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Designing for enactment: Multi-level patterns and routines in teacher practice / Representing learning design and classroom orchestration through atomic patterns

L. Yannis Dimitriadis, and S. Villagrá-Sobrino. Research in Learning Technology, (forthcoming)

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Edgar Sebastián Villagra

Stefano Saracino

Hans-Werner Sarau

Siegfried Sarau

Mahmood Saram

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Design of Conversational Agents for CSCL: Comparing Two Types of Agent Intervention Strategies in a University Classroom.K. Michos, J. Asensio-Pérez, Y. Dimitriadis, S. García-Sastre, S. Villagrá-Sobrino, A. Ortega-Arranz, E. Gómez-Sánchez, and P. Topali. EC-TEL, volume 12315 of Lecture Notes in Computer Science, page 215-229. Springer, (2020)CSCL and Innovation: In Classrooms, With Teachers, Among School Leaders, In Schools of Education.J. Roschelle, C. Patton, P. Schank, W. Penuel, C. Looi, W. Chen, A. Chan, L. Prieto, S. Villagrá-Sobrino, and Y. Dimitriadis. CSCL, International Society of the Learning Sciences, (2011)Toward Multimodal Analytics in Ubiquitous Learning Environments.J. Muñoz-Cristóbal, M. Rodríguez-Triana, M. Bote-Lorenzo, S. Villagrá-Sobrino, J. Asensio-Pérez, and A. Martínez-Monés. MMLA-CrossLAK@LAK, volume 1828 of CEUR Workshop Proceedings, page 60-67. CEUR-WS.org, (2017)Designing for enactment: Multi-level patterns and routines in teacher practice / Representing learning design and classroom orchestration through atomic patternsL. Yannis Dimitriadis, and S. Villagrá-Sobrino. Research in Learning Technology, (forthcoming)Learning Analytics in Small-scale Teacher-led Innovations: Ethical and Data Privacy Issues.M. Rodríguez-Triana, A. Martínez-Monés, and S. Villagrá-Sobrino. J. Learn. Anal., (April 2016)Quality Assurance Methods Assessing Instructional Design in MOOCs that implement Active Learning Pedagogies: An evaluative case study.V. Aloizou, S. Villagrá-Sobrino, A. Martínez-Monés, J. Asensio-Pérez, and S. García-Sastre. EMOOCs-WIP, volume 2356 of CEUR Workshop Proceedings, page 14-19. CEUR-WS.org, (2019)The INTELed pedagogical framework: Applying embodied digital apps to support special education children in inclusive educational contexts.A. Martínez-Monés, S. Villagrá-Sobrino, Y. Georgiou, A. Ioannou, and M. Ruiz. Interacción, page 35:1-35:4. ACM, (2019)Fostering CSCL Adoption: An Approach to Professional Development Focused on Orchestration.L. Prieto, S. Villagrá-Sobrino, Y. Dimitriadis, J. Asensio-Pérez, and I. Jorrín-Abellán. CSCL (1), page 383-390. International Society of the Learning Sciences, LuLu, Amazon, (2013)Gauging Teachers' Needs with Regard to Technology-Enhanced Formative Assessment (TEFA) of 21st Century Skills in the Classroom.E. Rusman, A. Martínez-Monés, J. Boon, M. Rodríguez-Triana, and S. Villagrá-Sobrino. CAA, volume 439 of Communications in Computer and Information Science, page 1-14. Springer, (2014)Recurrent routines: Analyzing and supporting orchestration in technology-enhanced primary classrooms.L. Prieto, S. Villagrá-Sobrino, I. Jorrín-Abellán, A. Martínez-Monés, and Y. Dimitriadis. Comput. Educ., 57 (1): 1214-1227 (2011)