DIA. Ponencias / Actas del Departamento de Informática y Automáticahttp://hdl.handle.net/10366/43922024-03-29T13:02:30Z2024-03-29T13:02:30ZSemantic spiral timeline como apoyo al e-learningGómez Aguilar, Diego AlonsoTherón-Sánchez, RobertoGarcía-Peñalvo, Francisco J.http://hdl.handle.net/10366/1265532023-06-13T19:27:25Z2008-01-01T00:00:00Z[ES]En éste artículo se presenta Semantic Spiral Timeline (SST), una
herramienta visual interactiva orientada a la exploración y el
análisis de información extra académica que se almacena en las
actuales plataformas de e-learning. Independientemente de los
contenidos desarrollados específicamente para éstas plataformas,
y de las diversas funcionalidades que éstas proporcionen, el
conocimiento profundo de los usos reales que se hacen por parte
de los distintos participantes se perfila como una tarea ineludible,
si se quieren garantizar una adecuada explotación y un uso
efectivo de las plataformas e-learning. Mediante la incorporación
de una novedosa representación visual altamente interactiva, es
posible encontrar patrones temporales, que se hacen patentes a
diferentes niveles: por un lado es posible valorar a simple vista la
evolución global de la plataforma con todos sus cursos a lo largo
del tiempo; posteriormente mediante diferentes mecanismos de
interacción se pueden sacar a la luz detalles concretos de los
cursos, de los estudiantes o de los profesores, que de otro modo
permanecerían ocultos.
2008-01-01T00:00:00ZLibro Blanco UD 2010Piattini Velthuis, MarioGarcía-Peñalvo, Francisco J.Laviña Orueta, Jaimehttp://hdl.handle.net/10366/1265522023-06-13T03:58:50Z2008-01-01T00:00:00Z[ES]Se presenta la iniciativa “Libro Blanco Universidad Digital 2010”,
que se ha llevado a cabo por un conjunto de universidades y
empresas españolas para definir un modelo de universidad capaz
de abordar las directrices del Espacio Europeo de Educación
Superior (EEES), hacer frente a los nuevos retos del mercado
universitario en un contexto de internacionalización y
competencia, facilitar el acercamiento de los ciudadanos a las
ventajas de las Tecnologías de la Información y de las
Comunicaciones (TIC) y contribuir al desarrollo de la sociedad de
la información, satisfaciendo las exigencias normativas y legales
en todo lo relacionado con estos objetivos.
2008-01-01T00:00:00ZHEODAR: Herramienta para la evaluación de objetos didácticos de aprendizaje reutilizablesMorales Morgado, Erla MarielaGómez Aguilar, Diego AlonsoGarcía-Peñalvo, Francisco J.http://hdl.handle.net/10366/1265512023-06-13T19:27:24Z2008-01-01T00:00:00Z[ES]Hasta el momento para evaluar Objetos de Aprendizaje (OAs) se
consideran algunas herramientas con criterios específicos, sin
embargo, no se ha promovido una metodología de valoración que
considere tanto el valor asignado al OA en sí, como el porcentaje
de la cantidad de evaluadores, que permita visualizar los
resultados para comparar la calidad de recursos. Como ocurre en
el caso de diversos productos que se ofrecen a través de la red
respaldados por una valoración de usuarios unificada en un
ranking, el propósito de este artículo es sugerir una propuesta para
la valoración automatizada de los expertos quienes puedan
observar visiblemente los aspectos mejor o peor valorados de los
OAs.
2008-01-01T00:00:00ZExtending MOOC ecosystems using web services and software architecturesCruz-Benito, JuanBorrás-Gené, OriolGarcía-Peñalvo, Francisco J.Fidalgo-Blanco, ÁngelTherón Sánchez, Robertohttp://hdl.handle.net/10366/1265502023-06-13T03:58:27Z2015-09-01T00:00:00Z[EN]This paper present a research project that tries to extend the MOOC ecosystems by integrating external tools like social
networks. This integration is developed by using a software architecture that mediate between the different systems and
platforms establishing communication workflows and analyzing
the information retrieved. This kind of system is applied in a real
case, and it allows teachers and managers of the MOOC platform
to get enhanced information and insights about users interaction
with contents and MOOC tools, as well as some metrics
impossible to retrieve or calculate manually in this kind of
eLearning platforms with high amounts of users.
