http://hdl.handle.net/10366/153428 Tue, 21 Apr 2026 13:47:26 GMT 2026-04-21T13:47:26Z http://hdl.handle.net/10366/127285 [EN]This is the presentation of the paper entitled “Faat – Freelance as a Team” in the TEEM 2015 International Conference held in Porto (Portugal) in October 7-9, 2015. Agile methodologies are reliable engineering and management practices, capable of helping in the development of quality and successful software in business environments. However, most of these methodologies are centered on a development team and its internal communication. Moreover, for simplicity, a single product development is taken into account with its successive releases. There is another scenario: that of a single programmer working alone and often in much smaller projects and in several at the same time. Also in this scenario the client proximity is not as described by the agile environment ideal. In that case, the priorities and needs change, communication takes on another meaning and working mechanisms are not always comparable to that of a team. This paper introduces Faat (Freelance as a Team), a methodology specifically designed for those professionals. Integrating existing practices to the needs and possibilities of an individual programmer. However, it has been frequently considered the possible application of this methodology to small teams and/or other more general scenarios. This methodology has been tested in the web-based learning applications. Thu, 01 Oct 2015 00:00:00 GMT http://hdl.handle.net/10366/127285 2015-10-01T00:00:00Z http://hdl.handle.net/10366/127281 [EN]This is the presentation of the paper entitled “Definition of a Technological Ecosystem for Scientific Knowledge Management in a PhD Programme” in the TEEM 2015 International Conference held in Porto (Portugal) in October 7-9, 2015. Thu, 01 Oct 2015 00:00:00 GMT http://hdl.handle.net/10366/127281 2015-10-01T00:00:00Z http://hdl.handle.net/10366/127280 [EN]Presentation of the VALS (Virtual Alliances for Learning Society) European Project in the TEEM 2015 International Conference that was held at the ISEP of Porto, Portugal on October 8th, 2015 Thu, 01 Oct 2015 00:00:00 GMT http://hdl.handle.net/10366/127280 2015-10-01T00:00:00Z http://hdl.handle.net/10366/126543 This is the presentation of the paper entitled “Design of an innovative approach based on Service Learning for Information Technology Governance Teaching” in the TEEM 2015 International Conference held in Porto (Portugal) in October 7-9, 2015. Service learning is an approach that integrates social service into an academic setting. We present a design for a subject that uses a service learning based orientation to teach Information Technology Government based on the experiences of two different Informatics Engineering Masters Degree in two different universities. Thu, 01 Jan 2015 00:00:00 GMT http://hdl.handle.net/10366/126543 2015-01-01T00:00:00Z http://hdl.handle.net/10366/126535 [EN] This is the presentation of the paper entitled “Learning services-based technological ecosystems” in the TEEM 2015 International Conference held in Porto (Portugal) in October 7-9, 2015. The gap between technology and learning methods has two important implications: on the one hand, we should not expect the integration of technological advances into teaching to be an easy task; and there is a danger that mature educational technologies and methods might not give an adequate answer to the demands and needs of society, underusing their transforming potential to improve learning processes. This study discusses the need for a new technological environment supporting learning services, and proposes the concept of the technological learning ecosystem as a solution to both problems. Educational ecosystems should be able to break the technological constraints of existing learning platforms and achieve an effective improvement in learning processes. Our proposed educational ecosystems pivot around five specific lines of action: 1) a framework architecture that supports learning service-based ecosystems; 2) learning analytics for educational decision making; 3) adaptive knowledge systems; 4) gamification of learning processes; 5) semantic portfolios to collect evidence of learning. Thu, 01 Jan 2015 00:00:00 GMT http://hdl.handle.net/10366/126535 2015-01-01T00:00:00Z http://hdl.handle.net/10366/126515 [EN] This is the presentation of the paper entitled “Educational Innovation Management. A Case Study at the University of Salamanca” in the TEEM 2015 International Conference held in Porto (Portugal) in October 7-9, 2015. This paper is devoted to present the implantation of a repository for educational innovation projects management at the University of Salamanca in Spain. This repository stores the selected best practices of educational innovation in this University and classifies them according a set of indicators that have been previously agreed. The paper explains the processes to define the indicators and their application to a set of selected projects that have been stored in the repository. Thu, 01 Jan 2015 00:00:00 GMT http://hdl.handle.net/10366/126515 2015-01-01T00:00:00Z http://hdl.handle.net/10366/126514 This is the presentation of the paper entitled “Open access repositories as channel of publication scientific grey literature” in the TEEM 2015 International Conference held in Porto (Portugal) in October 7-9, 2015. In this paper we describe how the open access repositories are valid channels for the publication of scientific grey literature. Technological development facilitates the communication of scientific knowledge, allowing expand distribution channels and significantly reducing transmission costs