sample of publications

• articles 

  • ABENEARIO: A system for learning early maths with ABN.  Education and Information Technologies.  28. 2023
  • A Study of Student and Teacher Challenges in Smart Synchronous Hybrid Learning Environments.  Sustainability.  15:1-19. 2023
  • The Effects of the COVID-19 Pandemic on the Digital Competence of Educators.  Electronics.  12:82-1-82-3. 2023
  • The impacts of scaffolding socially shared regulation on teamwork in an online project-based course.  Internet and Higher Education.  55:1-22. 2022
  • Special Issue on Advanced Technologies in Lifelong Learning [Editorial].  Applied Sciences-Basel.  12:1-2. 2022
  • Selenium-Jupiter: A JUnit 5 extension for Selenium WebDriver.  JOURNAL OF SYSTEMS AND SOFTWARE.  189:111298-111310. 2022
  • A competency framework for teaching and learning innovation centers for the 21st century: anticipating the post-COVID-19 age.  Electronics.  11:1-33. 2022
  • Transforming the learning experience in pre-service teacher training using the flipped classroom.  Technology Pedagogy and Education.  31:261-274. 2022
  • A cost-effective IoT learning environment for the training and assessment of surgical technical skills with visual learning analytics.  JOURNAL OF BIOMEDICAL INFORMATICS.  124:1-19. 2021
  • Conversational agent for supporting learners on a MOOC on programming with Java.  Computer Science and Information Systems.  18:1271-1286. 2021
  • Automated Driver Management for Selenium WebDriver.  EMPIRICAL SOFTWARE ENGINEERING.  26:107. 2021
  • Evaluation of an Algorithm for Automatic Grading of Forum Messages in MOOC Discussion Forums.  Sustainability.  13:1-18. 2021
  • Analysing self-regulated learning strategies of MOOC learners through self-reported data.  Australasian Journal of Educational Technology.  37:56-70. 2021
  • Adaptive learning module for a conversational agent to support MOOC learners.  Australasian Journal of Educational Technology.  37:24-44. 2021
  • Affordances and Core Functions of Smart Learning Environments: A Systematic Literature Review.  IEEE Transactions on Learning Technologies.  14:129-145. 2021
  • Fostering the use of online learning resources: results of using a mobile collaboration tool based on gamification in a blended course.  INTERACTIVE LEARNING ENVIRONMENTS.  31:1564-1578. 2021
  • Smart Groups: A system to orchestrate collaboration in hybrid learning environments. A Simulation Study.  Australasian Journal of Educational Technology.  37. 2021
  • Objective and automated assessment of surgical technical skills with IoT systems: A systematic literature review.  Artificial Intelligence in Medicine.  112:1-17. 2021
  • An algorithm and a tool for the automatic grading of MOOC learners from their contributions in the discussion forum.  Applied Sciences-Basel.  11:1-21. 2020
  • Analyzing learners' engagement and behavior in MOOCs on programming with the Codeboard IDE.  ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT.  2505-2528. 2020
  • Educational Technology in the Age of Natural Interfaces and Deep Learning.  Revista Iberoamericana de Tecnologias del Aprendizaje.  15:26-33. 2020
  • Educational Technology in the Age of Natural Interfaces and Deep Learning = La tecnología educativa en la era de las interfaces naturales y el aprendizaje profundo.  Revista Iberoamericana de Tecnologias del Aprendizaje.  15:26-33. 2020
  • Re-Defining, Analyzing and Predicting Persistence Using Student Events in Online Learning.  Applied Sciences-Basel.  10:1-24. 2020
  • Temporal analysis for dropout prediction using self-regulated learning strategies in self-paced MOOCs.  COMPUTERS & EDUCATION.  145:1-15. 2020
  • Oportunidades de investigación en innovación educativa en la era de los MOOCs y el Learning Analytics = Research opportunities for educational innovation in the era of MOOCs and learning analytics.  Revista Paraguaya de Educación a Distancia.  1:41-52. 2020
  • Self-regulated learning in MOOCs: lessons learned from a literature review.  EDUCATIONAL REVIEW.  72:319-345. 2020
  • A learning analytics methodology for understanding social interactions in MOOCs.  IEEE Transactions on Learning Technologies.  12:442-455. 2019
  • Prediction in MOOCs: A review and future research directions.  IEEE Transactions on Learning Technologies.  12:384-401. 2019
  • Tecnología educativa en el grupo GAST-UC3M: Un septenio más tarde.  Revista Iberoamericana de Informática Educativa.  128-141. 2019
  • Modeling Educational Usage of Cloud-Based Tools in Virtual Learning Environments.  IEEE Access.  7:13347-13354. 2019