2015-09-01T00:00:00Z¿Está cambiando la forma de impartir docencia? ¿Deberíamos cambiarla? Interacción Persona OrdenadorGarcía-Peñalvo, Francisco J.http://hdl.handle.net/10366/1253872023-06-13T14:58:50Z2014-06-05T00:00:00ZComunicación presentada en el Seminario Bienal Las Nuevas Formas de Enseñanza en la Universidad Digital, Madrid.
2014-06-05T00:00:00ZVirtual placements for informatics students in open source business across EuropeGarcía-Peñalvo, Francisco J.Cruz-Benito, JuanConde González, Miguel ÁngelGriffiths, Davidhttp://hdl.handle.net/10366/1250612023-06-13T03:57:58Z2014-01-01T00:00:00Z[ES] European Project has the aim of establishing sustainable processes to build knowledge partnerships between Higher Education and companies to collaborate on resolving authentic business problems through open innovation mediated by the use
of Open Source Software. To achieve this, VALS builds knowledge partnerships between Higher Education and companies who work together on resolving authentic business problems through open innovation. The innovative approach is to
leverage virtual placements of informatics students in companies in order to foster entrepreneurial skills and attitudes, and to make use of the results to establish new learning and teaching methods. This results in the Semester of Code initiative, a set of
methods and processes for creating and managing a real virtual placement, and for integrating this into innovative teaching and learning strategy. To show these methods and processes, this paper describes the general methodology designed to perform the
Semester of Code, as well as several guidelines on how to develop the software that will support this process. Also describes a real adaptation of theoretical approach of this whole process in the case of an Academic Institution, including comprehensively all
the issues affecting the process implementation in a real context.
2014-01-01T00:00:00ZModelo de analítica visual para datos educativosGómez Aguilar, Diego AlonsoGarcía-Peñalvo, Francisco J.Therón Sánchez, Robertohttp://hdl.handle.net/10366/1233962023-06-13T12:31:40Z2014-06-01T00:00:00Z[ES] Las tecnologías actuales utilizadas en los procesos de aprendizaje habilitan el registro de todas las actividades
realizadas. Estos datos se pueden aprovechar para la evaluación de estudiantes, profesores y de los propios procesos. Sin embargo, aunque existe esta gran cantidad de datos, sigue siendo difícil
para los profesores (y otras partes interesadas) verificar hipótesis, extraer conclusiones o tomar decisiones basadas en
hechos o situaciones detectadas. Este artículo presenta un modelo de análisis de datos educativos basado en Analítica Visual,
Analítica del Aprendizaje y Analítica Académica, el cual por medio de una implementación de software permita realizar
análisis de datos exploratorios y confirmatorios, en interacción
con información obtenida de un sistema típico de gestión de aprendizaje. Así pues, el objetivo principal es la definición de un
modelo que habilite el descubrimiento de nuevo conocimiento sobre el proceso de aprendizaje educativo que, a su vez, posibilite la mejora de éste. [EN] Current technologies used in learning processes
imply the logging of all the performed activities. These data can be exploited to gain insight into the learning process and can be used for the assessment of students, professors and the processes themselves. However, although this wealth of data exists, it is still difficult for the teachers (and interested stakeholders) to verify hypothesis, extract conclusions, or make decisions based on discovered facts or situations. This paper introduces an educational data analysis model based on visual analytics, learning analytics
and academic analytics, by means of a software tool that allows performing confirmatory and exploratory data analysis through the interacting with the gathered information from a typical Learning
Management System. The main goal thus is to define a model which enable the discovery of knowledge on the specific learning
process that, in turn, will permit to improve it.