of the investigation. There are new paradigms of scientific communication such as open access repositories that must be exploited to provide academic and research free content, so that the scientific production is globally accessible to society. The aim of this study is to report the benefits of scientific communication model through open access repositories, especially the benefits for scientific grey literature, using as an example the theses deposited in open access and distributed through GREDOS, Institutional Repository of the University of Salamanca. We present the fundamentals, the state of the art, trends and benefits of open access, understood as a radical change in the system of scientific communication. Open Access repositories are a new way to disseminate scientific grey literature so that this literature can achieve maximum dissemination and visibility, increasing the rate of citation. Currently the movement for open access is sufficiently consolidated. Repositories are a key element in the development of this movement, offering multiple benefits, like visibility and citation, to authors, institutions and the general public. Doctoral theses disseminated through the repositories increase their use, visibility and consequently their rate of citation, while contributing to the public good. Thu, 01 Jan 2015 00:00:00 GMT http://hdl.handle.net/10366/126514 2015-01-01T00:00:00Z http://hdl.handle.net/10366/125958 [EN] Knowledge Society challenges and issues require of complex technological systems that may evolve and interoperate each other. This complexity means to reorganize these systems as a set of components that may offer services, interact and evolve in very different ways including capabilities such as adaptation and intelligent behaviors. Also, the users should be considered as other important components of these so called technological ecosystems. The Technological Ecosystems for Enhancing Multiculturality – TEEM Conference is an event that studies the most significant advances in this research area, in which the Engineering approach is always a key factor. From the last edition of this event, TEEM 2014, that was held in the University of Salamanca in October 1-3, 2014, were selected seven papers that have extended and reviewed again. Three of these papers were finally accepted for publication in VAEP-RITA / IEEE RITA journal. Sun, 01 Mar 2015 00:00:00 GMT http://hdl.handle.net/10366/125958 2015-03-01T00:00:00Z http://hdl.handle.net/10366/125948 [EN] Knowledge Society challenges and issues require of complex technological systems that may evolve and interoperate each other. This complexity means to reorganize these systems as a set of components that may offer services, interact and evolve in very different ways including capabilities such as adaptation and intelligent behaviors. Also, the users should be considered as other important components of these so called technological ecosystems. The Technological Ecosystems for Enhancing Multiculturality – TEEM Conference is an event that studies the most significant advances in this research area, in which the Engineering approach is always a key factor. From the last edition of this event, TEEM 2014, that was held in the University of Salamanca in October 1-3, 2014, were selected seven papers that have extended and reviewed again. Three of these papers were finally accepted for publication in VAEP-RITA / IEEE RITA journal. Sun, 01 Mar 2015 00:00:00 GMT http://hdl.handle.net/10366/125948 2015-03-01T00:00:00Z http://hdl.handle.net/10366/122593 [ES] MIH project (Multicultural Interdisciplinary Handbook: tools for learning History and Geography in a multicultural perspective) is a Comenius Multilateral Project funded with support from the European Commission that has been developed from 2009 to 2011.Conceived from the idea of educating lower and upper Secondary School pupils in a process of construction of a European identity by involving them in the culture of other countries, MIH project meets this need by providing new methodological and ICT tools that could help teachers and pupils to plunge deeper into both cultures and languages of another nations via their History and Geography, and opens the way to introduce a European perspective in History and Geography school curricula and classroom activities. Fri, 01 Nov 2013 00:00:00 GMT http://hdl.handle.net/10366/122593 2013-11-01T00:00:00Z http://hdl.handle.net/10366/122592 [ES] Within the scope of European policies and to combat educational disadvantages for migrant children, numerous actions have been taken to improve the position of migrant children in education. In secondary education the emphasis lies on diversification of the offered teaching methods and extra guidance of the pupils. Some schools in Europe have set up measures to increase the continuity of the educational support in terms of migrant pupil inclusion and orientation. Despite these measures, dropout rates are still high among migrant youth and compared to their native peers a disproportionately large number attend the lowest levels of secondary school after completing primary school. The disappointing results of regular guidance are partly the reason for the development of more innovative forms of guidance. The project aims to promote strategies and methods that help students with a migrant background at risk of ESL to maintain their motivation through the development, testing and validation of an Intercultural Mentoring Programme based on the empowered peer education methodology.The Intercultural mentor profile will be adapted to different European contexts, developed in collaboration with at least 100 school staff members (headmaster