Data-Driven Blended Problem Based Learning Towards Enhancing Transversal Skills

The incorporation of established student-centred learning strategies such as Problem Based Learning (PBL) and the utilization of new technologies for fostering high level transversal cognitive skills often do not show the expected benefits. The main reasons include ad-hoc course design with no consideration of prior experiences and poor utilization of the large amounts of generated data, which could enhance learning for both learners and educators if exploited properly. In the context of this thesis, we aim to reconfigure blended PBL design, implementation and evaluation so as to allow a) lifelong learning capabilities´ development such as transversal skills and b) Learning Analytics integration for data gathering and analysis into meaningful information for all phases of learning.