2014-06-01T00:00:00ZMonitoring and feedback of Learning Processes in Virtual Worlds through analytics architectures: A real caseCruz-Benito, JuanTherón Sánchez, RobertoGarcía-Peñalvo, Francisco J.Maderuelo Martín, CristinaPérez Blanco, Jonás SamuelZazo Gómez, HinojalMartín Suárez, Ana Maríahttp://hdl.handle.net/10366/1233952023-06-13T12:31:39Z2014-06-01T00:00:00Z[EN] The application of techniques related to Learning Analytics, including the recovery and processing of data and
evidences related with the learning tasks, might result capital to
improve educational processes that occurs within the virtual worlds. This paper aims to show a real example of application of
a learning analytics framework which supports a real case of practical learning in a 3D virtual environment, analyzing in
depth the problems that arises therefrom. As remarkable outcomes, this paper shows a whole system that comprises several
tools, which make possible the automatization of a learning
process inside a virtual world with the subject of quality assurance in pharmacy laboratories.
2014-06-01T00:00:00ZField Experiment with an Animated Intelligent Tutor in PortugalSantos, Joaquim Jorge GustavoGarcía-Peñalvo, Francisco J.http://hdl.handle.net/10366/1233512023-06-13T19:27:26Z2014-04-01T00:00:00ZThis paper describes the results of a pedagogical experiment using an Intelligent Tutoring System that also implements an Animated Pedagogical Agent. The study was
performed in Portugal, as an attempt to replicate some experiments performed in the USA, and in order to verify the usefulness of the Pedagogical Agent in a different country with distinct culture. After running the experiment and analyzing the data, we have concluded that in our specific case, we did not find any evidence that the pedagogical agent could boost instructional
outcomes of students in Portugal. Our data is showing no statistically significant differences between the control, and
experimental groups. Additionally, we have also found that the control group actually performed slightly better than the
experimental group. As a result, our study is giving some good evidences that a Pedagogical Agent that was developed, tested and successfully used in one country, may not be successful when used in a different country.
2014-04-01T00:00:00ZVALS: Virtual Alliances for Learning SocietyGarcía-Peñalvo, Francisco J.Álvarez Navia, IvánGarcía-Bermejo Giner, José RafaelConde González, Miguel ÁngelGarcía-Holgado, AliciaZangrando, ValentinaSeoane Pardo, Antonio MiguelCruz-Benito, JuanLee, SteveElferink, RaymondVeenendaal, EdwinZondergeld, SaraGriffiths, DavidSharples, PaulSherlock, DavidDe Toni, Alberto F.Battistella, CinziaTonizza, GiuliaDe Zan, GiovanniPapadopoulos, George A.Kapitsaki, Georgia M.Achilleos, AchilleasMettouris, ChristosCheung, SaulGuerrero, ZairaHe, ElenaAlier Forment, MarcMayol, EnricCasany, María JoséWilson, ScottWilson, RowanJohnson, Markhttp://hdl.handle.net/10366/1224922023-10-27T08:11:28Z2013-11-01T00:00:00Z[EN] VALS has the aims of establishing sustainable methods and processes to build knowledge partnerships between Higher
Education and companies to collaborate on resolving authentic business problems through open innovation mediated by
the use of Open Source Software. Open Source solutions provide the means whereby educational institutions, students,
businesses and foundations can all collaborate to resolve authentic business problems. Not only Open Software provides
the necessary shared infrastructure and collaborative practice, the foundations that manage the software are also hubs,
which channel the operational challenges of their users through to the people who can solve them. This has great
potential for enabling students and supervisors to collaborate in resolving the problems of businesses, but is constrained
by the lack of support for managing and promoting collaboration across the two sectors. VALS should 1) provide the
methods, practice, documentation and infrastructure to unlock this potential through virtual placements in businesses and
other public and private bodies; and 2) pilot and promote these as the “Semester of Code”. To achieve its goals the
project develops guidance for educational institutions, and for businesses and foundations, detailing the opportunities and
the benefits to be gained from the Semester of Code, and the changes to organisation and practice required. A Virtual
Placement System is going to be developed, adapting Apache Melange, and extending it where necessary. In piloting, the
necessary adaptations to practice will be carried out, particularly in universities, and commitments will be established
between problem owners and applicants for virtual placements.