  • Redesigning a Freshman Engineering Course to Promote Active Learning by Flipping the Classroom through the Reuse of MOOCs.  INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION.  35:385-396. 2019
  • Analysing the predictive power for anticipating assignment grades in a massive open online course.  BEHAVIOUR & INFORMATION TECHNOLOGY.  37:1021-1036. 2018
  • The effect of different features for educational computer-based competition environments.  IEEE Transactions on Learning Technologies.  11:468-477. 2018
  • A study of learning-by-doing in MOOCs through the integration of third-party external tools: comparison of synchronous and asynchronous running modes.  JOURNAL OF UNIVERSAL COMPUTER SCIENCE.  24:1015-1033. 2018
  • Analysis of behavioral intention to use cloud-based tools in a MOOC: a technology acceptance model approach.  JOURNAL OF UNIVERSAL COMPUTER SCIENCE.  24:1072-1089. 2018
  • Uncovering flipped-classroom problems at an engineering course on systems architecture through data-driven learning design.  INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION.  34:865-878. 2018
  • MyMOOCSpace: A cloud-based mobile system to support effective collaboration in higher education online courses.  COMPUTER APPLICATIONS IN ENGINEERING EDUCATION.  25:910-926. 2017
  • Understanding Learners' Motivation and Learning Strategies in MOOCs.  International Review of Research in Open and Distributed Learning.  18:119-137. 2017
  • H-MOOC framework: reusing MOOCs for hybrid education.  Journal of Computing in Higher Education.  29:47-64. 2017
  • Enriching the Web of Data with Educational Information Using We-Share.  International Review of Research in Open and Distributed Learning.  18:247-265. 2017
  • Research on ICT in K-12 schools A review of experimental and survey-based studies in computers & education 2011 to 2015.  COMPUTERS & EDUCATION.  104:A1-A15. 2017
  • Who are the top contributors in a MOOC? Relating participants' performance and contributions.  JOURNAL OF COMPUTER ASSISTED LEARNING.  32:232-243. 2016
  • Lessons learned from the design of situated learning environments to support collaborative knowledge construction.  COMPUTERS & EDUCATION.  87:70-82. 2015
  • A methodology for improving active learning engineering courses with a large number of students and teachers through feedback gathering and iterative refinement.  INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION.  25:387-408. 2015
  • From face-to-face to distance LMS-mediated collaborative learning situations with GLUE!.  COMPUTER APPLICATIONS IN ENGINEERING EDUCATION.  23:527-536. 2015
  • Precise Effectiveness Strategy for analyzing the effectiveness of students with educational resources and activities in MOOCs.  COMPUTERS IN HUMAN BEHAVIOR.  47:108-118. 2015
  • MyLearningMentor: a mobile App to support learners participating in MOOCs.  JOURNAL OF UNIVERSAL COMPUTER SCIENCE.  21:735-753. 2015
  • Delving into participants' profiles and use of social tools in MOOCs.  IEEE Transactions on Learning Technologies.  7:260-266. 2014
  • FLINN: A framework to characterize technology enhanced formal, non-formal and informal learning situations.  International Journal of Human Capital and Information Technology Professionals.  5:38-51. 2014
  • SEEK-AT-WD: A social-semantic infrastructure to sustain educational ICT tool descriptions in the web of data.  EDUCATIONAL TECHNOLOGY & SOCIETY.  17:321-332. 2014
  • Silent collaboration with large groups in the classroom.  IEEE Transactions on Learning Technologies.  7:197-203. 2014
  • Proposal for a Conceptual Framework for Educators to Describe and Design MOOCs.  JOURNAL OF UNIVERSAL COMPUTER SCIENCE.  20:6-23. 2014
  • The effects of whole-class interactive instruction with Single Display Groupware for Triangles.  COMPUTERS & EDUCATION.  70:203-211. 2014
  • Enhancing Learning Environments by Integrating External Applications.  Bulletin of the Technical Committee on Learning Technology.  15:21-24. 2013
  • GLUE!: An architecture for the integration of external tools in Virtual Learning Environments.  COMPUTERS & EDUCATION.  60:122-137. 2013
  • A grid service-based distributed network simulation environment for computer networks education.  COMPUTER APPLICATIONS IN ENGINEERING EDUCATION.  20:654-665. 2012
  • A Linked Data approach for the discovery of educational ICT tools in the Web of Data.  COMPUTERS & EDUCATION.  59:952-962. 2012
  • A Linked-Data based infrastructure for the retrieval of educational tools.  IEEE Learning Technology Newsletter.  13:15-17. 2011

