1. Cognitive implications of using an artifact for real-time evaluations
June 2007.
Vancouver, Canada.
Cognitive implications of using
an artifact for real-time evaluations
and lectures in a graduate level course.
J. J. Fábregas, M. Ferruzca, F. Grimón, J. M. Monguet, M. Sampieri

2. PhD Program in Multimedia Engineering
Cognitive implications of using an artifact for real-time evaluations
and lectures in a graduate level course. Ed-Media 07.
PhD Program in Multimedia Engineering
F2F modality
How can we maintain the base of knowledge of a group of people that shares research projects?
What kind of strategies and tools can we design in order to improve our learning practices?
What cognitive implications will have the devices designed in this PhD Program?
Distance modality
Gap of time
and/or space

3. … ORGANIZATION establish OBJECTIVE generates PRODUCT(s)
…to maintain the base of knowledge of the PhD Program.
…However, there are other sub-products that can be created during the process of learning to research.
ORGANIZATION
establish
OBJECTIVE
generates
PRODUCT(s)
UPC UC UAM
Collaborative learning …
achieve
TASKS
Students: -To keep inform about the course (News & Events)
To present evaluations
To be aware of their progress in the course
Etc.
Tutors: - To prepare evaluations
To be aware of the students’ progress
To present lectures - To coordinate a project
Etc.
Others: - …
presents
support
ARTEFACTS
Adaptative Hypermedia System
Project Management System
Case Studies Management System
Consulting System
Real-Time
Evaluation and Lectures
Research Management System
Thesis Management System
Monitoring
System
General Information Management System
employs
CONTEXT
SUBJECTS
COLS (Blended learning)
Students
Tutors
Collaborators
Others
integrates

4. Description of a typical evaluation session in the course
Cognitive implications of using an artifact for real-time evaluations
and lectures in a graduate level course. Ed-Media 07.
Description of a typical evaluation session in the course
Cognitive architecture
Before using ARTEL F2F & Distance modality
Using ARTEL (Blended Learning)

5. ARTEL Description. Version 1.0

6. ARTEL Description. Version 2.0

7. In relation to the social dimension of the distributed cognition:
Cognitive implications of using an artifact for real-time evaluations
and lectures in a graduate level course. Ed-Media 07.
After a period of two years applying ARTEL in a Course of a PhD Program: What have we learned from this experience?
In relation to the social dimension of the distributed cognition:
There has been a positive change in the cognitive architecture of the evaluation session. ARTEL allows to integrates to all the students in the same virtual context at the same time.
The lecture session is more dynamic and participative because the students receive immediate feedback from their tutor. They pointed out to feel themselves immerse in a collaborative learning context.

8. In relation to the material dimension of the distributed cognition:
Cognitive implications of using an artifact for real-time evaluations
and lectures in a graduate level course. Ed-Media 07.
In relation to the material dimension of the distributed cognition:
3. ARTEL use supports positively the learning process because the students
learn better and more easily the contents.
Intellectual effort invested by the students during a session using ARTEL is
bigger than in a traditional one.
4. The students explain that the strategy to respond questions in real time and
to publish the results for all the group generates pressure, maintains them
aware and concentrated.
5. Implementing ARTEL can have a good effect on the learning process.
Because of the feedback obtained with this learning strategy, the teacher can
thoroughly explain complicated or confusing contents during the same session
or after it, increasing the pedagogical value of the evaluation.
Besides, the students can identify and correct their own mistakes without
consolidating them, and they have to concentrate better in the lecture.
6. ARTEL is easy to use. However, in order to improve it, new functionalities
should be considered: new kind of questions, a timer, etc.

9. Telefonica (Master Program) CITM (Graduate Course)
Cognitive implications of using an artifact for real-time evaluations
and lectures in a graduate level course. Ed-Media 07.
Some briefs commentaries…
Teaching &
Learning
Process
Pre-evaluation
The professor carries out an evaluation
before explaining a topic (diagnosis test).
Telefonica (Master Program)
Students = 42
Post-evaluation
The professor carries out an evaluation
after the student has acquired some
knowledge on a given subject.
PhD Program
Students = 30
Evaluation
Modalities
During-evaluation
CITM (Graduate Course)
The professor applies an evaluation as
he explains the contents of the session.
Students = 40

10. Some briefs commentaries…
Cognitive implications of using an artifact for real-time evaluations
and lectures in a graduate level course. Ed-Media 07.
Some briefs commentaries…
This project has had two phases, and now we are starting a 3rd. One.
ARTEL v.1 has been the most productive and it has marked the personality of the tool. ARTEL v.2. Our aim to improve the system including new kind of tasks didn’t work as we hoped.
ARTEL v.3…We will consolidate the first version of the tool with the important improvements that have been detected. For example: - All users should visualize the time control.
- Usability aspects - Question editor (An expert system that support the design of questions)

11. Thank you. J. J. Fábregas M. Ferruzca F. Grimón J. M. Monguet
M. Sampieri
Thank you.