2013-11-01T00:00:00ZTagging, Recognition, Acknowledgment of Informal Learning experiences (TRAILER)García-Peñalvo, Francisco J.Conde González, Miguel ÁngelZangrando, ValentinaGarcía-Holgado, AliciaSeoane Pardo, Antonio MiguelAlier Forment, MarcGalanis, NikolasLópez, JordiGriffiths, DavidJohnson, MarkMarques, María A.Viegas, ClaraAlves, Gustavo R.Waszkiewicz, ElwiraMykowska, AleksandraMinovic, MiroslavMilovanovic, Miloshttp://hdl.handle.net/10366/1224912023-10-27T08:11:28Z2013-11-01T00:00:00Z[EN] Learners do not only learn in the institutions, they learn during their live in different contexts, with different resources and from the interaction with different persons. This kind of learning that is not always intentionally carried out is known as informal learning. The application of Information and Communication Technologies to learning and teaching processes facilitates making visible such kind of learning for the institutions. However the nature of formal and non-formal, coursebased, approaches to learning has made it hard to accommodate these informal processes satisfactorily. The project aims to
facilitate first the identification by the learner (as the last responsible of the learning process), and then the recognition by the institution, in dialogue with the learner, of this learning. To do so a methodology and a technological framework to support it have been implemented and tested.
2013-11-01T00:00:00ZMOOC cooperativo. Una integración entre cMOOC y xMOOC Cooperative MOOC. An integration between cMOOC and xMOOCFidalgo-Blanco, ÁngelSein-Echaluce, María LuisaGarcía-Peñalvo, Francisco J.http://hdl.handle.net/10366/1224862023-06-13T03:58:37Z2013-01-01T00:00:00Z[ES]En la actualidad la eficacia de los MOOCs (Massive Open
Online Courses) se encuentra en pleno debate. Es indudable el éxito
social de los mismos y el impacto en la formación en abierto; sin
embargo tanto el diseño del aprendizaje como los resultados del
mismo (tasa de abandono del 90%) dan lugar a serias dudas y surge
la necesidad de replantearse los MOOC. En este trabajo se presenta
un diseño instruccional basado en la cooperación (MOOCs
cooperativos), a partir de la experiencia con un MOOC ya realizado,
que permite mejorar la eficacia de los MOOCs e identifica líneas de
actuación para mejorar su eficiencia. [EN] At present the effectiveness of MOOCs (Massive Open
Online Courses) is currently being debated. MOOCs social success
and impact on open education are evident. However, both MOOCs
learning design and academic results (with a 90% dropout rate) give
raise to serious doubts and a need to rethink the MOOC concept
appears. This work is devoted to present an instructional design based
on cooperation (cooperative MOOCs), starting from the experience
with a MOOC already performed, which makes possible to improve
the MOOCs efficacy and identify areas for action in order to improve
their efficiency.
2013-01-01T00:00:00ZAnálisis de integración de soluciones basadas en software como servicio para la implantación de ecosistemas tecnológicos corporativosGarcía-Holgado, AliciaGarcía-Peñalvo, Francisco J.http://hdl.handle.net/10366/1224722023-06-13T03:58:38Z2013-01-01T00:00:00ZEl software como servicio y la orientaci ón 2.0, con independencia del dominio, constituyen la realidad tecnol ógica de las instituciones. Existen aplicaciones Open Source potentes que cubren la mayoría de las necesidades TIC de cualquier entidad, tanto para su operatividad como para la gesti on de sus procesos internos. Por tanto, el problema no reside en la falta de soluciones tecnológicas sino en lograr que la integración no sea ad-hoc. En este punto entra en juego el concepto de mashup,
que considera un sistema de informaci on web como una combinación de componentes de varias fuentes para conformar un servicio completo. Este trabajo busca cómo obtener mashups con una alta flexibilidad y adaptabilidad a las necesidades tanto del usuario final como del técnico especialista. Este tipo de solución constituye un ecosistema tecnológico, donde cada uno de los componentes del sistema es un organismo con un ciclo de vida independiente, y el medio físico donde se relacionan abarcar a la integración y los flujos de información entre dichos componentes.
Para ello se estudian soluciones en diferentes ámbitos como empresas, la
Administración Pública o instituciones educativas. Con los principales resultados y conclusiones de estos estudios se define un patrón arquitectónico para un ecosistema tecnológico de aprendizaje que se aplica en un nuevo dominio.
