Albó, L., Barria-Pineda, J., Brusilovsky, P. & Hernández-Leo, D. (in press).  Knowledge-based Design Analytics for Authoring Courses with Smart Learning Content. International Journal of Artificial Intelligence in Education.

Beardsley, M., Albó, L., Aragón, P. & Hernández-Leo, D. (2021). Emergency Education Effects on Teacher Abilities and Motivation to Use Digital Technologies. British Journal of Educational Technologies. 
https://onlinelibrary.wiley.com/share/author/ZFNRXZSS5XK5NPM5IDAP?target=10.1111/bjet.13101
 

Albó, L., Hernández-Leo, D. (2020).  edCrumble, a data-enriched visual authoring design tool for blended learningIEEE Transactions on Learning Technologies , doi: 10.1109/TLT.2020.3040475.

Albó, L., Beardsley, M., Martínez-Moreno, J., Santos, P., & Hernández-Leo, D. (2020, September). Emergency Remote Teaching: Capturing Teacher Experiences in Spain with SELFIE. In European Conference on Technology Enhanced Learning (pp. 318-331). Springer, Cham.

Albó, L., Beardsley, M., Amarasinghe, I., & Hernández-Leo, D. (2020, July). Individual versus computer-supported collaborative self-explanations: how do their writing analytics differ?. In 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) (pp. 132-134). IEEE.

Albó, L., Hernández-Leo, D. (2020). How Educators Value Design Analytics for Blended Learning. Proceedings of the Workshop on Hybrid Learning Spaces – Data, Design, Didactics co-located with 14th European Conference on Technology Enhanced Learning (EC-TEL 2019), 53-55.

Albó, L., Hernández-Leo, D. (2020). Conceptualizing a visual representation model for MOOC-based blended learning designsAustralasian Journal of Educational Technology, 1-26. https://doi.org/10.14742/ajet.5178

Albó, L., Hernández-Leo, D. (2019). Co-creating a web-based visual representation model for authoring blended learning designsInteraction Design and Architecture, 42, 164-82.

Albó, L., Barria-Pineda, J., Brusilovsky, P., Hernández-Leo, D. (2019). Concept-level design analytics for blended courses. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science (Vol. 11722, pp. 541–554). Delft, The Netherlands: Springer, Cham.

Albó, L., Butera Castelo, R., & Hernández Leo, D. (2019). Supporting the planning of hybrid-MOOCs learning designs. In Calise M. Delgado Kloos C, Mongenet C, et al., editors. Proceedings of EMOOCs 2019: Work in Progress papers of the research, experience, and business tracks; 2019 May 20-22; Naples, Italy.[London]: CEUR Workshop Proceedings, 2019.. CEUR Workshop Proceedings.

Albó, L., Hernández-Leo, D., & Moreno Oliver, V. (2019). Smartphones or laptops in the collaborative classroom? A study of video-based learning in higher educationBehaviour & Information Technology, 38(6), 637-649.

Michos, K., Hernández-Leo, D., & Albó, L. (2018). Teacher-led inquiry in technology-supported school communitiesBritish Journal of Educational Technology, 49(6), 1077-1095.

Albó, L., Hernández-Leo, D. (2018). edCrumble: designing for learning with data analytics. Proceedings of the 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 2018 – BEST DEMO AWARD.

Albó, L., Hernández-Leo, D. (2018). Identifying design principles for learning design tools: the case of edCrumble. Proceedings of the 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 2018.

Albó, L., & Hernández Leo, D. (2018). Co-creation process and challenges in the conceptualization and development of the edCrumble learning design tool. In Proceedings of the 1st Co-Creation in the Design, Development and Implementation of Technology-Enhanced Learning workshop (CC-TEL 2018) and Systems of Assessments for Computational Thinking Learning workshop (TACKLE 2018) co-located with 13th European Conference on Technology Enhanced Learning (ECTEL 2018); 2018 Sep 3; Leeds, UK.

Albó, L., Hernández-Leo, D. (2017). Breaking the walls of a campus summer course for high school students with two MOOCs. Paper presented at: HybridEd Workshop. Innovations in blended learning with MOOCs; 2017 May 24; Leganés, Spain.

