAMIPEC

Affective Modeling in Inclusive Personalized Educational Scenarios. In Bulletin of the Technical Committee on Learning Technology. Special Issue Articles: Technology-Augmented Physical Educational Spaces, vol 14 (4), October, 35-38, 2012.

Santos, O.C.; Saneiro, M.; Salmeron-Majadas, S.; Boticario, J. (2014). A Methodological Approach to Eliciting Affective Educational Recommendations. ICALT, 2014, pp. 529-533, doi:10.1109/ICALT.2014.234

Santos, O. C., Saneiro, M., Boticario, J., Rodriguez-Sanchez, C. (2015). Towards Interactive Context Aware Affective Educational Recommendations in Computer Assisted Language Learning. New Review of Hypermedia and Multimedia, pp.1-31. Taylor & Francis. DOI:10.1080/13614568.2015.1058428