2013-01-01T00:00:00ZUna panorámica del estado actual de la adaptación del aprendizajeGarcía-Peñalvo, Francisco J.http://hdl.handle.net/10366/1221372023-06-13T03:58:36Z2013-09-09T00:00:00Z2013-09-09T00:00:00ZKnowledge Management and decision making based on informal learning activities in businessGarcía-Peñalvo, Francisco J.Conde González, Miguel Ángelhttp://hdl.handle.net/10366/1220762023-06-13T03:58:34Z2013-07-01T00:00:00ZThe application of the Information and Communication Technologies to everyday life activities facilitates the availability of lots of information and knowledge which can be used for multiple purposes. One of them is learning processes within organizations. However, there are two questions which must be addressed: first, that people do not only learn in organizational contexts; and second,
that not all the data gathered from learning systems is useful. This makes it necessary to find a way to gather information about informal learning activities in the workplace and to facilitate visibility of what employees learn outside the organization so that such knowledge may be accessed from within the organization and be used for decision making. In order to do so this study proposes a methodology based on the identification of informal learning instances by the employee and their ecognition by the organization. The methodology is supported by a technological framework based on a Personal
Learning Network, a Portfolio, a Catalog of Competences and an institutional system which includes tools for optimization of decision making. The methodology has been implemented and evaluated in the context of a pan-European project. The main findings from this study suggest that, although
decision making from informal learning instances is possible, both the methodology and tools used should be flexible enough to satisfy the needs of the organization.
2013-07-01T00:00:00ZValorizing Intercultural Teaching and LearningGarcía-Peñalvo, Francisco J.Seoane Pardo, Antonio MiguelZangrando, ValentinaPopp, Susannehttp://hdl.handle.net/10366/1220752023-06-13T03:58:33Z2013-01-01T00:00:00Z[ES] A pesar del interés por la interculturalidad como una prioridad en la Unión Europea, el desarrollo de las competencias interculturales las y habilidades en los procesos de aprendizaje para toda la vida aún no se ha logrado. De acuerdo con un estudio de ERICarts, para avanzar hacia una estrategia para el diálogo intercultural, los principales cambios de paradigma todavían están por desarrollarse. Especialmente en el campo de la educación, es necesario pasar de los cánones tradicionales para abrir procesos de
interacción creativa y construir puentes interculturales mediante el desarrollo de
habilidades y competencias a través de programas educativos y canales tecnológicos
relacionados con los medios sociales. El objetivo de este trabajo es identificar y valorizar las mejores prácticas de los dos proyectos del Programa LifeLongLearning de la Unión Europea (MIH y EHISTO) que se centraron en el desarrollo de habilidades y competencias en la educación intercultural. El equipo involucrado en este trabajo tiene el propósito de desarrollar una red autosostenible, en torno a un ecosistema tecnológico que apoye el fomento de la innovación metodológica, el conocimiento abierto y el intercambio de experiencias y buenas prácticas, tanto en el contexto del aula como en el de las políticas educativas, así como hasta tres iteraciones de un programa de aprendizaje intercultural, como parte de una estrategia de promoción del aprendizaje intercultural en la educación.
Esto también incluye el diálogo político, encaminado a elevar el interés de las autoridades educativas y la promoción de su participación.; [EN] Despite the interest of interculturality as a priority in the EU, the development of intercultural competences and skills on lifelong learning processes has yet to be achieved.
According to an ERICarts study, to move towards a strategy for intercultural dialogue, main changes of paradigm still need to take place. Particularly in the field of education, it is necessary
to move from traditional canons to open processes of creative interaction and build bridges by developing intercultural skills and competences through educational and media programmes. The aim of this paper is to identify and valorize the best practices of two LLP projects (MIH and EHISTO) that focused on the development of intercultural skills and competencies in education.
The team involved in this paper will implement a self sustainable network, centred around a technological ecosystem that will support the promotion of methodological innovation, open knowledge and sharing of experiences and good practices, both in classroom and policy contexts, as so as three iterations of an intercultural learning programme, as part of a strategy of promoting intercultural learning in education. This will also include policy dialogues, aimed at raising the interest of educational authorities and promoting their involvement.
2013-01-01T00:00:00Z