The success of using agile methodologies for collaborative work in industry, has led to adopt these methodologies for teaching Software Engineering. The curricula has evolved in recent years in order to introduce the use of agile development, so that the students practice their use and train the required skills for project-based collaborative work. Agile methodologies are characterized by being iterative and incremental, with short cycles, constant deliveries and a high level of interaction among team members. These characteristics constitute a challenge for educators and students since, in short periods of time, it is necessary to evaluate and provide feedback to individual and group work, regarding aspects like methodology usage, tools management, and collaboration within the team. For that reason, a Computer Supported Collaborative Learning (CSCL) environment has been developed to assist academics in evaluating and providing feedback to students. The CSCL environment is based on the collaborative platform GitLab, which has been adapted to implement concepts associated to SCRUM, an agile methodology widely adopted. Additionally, the use of GitLab allows to automatically collect information regarding individual and team work of students. Using GitLab data collected, a Learning Analytics platform has been developed in order to analyse group and individual work during the execution of student projects using SCRUM. The objective is to determine if SCRUM helps students to elaborate better software, by evaluating methodology adoption and quality of the resulting software. A prototype of the platform was developed and used in a Software Engineering undergrad course at a Spanish University, in which 79 students divided into groups of 3-4 people, developed two independent projects. Preliminary results show that the proposed CSCL environment helps in providing insight for evaluating and giving feedback to students. Additionally, the data collected by the CSCL environment showed a good correlation of SCRUM adoption by students and quality of resulting software.

Following up students' progress in collaborative activities is a crucial element in the teaching task if we want to properly scaffold learning and assess students' performance. Considering this, a Computer Supported Collaborative Learning (CSCL) environment was created in the subject Middleware, devoted to the development of collaborative software projects delivered to undergraduates from Computer Engineering in a Spanish university. Students (n= 46) were asked to work in teams using the SCRUM methodology and the GitLab software. In order to analyse their individual performance, a Learning Analytics platform was created and an online survey was designed to complement the results obtained collecting students' perceptions. One of the aims in our project was to explore the relationships between students' outcomes and their perceptions about teamwork and the tools used. Specifically, we analysed the relationship between students' final mark, students' perceptions of teamwork and their SCRUM competence. Their sense of flow during the collaborative activity was measured as well. Results show correlations among these variables. Further discussion is provided around the students' perceptions as a key aspect for understanding students' behaviour and performance.

"Nowadays, technology and digital screens have become an essential part of our routine. At the same time, young children are being exposed to these screens at an earlier age. Literature suggests that there is a digital gap between those children who have been trained to use technology critically and effectively and those who have not. Considering the relevance of the topic in developed societies, we will analyze the current national (Spain) and international literature on the issue. The objective of the study is to recognize the needs and weaknesses of Spanish research with the aim to offer an effective data collection tool for future research. The literature review reveals that as a result of COVID-19 pandemic, several new articles have been produced with the aim of analyzing the situation, anticipating possible consequences and providing action strategies and healthy routines for families and schools. On the international scene, during the last 10 years the number of studies about experts' recommendations, health concerns and the benefits of educational Apps has increased consistently. Focusing on national research, most Spanish studies exclude young children (0-6 years) and those who include them, focus on a specific field or analyze a small sample. To cover the research gap from 0-6 years old, we have designed two surveys, one for caregivers and one for preschool teachers. Some semi-structured interviews are also being considered to complement the quantitative data with qualitative information related to the perceptions, experiences, beliefs and practices of parents and teachers. The sample is divided into the main caregivers of young children and early education tutors of preschools in the Metropolitan Area of Barcelona. To include different socioeconomic status (SES), should be conducted in at least 30 preschool education centers distributed as follows: 10 schools located in low-income neighborhoods, 10 schools located in middle-income neighborhoods and 10 schools located in high-income neighborhoods."