http://hdl.handle.net/10366/4392 Thu, 23 Apr 2026 11:12:03 GMT 2026-04-23T11:12:03Z http://hdl.handle.net/10366/166761 [ES]Este libro recoge los resúmenes de las comunicaciones y actividades presentadas en las IX Jornadas de Investigadoras de Castilla y León (España), la Aventura de la Ciencia y la Tecnología, organizadas por la Universidad de Salamanca durante los días 9 y 10 de febrero de 2023 en Salamanca, en colaboración con las universidades de Burgos, León y Valladolid. Las Jornadas de Investigadoras de Castilla y León son un evento anual organizado conjuntamente por las cuatro universidades públicas de la comunidad cuyo objetivo es fomentar la visibilidad y apoyar el trabajo de la mujer en el ámbito de la investigación en disciplinas STEM (Science, Technology, Engineering and Mathematics) conscientes de que “los referentes sí funcionan”. Thu, 09 Feb 2023 00:00:00 GMT http://hdl.handle.net/10366/166761 2023-02-09T00:00:00Z http://hdl.handle.net/10366/164969 [EN]The ability to read and understand multiple languages is crucial in today’s interconnected world, especially for European youth. Proficiency in foreign language reading enhances individuals’ capacity to access international information,engage with diverse perspectives, and collaborate in complex multinational problem-solving scenarios. However, developing such skills presents significant pedagogical challenges that extend beyond the capabilities of traditional educational resources like textbooks [5]. The LATILL (Level-Adequate Texts in Language Learning) [4] project was initiated to address these educational needs, primarily focusing on German as a Foreign Language (GFL) and Second Language (GSL) teachers. This initiative is particularly timely given the academic commitment to improving reading comprehension within German language curricula. One of the fundamental challenges in language education is the sourcing of suitable authentic texts. Educators often turn to news articles, blogs, or literary excerpts, but these sources may have complex syntactic structures, specialized jargon, or cultural references that exceed the learners’ proficiency levels. Moreover, copyright laws restrict the reproduction and distribution of many high-quality materials, limiting the diversity of texts educators can offer to their students. Recognizing these challenges, LATILL offers a personalized learning platform (see Figure 1) designed to enhance German language reading comprehension [16] among European youth. Developed around a centralized corpus of texts sourced from public domains and open-access materials, the platform addresses the limitations of traditional teaching methods. LATILL integrates various AI technologies to streamline the creation of educational resources, especially utilizing generative AI to provide real-time translations, summaries, and visual aids. This paper explores the design, implementation, and evaluation of LATILL, with a specific focus on its use of generative AI and human-computer interaction (HCI) to address these challenges. It will highlight the design decisions, the integration of AI features, and the user feedback that informed its iterative development. Sun, 27 Apr 2025 00:00:00 GMT http://hdl.handle.net/10366/164969 2025-04-27T00:00:00Z http://hdl.handle.net/10366/160467 In the present work, we report on resolution enhancement of a terahertz imaging system using the terajet effect. A wavelength-scaled particle (a Te on cube for simplicity) was used to localize incident radiation to a subwavelength volume and focus it directly onto the objects under imaging. A strained-silicon modulation field effect transistor was used as a direct detector of an incident terahertz beam at 0.3 THz. At first, the terahertz imaging of the objects was performed without the cube. A clear enhancement of the resolution of the terahertz image was obtained when the cube was placed in the focal point of the terahertz beam in front of the object of interest. Sun, 12 Sep 2021 00:00:00 GMT http://hdl.handle.net/10366/160467 2021-09-12T00:00:00Z http://hdl.handle.net/10366/126553 [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. Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10366/126553 2008-01-01T00:00:00Z http://hdl.handle.net/10366/126552 [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. Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10366/126552 2008-01-01T00:00:00Z http://hdl.handle.net/10366/126551 [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. Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10366/126551 2008-01-01T00:00:00Z http://hdl.handle.net/10366/126550 [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. Tue, 01 Sep 2015 00:00:00 GMT http://hdl.handle.net/10366/126550 2015-09-01T00:00:00Z http://hdl.handle.net/10366/125387 Comunicación presentada en el Seminario Bienal Las Nuevas Formas de Enseñanza en la Universidad Digital, Madrid. Thu, 05 Jun 2014 00:00:00 GMT http://hdl.handle.net/10366/125387 2014-06-05T00:00:00Z http://hdl.handle.net/10366/125061 [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. Wed, 01 Jan 2014 00:00:00 GMT http://hdl.handle.net/10366/125061 2014-01-01T00:00:00Z http://hdl.handle.net/10366/123396 [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. Sun, 01 Jun 2014 00:00:00 GMT http://hdl.handle.net/10366/123396 2014-06-01T00:00:00Z http://hdl.handle.net/10366/123395 [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. Sun, 01 Jun 2014 00:00:00 GMT http://hdl.handle.net/10366/123395 2014-06-01T00:00:00Z http://hdl.handle.net/10366/123351 This 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. Tue, 01 Apr 2014 00:00:00 GMT http://hdl.handle.net/10366/123351 2014-04-01T00:00:00Z 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 http://hdl.handle.net/10366/122486 [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. Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/10366/122486 2013-01-01T00:00:00Z http://hdl.handle.net/10366/122472 El 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. Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/10366/122472 2013-01-01T00:00:00Z