Francisco Pereira Correia Pinto

Biographie

Francisco holds a degree in Computer Science from the University of Porto, and a Ph.D. in Signal Processing from the École polytechnique fédérale de Lausanne (EPFL). He is currently leading the development of EPFL's data intelligence infrastructure for institutional data, as well as its new ML/Graph-powered search engine (graphsearch.epfl.ch). His interests lie in the intersection between educational sciences and artificial intelligence.

Official source

https://people.epfl.ch/francisco.pinto?lang=fr

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Designing for impact: a conceptual framework for learning analytics as self-assessment tools

Cécile Hardebolle, Patrick Jermann, Francisco Pereira Correia Pinto, Roland John Tormey

Although it is frequently claimed that learning analytics can improve self-evaluation and self-regulated learning by students, most learning analytics tools appear to have been developed as a response to existing data rather than with a clear pedagogical model. As a result there is little evidence of impact on learning. Even fewer learning analytics tools seem to be informed by an understanding of the social context and social practices within which they would be used. As a result, there is very little evidence that learning analytics tools are actually impacting on practice. This paper draws on research in self-regulated learning and in the social practices of learning and assessment to clarify a series of design issues which should be considered by those seeking to develop learning analytics tools which are intended to improve student self-evaluation and self-regulation. It presents a case study of how these design issues influenced the development of a particular tool: the Learning Companion.

ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD2019

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Impact of a learning analytics dashboard on the practice of students and teachers

Cécile Hardebolle, Patrick Jermann, Francisco Pereira Correia Pinto, Roland John Tormey

This paper reports results of the deployment of a learning analytics dashboard in the context of introductory Maths, Physics and Chemistry courses in the first year of the Engineering bachelor of a Swiss technical university. Informed by research on self regulated learning, learning analytics dashboards and the social practice of learning in Higher Education, the tool includes a learning diary feature where students report their progress and the difficulties encountered in solving the course exercises. Both students and teachers have access to a dashboard showing an overview of the class progress and difficulties, the student view including personalized feedback. We present usage and survey data, and show how these help to identify key intervention principles to maximize the impact of learning analytics dashboards on the practice of students and teachers.

2019

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Impact on the practice of students and teachers of a learning analytics dashboard

Maria Carla Di Vincenzo, Cécile Hardebolle, Patrick Jermann, Francisco Pereira Correia Pinto, Roland John Tormey

2019

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