Albó, L., Gelpí, C. (2017). From a FutureLearn MOOC to a blended SPOC: the experience of a Catalan Sign Language course. Paper presented at: HybridEd Workshop. Innovations in blended learning with MOOCs; 2017 May 24; Leganés, Spain.

Albó, L., Hernández-Leo, D., Barceló, L., Sanabria, L. (2016). Video-based learning in higher education: The flipped or hands-on classroom? European Journal of Open, Distance and E-learning 19 (2) 50-61.

Albó, L., Hernández-Leo D. (2016). Blended learning with MOOCs: towards supporting the learning design process. In: Ubachs G, Konings L, (Eds.), Enhancing European higher education: Opportunities and impact of new modes of teaching. Paper presented at the Online, Open and Flexible Higher Education Conference of the European Association of Distance Teaching Universities 2016, 19-21 October, Roma (pp. 578-588).

Albó, L., Hernández-Leo, D., Oliver, M. (2016). Are higher education students registering and participating in MOOCs? The case of MiríadaX. Proceedings of the Fourth European MOOCs Stakeholders Summit, EMOOCs 2016, 197-210, Graz, Austria.

Albó, L., Hernández-Leo, D., Oliver, M. (2015). Blended MOOCs: University teachers’ perspectiveHybridEd Workshop inside EC-TEL 2015, Toledo, Spain.

Albó, L., Hernández-Leo, D., Barceló, L., Sanabria, L. (2015). Video-based learning in higher education: The flipped or hands-on classroom? EDEN Annual Conference, Barcelona, Spain.

Oliver, M., Hernández-Leo, D., Albó, L. (2015). MOOCs en España. Análisis de la demanda. Cátedra Telefónica-UPF Social Innovation in Education.

Oliver, M., Hernández-Leo, D., Daza, V., Martín, C., Albó, L. (2014). MOOCs en España. Cátedra Telefónica-UPF Social Innovation in Education.

Albó, L., Barria-Pineda, J., Brusilovsky, P. & Hernández-Leo, D. (in press).  Knowledge-based Design Analytics for Authoring Courses with Smart Learning ContentInternational Journal of Artificial Intelligence in Education.

Beardsley, M., Albó, L ., Aragón, P. & Hernández-Leo, D. (2021). Emergency Education Effects on Teacher Abilities and Motivation to Use Digital Technologies British Journal of Educational Technologies.
  https://onlinelibrary.wiley.com/share/author/ZFNRXZSS5XK5NPM5IDAP?target=10.1111/bjet.13101 

Albó, L., Hernández-Leo, D. (2020). edCrumble, a data-enriched visual authoring design tool for blended learningIEEE Transactions on Learning Technologies, doi: 10.1109/TLT.2020.3040475.

Albó, L., Hernández-Leo, D. (2020). Conceptualizing a visual representation model for MOOC-based blended learning designsAustralasian Journal of Educational Technology, 1-26. https://doi.org/10.14742/ajet.5178

Albó, L., Hernández-Leo, D. (2019). Co-creating a web-based visual representation model for authoring blended learning designsInteraction Design and Architecture, 42, 164-82.

Albó, L., Hernández-Leo, D., & Moreno Oliver, V. (2019). Smartphones or laptops in the collaborative classroom? A study of video-based learning in higher educationBehaviour & Information Technology, 38(6), 637-649.

Michos, K., Hernández-Leo, D., & Albó, L. (2018). Teacher-led inquiry in technology-supported school communitiesBritish Journal of Educational Technology, 49(6), 1077-1095.

Albó, L., Hernández-Leo, D., Barceló, L., Sanabria, L. (2016). Video-based learning in higher education: The flipped or hands-on classroom? European Journal of Open, Distance and E-learning 19 (2) 50-61.

Albó, L., Beardsley, M., Martínez-Moreno, J., Santos, P., & Hernández-Leo, D. (2020, September). Emergency Remote Teaching: Capturing Teacher Experiences in Spain with SELFIE. In European Conference on Technology Enhanced Learning (pp. 318-331). Springer, Cham.

