Gutiérrez Rojas, IsraelCrespo García, Raquel2014-07-142014-07-1420122012 12th IEEE International Conference on Advanced Learning Technologies (ICALT 2012), Rome, Italy, 4-6 July 2012. IEEE, pp. 599-603.978-1-4673-1642-2https://hdl.handle.net/10016/19110Proceedings of: 2012 12th IEEE International Conference on Advanced Learning Technologies (ICALT 2012). Rome, Italy, 04-06 July, 2012.Problem-based learning lab sessions shape a demanding environment, both for students as well for the teaching staff, due to the additional support required. This applies particularly to overcrowded classes. Under these conditions, some aspects do not perform well, like the efficiency of the provision of feedback and the orchestration of the session, jeopardizing the effectiveness of the learning activity. Based on empirical observation, a characterization of lab sessions has been carried out, integrating both qualitative and quantitative parameters describing the interactions that take place. Based on such characterization, a supporting tool is proposed to make use of the students' logs, learning analytics and visualization techniques for providing monitoring and awareness mechanisms for leveraging the detected problems and thus improving the learning and assessment processes.5application/pdfeng© 2012 IEEE.Learning analyticsAwarenessFormativeFeedbackLearning orchestrationAssessmentconference paperTelecomunicaciones10.1109/ICALT.2012.171open access5996032012 12th IEEE International Conference on Advanced Learning Technologies (ICALT 2012)CC/0000021149