Abstract: Video is a medium increasingly used in education. The styles of videos produced for academic purposes have been studied in the literature based mainly on those initially designed by instructors for use in MOOCs. In this work, we define a novel taxonomy of academic video design styles based on the videos produced by students. We have defined 10 different styles after reviewing 105 student-generated videos over 5 years. These types of videos reflect the tastes of students when making a video, which do not necessarily coincide with those of instructors. Based on our classification, a comparative analysis was done between the types of videos developed by instructors and by students, and significant differences were found. The style most commonly used by instructors is similar to the presentation slides while students' videos are based on the integration of videos and images they search for on the Internet.

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Abstract: The study of the relationships between self-regulated learning and formative assessment is an active line of research in the educational community. A recent review of the literature highlights that the study of these connections has been mainly unidirectional, focusing on how formative assessment helps students to self-regulate their learning, being much less explored the effect of self-regulated learning strategies on formative assessment. In this context, analyzing automatically captured students’ activities within online learning tools can provide us further insights on the interactions between these two topics. More specifically, this article examines the activity traces of 382 students who used an online tool to learn a programming language. The tool incorporates review exercises for promoting self-assessment (an important self-regulated learning strategy). Furthermore, the tool is used in supervised laboratories where students receive formative assessment. This study uses process mining techniques to analyze the temporal component of student behavior in both types of activities, their interaction, and how self-assessment relates to formative assessment. Some key lessons are learned: activities promoting self-assessment significantly improved students’ involvement in formative assessment activities; increasing self-assessment cannot compensate for a lack of effort in formative assessment. We also underline that, to the best of our knowledge, to date no research has used process mining to consider the time component in the analysis of the relationships between formative assessment and self-assessment.

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Abstract: The knowledge acquired during the execution of projects developed in organizations is captured and published in the form of lessons learned with the objective of being able to apply them in subsequent projects. Effectively reused lessons have an impact on projects, for example, by increasing their quality and reducing their execution time. In an educational context, these lessons can be integrated into project-based learning experiences. Lessons are content generated by students for students, in the same or subsequent courses, who could benefit from reading them. We have applied, for four consecutive academic years, a specific cycle of lessons learned management in a course where project-based learning is carried out using a blog developed with Blogger as a platform for publishing and open access to these lessons. We have analysed student opinions about reading, detecting, and generating lessons as well as the profiles of students most likely to detect and generate lessons. A total of 162 students who developed 154 lessons are included in the study. A statistical analysis is performed to evaluate lessons learned generation. The results indicate that lessons learned generated by peers are useful for learning and have a strong influence on the outcomes of their work. The activity of generating new lessons is difficult and moderately satisfying. Finally, the profile of a student who creates quality lessons corresponds to someone brilliant, whose work is valued both by their teammates and themselves, and who is also attentive to the activities carried out in the course. The implications of this work are that lesson generation is well suited to project-based learning and that students generate an interesting number of quality lessons with the instructor’s support and encouragement.
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Abstract: Some project-based organizations report and share knowledge through lessons learned in order to improve performance in future work. The objective of this study is to test whether the use of this technique, in Project-Based Learning, is sustainable over time. Also, it is interesting to test what are the types of lessons generated most frequently, whether they have interest for the learners, and whether the activities involved are satisfactory for them. The research is carried out by incorporating the lessons learned technique into a Project-Based Learning experience over several years. The methodology consists of the analysis and classification of lessons, published in a blog, and the data collected about the students (grades and opinions). The results show that technological lessons are the most numerous and visited, followed by methodological lessons in terms of generation, and work organization lessons in terms of visits. Moreover, the opinions of the students are very positive in all activities related to the dissemination, generation, learning achieved and usefulness of the lessons in a fairly unanimous way. In conclusion, the lessons learned technique serves as a good complement to reinforce Project-Based Learning, enabling students to acquire knowledge, perceive its practical usefulness, and express satisfaction with the activities involved.
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Abstract: Teaching and learning methods that are related to student-generated content (SGC) seem a promising strategy for including Sustainable Development Goals (SDGs) in education (established as a fundamental cornerstone in the achievement of these goals by the United Nations). This paper describes the inclusion of SDGs through the implementation of website learning projects, whose products are SGC where materials developed by students can be made available to other students (from the same or different courses) in Project Management subjects of the Degree in Computer Science. The method has trialled at two different universities working in a coordinated way. A total of 301 students developed these projects with which they completed the content of the subject, in addition to achieving learning with respect to the SDGs, increasing their understanding of the impact of information and communication technologies on the SDGs, and their awareness of the related problems. We also found that more learning is perceived with information search and content generation activities than with those that focus on the use of materials produced by peers. Finally, it is observed that the method has similar results in different contexts and with different groups of students. 

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