Ruiz-Corbella, M. y García-Gutiérrez, J. (Eds.) (2019). Aprendizaje-Servicio. Los retos de la evaluación. Madrid: Narcea. 206 pp.

Towards the end of the 20th century, a series of innovative educational projects started appearing in higher education in Spain based on the methodology now widely known as service-learning. As a result of these projects, Spanish universities have advanced greatly in knowledge and understanding of the world their students inhabit. This movement has, to some extent, involved setting aside certain traditional teaching approaches and moving towards a revolution in teaching-learning processes; towards the need to seek out new directions in which students play a central role in their own learning based around their lived experiences of encountering real situations and problems in their immediate environment.A finales del siglo XX comenzaron a aparecer en la educación superior de nuestro país una serie de proyectos educativos innovadores basados en la metodología de lo que hoy se conoce ampliamente como aprendizaje-servicio. Gracias a estos proyectos, en la actualidad, las universidades españolas han avanzado enormemente en el conocimiento y la comprensión de la realidad en la que se encuentra su alumnado. Dicho movimiento implica dejar atrás, en cierta medida, algunas pedagogías tradicionales y dar un paso hacia una revolución en los procesos de enseñanza-aprendizaje, hacia la búsqueda de nuevas vías, donde el estudiante sea el protagonista de su propio aprendizaje, a partir de las experiencias vividas ante situaciones y problemáticas reales de su entorno más próximo

Blockchain-Enabled Platforms: Challenges and Recommendations.

Not even a tenth of blockchain-enabled platforms survive their first anniversary. The volatility of cryptomarkets has brought negative attention and led some to question the applicability of blockchain technology. This paper argues that the challenges for startups and incumbents behind these platforms are numerous, and that the speculative bubble around cryptocurrencies is only one of them. Blockchain still needs to demonstrate fully its disruptive potential and so far, entrepreneurs have not managed to significantly impact incumbents’ market shares. This transitory period requires incumbents to let go of traditional control mechanisms, and startups to scale down their global decentralised hopes. Indeed, whilst the technology can indeed scale fast, starting in a controlled market and managing growth is a counterintuitive but essential strategy for blockchain-enabled platforms to implement. Given the diverging nature of the technology, at present at least, the combined shortage of skills in blockchain and security, and the trust blockchain is built on, rushing to the global market is high risk. Nonetheless, given the potential returns, the risk appetite is high and both entrepreneurs and corporate executives share unrealistic expectations about a technology they cannot fully understand since it has not yet converged. In light of the above, this article identifies the main challenges faced when building blockchainenabled platforms and provides recommendations for startups and incumbents to overcome these. In order to reach these conclusions, the information obtained from twenty semi-structured interviews with leading actors in the field has been fundamental

Soft Computing Modelling of Urban Evolution: Tehran Metropolis.

Exploring computational intelligence, geographic information systems and statistical information, a creative and innovative model for urban evolution is presented in this paper. The proposed model employs fuzzy logic and artificial neural network as forecasting tools for describing the urban growth. This dynamic urban evolution model considers the spatial data of population, as well as its time changes and the building usage patterns. For clustering the spatial features, fuzzy algorithms were implemented to represent different levels of urban growth and development. Then, these fuzzy clusters were modeled by the multi-layer neural networks to estimate the urban growth. Based on this novel intelligent model, the current state of development of Tehran’s population and the future of this urban evolution were evaluated by empirical data and the achieved outcomes were detailed in qualitative charts. The input data-set includes four censuses with five-year intervals. Tehran's demographic evolution model forecasts the next five years with an overall accuracy of 81% and Cohen's kappa coefficient up to 74% beside the qualitative charts. These performance indicators are higher than the previous advanced models. The primary objective of this proposed model is to aid planners and decision makers to predict the development trend of urban population

Multi Layered Multi Task Marker Based Interaction in Information Rich Virtual Environments.

Simple and cheap interaction has a key role in the operation and exploration of any Virtual Environment (VE). In this paper, we propose an interaction technique that provides two different ways of interaction (information and control) on complex objects in a simple and computationally cheap way. The interaction is based on the use of multiple embedded markers in a specialized manner. The proposed marker like an interaction peripheral works just like a touch paid which can perform any type of interaction in a 3D VE. The proposed marker is not only used for interaction with Augmented Reality (AR), but also with Mixed Reality. A biological virtual learning application is developed which is used for evaluation and experimentation. We conducted our experiments in two phases. First, we compared a simple VE with the proposed layered VE. Second, a comparative study is conducted between the proposed marker, a simple layered marker, and multiple single markers. We found the proposed marker with improved learning, easiness in interaction, and comparatively less task execution time. The results gave improved learning for layered VE as compared to simple VE

Propuesta de un instrumento de evaluación de la mediación escolar (CEM).