• book chapters 

  • Claves de la Universidad del Futuro. In: Enseñanza Innovadora en la Educación Superior.  8-33. 2022
  • Estrategias innovadoras para la enseñanza-aprendizaje mediadas por tecnología. In: Enseñanza Innovadora en la Educación Superior.  51-68. 2022
  • Innovative strategies for technology-mediated teaching-learning. In: Innovative Teaching in Higher Education.  60-77. 2022
  • Keys to the University of the Future. In: Innovative Teaching in Higher Education.  12-35. 2022

• books 

  • Technology-Enhanced Learning for a Free, Safe, and Sustainable World: 16th European Conference on Technology Enhanced Learning, EC-TEL 2021, Bolzano, Italy, September 20-24 2021, Proceedings.  Ed. 12884.  2021
  • Addressing Global Challenges and Quality Education :15th European Conference on Technology Enhanced Learning, EC-TEL 2020, Heidelberg, Germany, September 14-18, 2020, Proceedings 2020
  • MOOC-Maker 2018. International Conference MOOC-Maker 2018: Proceedings of the 2nd International Conference MOOC-Maker (MOOC-Maker 2018).  Ed. 2224.  2018
  • Actas de la Jornada de MOOCs en Español en EMOOCs 2017.  Ed. 1836.  2017
  • Trends in digital education: selected papers from EC-TEL 2015 Workshops CHANGEE, WAPLA, and HybridEd (EC-TEL-WS 2015), Toledo, Spain, September 18, 2015.  Ed. 1599.  Aachen. 2016