and secondary school teachers from 5 different European countries) and tested with at least 50 students with a migrant background trained as Intercultural Mentors. The impact of the project will be sustained thanks to its outcomes: (i) Didactic Kit: conceived as self-teaching materials will contain the training framework to directly implement the model of intervention in secondary schools system; (ii) Guideline Handbook: support the future implementation of training courses – by other education organizations and secondary school, (iii) Project website: it will include not only the results and materials of the project (handbooks, e-learning platform, reports, etc.) but will also include updated information on young migrants. Fri, 01 Nov 2013 00:00:00 GMT http://hdl.handle.net/10366/122592 2013-11-01T00:00:00Z http://hdl.handle.net/10366/122591 [EN] Religious and cultural diversity are today more than ever a critical and political challenge as the recent emergencies related to geo-political and economical global transformations clearly show. European countries are concerned by a big immigration flow that demands an educational effort in order to foster the mutual understanding and integration. According to Toledo guiding principles, IERS project meets the needs of an innovative approach in teaching about religions and beliefs at school by providing teachers of humanistic disciplines with new tools that help teachers and pupils to plunge deeper into religions and cultures of non-european countries, as well as raising the knowledge of the religious traditions that contributed to the common European cultural Identity, promoting it in the best way suited for encourage intra -and extra- European cultural dialogue attitudes. The Project aims to support the development of social, civic and intercultural transversal key competences by educating towards a positive understanding of cultural and religious differences, a readiness to engage in dialogue and to avoid or manage conflicts. By encouraging teachers and pupils to expose themselves to the differences and commonalities of religious topics, it promotes also the values of democracy, equality and human rights as it deals with social and civic dimensions of both intercultural and interreligious dialogue. The project will involve high school in-service teachers by developing a complete set of didactical tools and training experiences. The results will be: 1. A baseline study which analyzes the actual situation of teaching about religions throughout Europe; 2. New innovative didactic tools such as Multimedia Digital Modules to be used in classroom activities, accompanied by a Handbook with didactical guidelines for teachers. 3. Teacher support activities (virtual community, training activities, developing of didactical projects to apply in classroom). Fri, 01 Nov 2013 00:00:00 GMT http://hdl.handle.net/10366/122591 2013-11-01T00:00:00Z http://hdl.handle.net/10366/122590 [EN] The ATI-LINCO is an interdisciplinary national research project leaded by the Research Group “Evaluación Educativa y Orientación” (“Educational Assessment and Guidance”) at the University Institute of Educational Sciences (IUCE, University of Salamanca, Spain). Its focus calls the attention on key skills assessment, training of Secondary school teachers in Basic competences and the implementation of innovation processes. In the first project (SEJ2006-10700) the research interest aimed at the assessment of Basic Competencies in high school students, obtaining enough evidence as to move on a second project (EDU2009-08753). In this second attempt, the research questions about the assessment and training of secondary school teachers were divided into two basic skills:information literacy and conflict resolution competences. Finally with the ATI-LINCO project, the interest is to reverse the results of the evaluation and training on innovation processes in the secondary school setting. The Project themes are: skills assessment, teacher training, Innovation in secondary education, information literacy, conflict resolution and Information and Communication Technologies (ICT) as integrate tools supporting the entire project. The research methodology is different and adapted to each of the objectives proposed. On the one hand, our goal is to continue with the diagnosis of student key skills, that support learning. On the other hand, we propose an experimental design to test the ICT effectiveness in a training program for skill development in teacher training schools. On the other hand, we intend to frame an educational innovation project based on Basic Competencies through an interactive process of action-research. The ultimate goal, therefore, is contributing to improve the quality of the Spanish Educational System in Secondary Education. Fri, 01 Nov 2013 00:00:00 GMT http://hdl.handle.net/10366/122590 2013-11-01T00:00:00Z http://hdl.handle.net/10366/122589 [EN] EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation’s understanding of history. Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains mediacritical competences but furthermore enables a multi-perspective and comparative access to history. The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project. Fri, 01 Nov 2013 00:00:00 GMT http://hdl.handle.net/10366/122589 2013-11-01T00:00:00Z http://hdl.handle.net/10366/122492 [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. Fri, 01 Nov 2013 00:00:00 GMT http://hdl.handle.net/10366/122492 2013-11-01T00:00:00Z http://hdl.handle.net/10366/122491 [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. Fri, 01 Nov 2013 00:00:00 GMT http://hdl.handle.net/10366/122491 2013-11-01T00:00:00Z