Albó, L., Beardsley, M., Amarasinghe, I., & Hernández-Leo, D. (2020, July). Individual versus computer-supported collaborative self-explanations: how do their writing analytics differ?. In 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) (pp. 132-134). IEEE.

Albó, L., Barria-Pineda, J., Brusilovsky, P., Hernández-Leo, D. (2019). Concept-level design analytics for blended courses. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science (Vol. 11722, pp. 541–554). Delft, The Netherlands: Springer, Cham.

Albó, L., Butera Castelo, R., & Hernández Leo, D. (2019). Supporting the planning of hybrid-MOOCs learning designs. In Calise M. Delgado Kloos C, Mongenet C, et al., editors. Proceedings of EMOOCs 2019: Work in Progress papers of the research, experience, and business tracks; 2019 May 20-22; Naples, Italy.[London]: CEUR Workshop Proceedings, 2019.. CEUR Workshop Proceedings.

Albó, L., Hernández-Leo, D. (2018). edCrumble: designing for learning with data analytics. Proceedings of the 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 2018 – BEST DEMO AWARD.

Albó, L., Hernández-Leo, D. (2018). Identifying design principles for learning design tools: the case of edCrumble. Proceedings of the 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 2018.

Albó, L., Hernández-Leo D. (2016). Blended learning with MOOCs: towards supporting the learning design process. In: Ubachs G, Konings L, (Eds.), Enhancing European higher education: Opportunities and impact of new modes of teaching. Paper presented at the Online, Open and Flexible Higher Education Conference of the European Association of Distance Teaching Universities 2016, 19-21 October, Roma (pp. 578-588).

Albó, L., Hernández-Leo, D., Oliver, M. (2016). Are higher education students registering and participating in MOOCs? The case of MiríadaX. Proceedings of the Fourth European MOOCs Stakeholders Summit, EMOOCs 2016, 197-210, Graz, Austria.

Albó, L., Hernández-Leo, D., Barceló, L., Sanabria, L. (2015). Video-based learning in higher education: The flipped or hands-on classroom? EDEN Annual Conference, Barcelona, Spain.

Albó, L., Hernández-Leo, D. (2020). How Educators Value Design Analytics for Blended Learning. Proceedings of the Workshop on Hybrid Learning Spaces – Data, Design, Didactics co-located with 14th European Conference on Technology Enhanced Learning (EC-TEL 2019), 53-55.

Albó, L., & Hernández Leo, D. (2018). Co-creation process and challenges in the conceptualization and development of the edCrumble learning design tool. In Proceedings of the 1st Co-Creation in the Design, Development and Implementation of Technology-Enhanced Learning workshop (CC-TEL 2018) and Systems of Assessments for Computational Thinking Learning workshop (TACKLE 2018) co-located with 13th European Conference on Technology Enhanced Learning (ECTEL 2018); 2018 Sep 3; Leeds, UK.

Albó, L., Hernández-Leo, D. (2017). Breaking the walls of a campus summer course for high school students with two MOOCs. Paper presented at: HybridEd Workshop. Innovations in blended learning with MOOCs; 2017 May 24; Leganés, Spain.

Albó, L., Gelpí, C. (2017). From a FutureLearn MOOC to a blended SPOC: the experience of a Catalan Sign Language course. Paper presented at: HybridEd Workshop. Innovations in blended learning with MOOCs; 2017 May 24; Leganés, Spain.

Albó, L., Hernández-Leo, D., Oliver, M. (2015). Blended MOOCs: University teachers’ perspectiveHybridEd Workshop inside EC-TEL 2015, Toledo, Spain.

Oliver, M., Hernández-Leo, D., Albó, L. (2015). MOOCs en España. Análisis de la demanda. Cátedra Telefónica-UPF Social Innovation in Education.

Oliver, M., Hernández-Leo, D., Daza, V., Martín, C., Albó, L. (2014). MOOCs en España. Cátedra Telefónica-UPF Social Innovation in Education.