This study is part of a research project into coexistence and school mediation. Its aim is to develop a tool (short version) to measure moral, emotional, and socio-cognitive training and the socio-personal impact of mediation on mediating pupils and teachers and mediated pupils. The theoretical starting model on which the development of this tool is based is the Educational Model for Development of Competences through Mediation (EMODESM). Methodology: the design is based on combining three previously-published questionnaires to create a single tool for evaluating mediation. The construct validity of this tool was studied in two phases. First, a sample of school students (n = 102) from Navarra (Spain) was evaluated, which gave rise to the revision of the tool. Second, the construct validity (confirmatory and exploratory factor analysis) and reliability (Cronbach’s alpha [α]) of the revised tool were assessed with a new sample of school students (n = 140) from the Autonomous Community of Valencia. Results: we present a mediation assessment tool (MEQ) with 23 items and four dimensions: social impact, the interpersonal emotional area, the personal emotional area, and the moral cognition area. The reliability of the questionnaire showed appropriate values (αTotal = 0.9497; αPerceptionSocialImpact =0.7896; αEmotionalInterpersonal =0.7690; αEmotionalPersonal =0.8672; αCognitiveMoral =0.9402). Discussion: the structure of factors shown by the MEQ questionnaire is not fully consistent with the EMOSDEM theoretical model. Consequently, we present a proposal for modifying the theoretical model on which it is based. Conclusions: a single validated and reliable mediation evaluation tool (MEQ) is presented, together with a review of the theoretical model for mediation.Este estudio se enmarca en una línea de investigación sobre convivencia y mediación escolar. El objetivo es realizar un instrumento de medida (versión reducida) sobre la capacitación emocional, sociocognitiva y moral, así como sobre el impacto sociopersonal que produce la mediación en alumnos y profesores mediadores y alumnos mediados. El modelo teórico de partida en el que se basa la elaboración de este instrumento es el modelo educativo de desarrollo de competencias a través de la mediación (MEDECOME). Metodología: para su diseño se parte de 3 cuestionarios ya publicados, que se aúnan para conformar un instrumento único de evaluación de la mediación. La validez de constructo de este instrumento se estudió en dos fases: en primer lugar se evaluó en una muestra escolar de Navarra (n=102), que dio lugar a la revisión del instrumento. En segundo lugar, la validez de constructo (análisis factorial confirmatorio y exploratorio) y la fiabilidad (α – alpha de Cronbach) del instrumento revisado se evaluó en una nueva muestra escolar (n=140) de la Comunidad Valenciana. Resultados: se presenta un instrumento de evaluación de la mediación (CEM) configurado por 23 ítems y 4 dimensiones: impacto social, emocional interpersonal, emocional personal y cognitivo moral. La fiabilidad del cuestionario mostró valores adecuados (αTotal=0.9497; αPercepcionImpactoSocial =0.7896; αEmocionalInterpersonal=0.7690; αEmocionalPersonal =0.8672; αCognitivoMoral=0.9402). Discusión: el cuestionario CEM no muestra una estructura de factores totalmente consistente con el modelo teórico MEDECOME, por lo que se presenta una propuesta de reajuste del modelo teórico en el que se fundamenta. Conclusiones: se presenta un instrumento único de evaluación de la mediación (CEM) validado y fiable, así como una revisión del modelo teórico de mediación

Instrumento de medición para diagnosticar las habilidades algebraicas de los estudiantes en el Curso de Cálculo Diferencial en Ingeniería.

A highly reliable algebraic skill measurement instrument with content and approach validity was developed. Its content focusses on the algebraic skills engineering students require to successfully follow a Differential Calculus Course. A team of 10 teachers, each with minimum of a master’s degree and teaching experience in differential calculus, participated in the design of this instrument. The measurement instrument is a large-scale multiple-choice criteria test comprising 25 test items. Its quality is described and analysed on the basis of the answers given by engineering students during the first and second semesters of the 2018-2019 academic year. The results show that topics that can predict student success and have the greatest power of discrimination in the measurement instrument are strongly related to skills students acquire in primary and secondary education, such as operating with fractions and the laws of exponents. It was also found that the main shortcomings in the algebraic skills of students are rationalisation, division of polynomials, factoring sums, and difference of cubes.Se construyó un instrumento de medición altamente confiable, con validez de contenido y de criterio. Su contenido está basado en las habilidades algebraicas que los estudiantes de ingeniería requieren para desempeñarse favorablemente en un Curso de Cálculo Diferencial en las carreras de ingeniería. En el diseño del instrumento participó un equipo de 10 profesores con al menos grado de maestría y experiencia docente en el área de cálculo diferencial. El instrumento de medición es de opción múltiple, criterial, de gran escala, está integrado por 25 reactivos y su análisis de calidad se describe y se deriva de las respuestas emitidas durante los ciclos lectivos 2018-2 y 2019-1 por estudiantes de nuevo ingreso en la carrera de ingeniería. Los resultados muestran que los tópicos que predicen el éxito del alumno y cuentan con el mayor poder de discriminación en el instrumento de medición están fuertemente relacionados con habilidades que los estudiantes adquieren desde la primaria y secundaria, como es el caso de las operaciones con fracciones y las leyes de los exponentes. También se logró identificar que la mayor deficiencia en las habilidades algebraicas de los estudiantes pertenece al tema de la racionalización, división de polinomios, factorización de suma y diferencia de cubos

Assessed by Machines: Development of a TAM-Based Tool to Measure AI-based Assessment Acceptance Among Students.

In recent years, the use of more and more technology in education has been a trend. The shift of traditional learning procedures into more online and tech-ish approaches has contributed to a context that can favor integrating Artificial-Intelligence-based or algorithm-based assessment of learning. Even more, with the current acceleration because of the COVID-19 pandemic, more and more learning processes are becoming online and are incorporating technologies related to automatize assessment or help instructors in the process. While we are in an initial stage of that integration, it is the moment to reflect on the students' perceptions of being assessed by a non-conscious software entity like a machine learning model or any other artificial intelligence application. As a result of the paper, we present a TAM-based model and a ready-to-use instrument based on five aspects concerning understanding technology adoption like the AI-based assessment on education. These aspects are perceived usefulness, perceived ease of use, attitude towards use, behavioral intention, and actual use. The paper's outcomes can be relevant to the research community since there is a lack of this kind of proposal in the literature