Semantics-supported cooperative learning for enhanced awareness

Awareness is required for supporting all forms of cooperation. In Computer Supported Collaborative Learning (CSCL), awareness can be used for enhancing collaborative opportunities across physical distances and in computer-mediated environments. Shared Knowledge Awareness (SKA) intends to increase the perception about the shared knowledge, students have in a collaborative learning scenario and also concerns the understanding that this group has about it. However, it is very difficult to produce accurate awareness indicators based on informal message exchange among the participants. Therefore, we propose a semantic system for cooperation that makes use of formal methods for knowledge representation based on semantic web technologies. From these semantics-enhanced repository and messages, it could be easier to compute more accurate awareness

SSP: a simple software process for small- size software development projects

A large number of software development projects in Latin- American countries are small-size, poorly defined and time pressured. These projects usually involve under qualified people. Provided that well-known software development models have shown limited applicability in such scenario, developers usually carry out ad-hoc software processes. Therefore, the obtained results are unpredictable. This article presents a Simple Software Process (SSP) for small-size software projects involving under qualified people. The proposal is motivated by current practice in Chile. SSP proposes a step-by-step process which structures the development activities and it improves the process visibility for clients and team members. Furthermore, SSP formally includes “the user/client” as an active role to be played during the project. This process has been used in 22 software projects and the results are encouraging.1st International Workshop on Advanced Software Engineering: Expanding the Frontiers of Software Technology - Session 3: Software Development ProcessRed de Universidades con Carreras en Informática (RedUNCI

A model for a collaborative recommender system for multimedia learning material

Abstract. In a cluster of many servers containing heterogeneous multimedia learning material and serving users with different backgrounds (e.g. language, interests, previous knowledge, hardware and connectivity) it may be difficult for the learners to find a piece of material which fit their needs. This is the case of the COLDEX project. Recommender systems have been used to help people sift through all the available information to find that most valuable to them. We propose a recommender system, which suggest multimedia learning material based on the learner's background preferences as well as the available hardware and software that he/she has.

A cognitive model of user interaction as a guideline for designing novel interfaces

Adaptive systems behavior based on user models appear promising, mostly for complex environments such as mixed reality environments (MRE). An MRE comprises a virtual representation of the reality as well as physical objects augmented with virtual features. These objects are coupled with the virtual representation so that they can reflect its changes in real time. The proper design of an MRE and the user models that it implies are crucial for its success, but unfortunately, there are no guidelines for the design of these environments. In this paper we present a methodology for designing user models for MRE as well as for the augmentation of physical everyday objects. The user model describes users’ knowledge in two levels of abstraction: objects manipulation (syntax) and its meaning assigned by a community of practice (semantics).1st International Workshop on Advanced Software Engineering: Expanding the Frontiers of Software Technology - Session 2: Software ModelingRed de Universidades con Carreras en Informática (RedUNCI

Internet como nuevo modelo educativo

Se ha vuelto ineludible analizar las relaciones existentes entre las tecnologías informáticas y el campo educativo, con el objetivo de aprovechar el potencial de las primeras dentro del proceso de enseñanza-aprendizaje. Día a día se cuenta con mayores y mejores herramientas computacionales, que se colocan al servicio del hombre con el objetivo de facilitar sus actividades diarias tanto en el ámbito laboral como en el personal. El rol de muchos profesores está cambiando, del modelo tradicional de ser un presentador de información de forma secuencial a un administrador, y facilitador el aprendizaje. La mayor parte del tiempo que anteriormente se dedicaba a la preparación y corrección, ahora está dedicándose al desarrollo de recursos educativos y de entrenamiento, que incluyen materiales educativos computarizados. El término Material Educativo computarizado se refiere a los programas en computador con los cuales los aprendices interactúan cuando están siendo enseñados o evaluados por un computador. En este artículo se presentará a interne como un nuevo modelo educativo analizando los problemas que se presentan actualmente desde el punto de vista pedagógico (los problemas de los métodos de enseñanza-aprendizaje, el papel descertificador de la Universidad, el rol de las nuevas tecnologías, etc.).Área: Informática EducativaRed de Universidades con Carreras en Informática (RedUNCI

An integrated approach for analysing and assessing the performance of virtual learning groups

Collaborative distance learning involves a variety of elements and factors that have to be considered and measured in order to analyse and assess group and individual performance more effectively and objectively. This paper presents an approach that integrates qualitative, social network analysis (SNA) and quantitative techniques for evaluating online collaborative learning interactions. Integration of various different data sources, tools and techniques provides a more complete and robust framework for group modelling and guarantees a more efficient evaluation of group effectiveness and individual competence. Our research relies on the analysis of a real, long-term, complex collaborative experience, which is initially evaluated in terms of principled criteria and a basic qualitative process. At the end of the experience, the coded student interactions are further analysed through the SNA technique to assess participatory aspects, identify the most effective groups and the most prominent actors. Finally, the approach is contrasted and completed through a statistical technique which sheds more light on the results obtained that far. The proposal draws a well-founded line toward the development of a principled framework for the monitoring and analysis of group interaction and group scaffolding which can be considered a major issue towards the actual application of the CSCL proposals to real classrooms.Peer ReviewedPostprint (author's final draft