• conference contributions 

  • Promoting Student Interaction in Online Educational Environments With Engageli.  113-124. 2023
  • Recognizing the Value of Recognition in Education.  1-5. 2023
  • Adaptation of a Process Mining Methodology to Analyse Learning Strategies in a Synchronous Massive Open Online Course.  117-136. 2022
  • Educational Yin&Yang: Towards a Framework for the Instructional Design of MOOCs.  1-5. 2022
  • H2O Learn-Hybrid and Human-Oriented Learning: Trustworthy and Human-Centered Learning Analytics (TaHCLA) for Hybrid Education 2022
  • Programming Teaching Interaction.  1965-1969. 2022
  • Scenario for Analysing Student Interactions and Orchestration Load in Collaborative and Hybrid Learning Environments.  295-303. 2022
  • Educational Pyramids Aligned: Bloom's Taxonomy, the DigCompEdu Framework and Instructional Designs.  110-117. 2021
  • PROF-XXI: Teaching and Learning Centers to Support the 21st Century Professor.  447-454. 2021
  • Smart Groups: A tool for group orchestration in synchronous hybrid learning environments.  384-388. 2021
  • Towards a Cloud-Based University Accelerated by the Pandemic.  1642-1649. 2021
  • Design of a Smart ABN Device for Early Math Education.  1-6. 2020
  • Key Aspects for the Implementation of Virtual Mobility.  53-57. 2020
  • Making Educational Technology Invisible.  1922-1927. 2020
  • Surfing the Waves of Educational Transformation in the 21st Century 2020
  • Transforming University Education: The UC3M Way 2020
  • Analyzing Students' Persistence using an Event-Based Model.  56-70. 2019
  • Chrome Plug-in to Support SRL in MOOCs.  3-12. 2019
  • European Virtual Exchange (EVE): Student Mobility without Moving.  1-11. 2019
  • Lessons Learned from the Implementation of the Flipped Classroom in a Freshman Programming Course.  1-2. 2019
  • Principles for the Design of an Educational Voice Assistant for Learning Java.  99-106. 2019
  • Smart Education: A Review and Future Research Directions.  1-10. 2019
  • Taxonomy of MOOC-Based Hybrid Educational Models in Higher Education.  128-132. 2019
  • What Can You Do with Educational Technology that is Getting More Human?.  1480-1487. 2019
  • What can innovation in engineering education do for you as a student and what can you do as a student for innovation in engineering education? 2019
  • Addressing Societal Issues Through MOOCs in Southeast Asia.  78-80. 2018
  • Analyzing learners' activity beyond the MOOC= Analizando la actividad de los estudiantes más allá del MOOC.  120-127. 2018
  • Design of a Conversational Agent as an Educational Tool.  27-30. 2018
  • Kolb's Learning Styles, Learning Activities and Academic Performance in a Massive Private Online Course.  327-341. 2018
  • MOOC-Maker: tres años construyendo capacidades de gestión de MOOCs en Latinoamérica.  5-14. 2018
  • Predicting Learners' Success in a Self-paced MOOC Through Sequence Patterns of Self-regulated Learning.  355-369. 2018
  • Sentiment analysis in MOOCs: A case study.  1489-1496. 2018
  • SmartLET: learning analytics to enhance the design and orchestration in scalable, IoT-enriched, and ubiquitous Smart Learning Environments.  648-653. 2018
  • Supporting Hybrid Learning through MOOC Contents: Comparison between Different Bachelor's Degree Programs and Editions of the Same Course.  1-2. 2018
  • Supporting a MOOC through a Conversational Agent. Design of a First Prototype 2018
  • Tablero Learning Analytics para trabajar la metodología Flipped Classroom mediante la reutilización de MOOCs.  15-24. 2018
  • The Hybridization Factor of Technology in Education.  1883-1889. 2018
  • A MOOC-Based Flipped Class: Lessons Learned from the Orchestration Perspective.  102-112. 2017
  • Boosting interaction with educational technology.  1763-1767. 2017
  • From MOOCs to SPOCs... and from SPOCs to flipped classroom.  347-354. 2017
  • Implementación del Modelo MOOC Canvas para el Diseño de MOOCs dentro del Proyecto MOOC-Maker: Lecciones Aprendidas.  123-129. 2017
  • Integration of external tools to Foster learner interaction in MOOCs: The example of codeboard.  1-10. 2017
  • Perceived usefulness and motivation students towards the use of a cloud-based tool to support the learning process in a Java MOOC.  73-82. 2017
  • Reutilización de MOOCs en el aula para implementar "Clase Invertida".  21-28. 2017
  • Analizando el papel de las redes sociales en un MOOC de introducción a la programación en Java.  660-665. 2016
  • Describing MOOC-based hybrid initiatives: the H-MOOC framework.  159-172. 2016
  • From software engineering to courseware engineering.  1122-1128. 2016
  • From the classroom to a massive audience: a successful experience introducing programming with Java.  11-20. 2016
  • Influential factors for managing virtual groups in massive and variable scale courses.  1-4. 2016
  • Interactive activities: the key to learning programming with MOOCs.  319-328. 2016
  • MOOC-Maker: construcción de capacidades de gestión de MOOCs en educación superior de Latinoamérica.  354-359. 2016
  • eMadrid project: MOOCs and learning analytics.  1-5. 2016
  • Diseñando un MOOC en edX: introducción a la programación con Java: parte 1.  391-398. 2015
  • Mixing and blending MOOC technologies with face-to-face pedagogies.  967-971. 2015
  • Tips and techniques for MOOC production.  329-329. 2015
  • A Multidimensional Analysis of Trends in Educational Technology.  395-398. 2014
  • Adaptive planner for facilitating the management of tasks in MOOCs 2014
  • Analítica del aprendizaje para la evaluación precisa de la efectividad del alumno con actividades y recursos educativos = Learning analytics for the precise evaluation of student effectiveness with educational resources and activities.  1311-1316. 2014
  • Are we all on the same boat? Coordinating stakeholders for the design of MOOCs.  379-384. 2014
  • Designing your first MOOC from scratch: recommendations after teaching "Digital Education of the Future".  1 -7. 2014
  • Experiences of running MOOCs and SPOCs at UC3M.  884-891. 2014
  • Recommendations for the design and deployment of MOOCs: Insights about the MOOC Digital Education of the Future deployed in MiríadaX.  403-408. 2014
  • Scaffolding self-learning in MOOCs.  43-49. 2014
  • Supporting situated learning based on QR codes with etiquetAR App: a pilot study.  277-280. 2014
  • Towards an outcome-based discovery and filtering of MOOCs using moocrank.  50-57. 2014
  • Analysing the impact of built-in and external social tools in a MOOC on educational technologies.  5-18. 2013
  • GLUE!: An Architecture for the Integration of External Tools in Virtual Learning Environments.  122-137. 2013
  • Supporting crowdsourcing in MOOC informal face-to-face meetings.  6-12. 2013
  • Tag-based Experiences for Supporting Collaboration at the Workplace.  13-20. 2013
  • Validación por la Comunidad Docente de una Metodología de Aprendizaje Activo para Cursos de Programación.  563-570. 2013
  • We-Share: a social annotation application that publishes and retrieves information about educational ICT tools from the Web of Data 2013

• working papers 

  • Marco PROF-XXI: marco de competencias para Centros de Enseñanza y Aprendizaje para el Siglo XXI. Entregable D2.1B. WP2 2021