Learning the attachment theory with the CM-ED concept map editor

[EN] This paper presents a study carried out at the University of the Basque Country UPV/EHU with the aim of evaluating the CM-ED (concept map editor) with social education students. Concept mapping is a widely accepted technique that promotes meaningful learning. Graphically representing concepts of the learning domain and relationships between them helps students integrate new knowledge into their current cognitive structure. Due to the flexibility of computer-aided drawing graphs, several concept mapping tools have been developed and their use has been studied over the last few years. CM-ED is a multilingual and multimedia software program designed for drawing concept maps. Until recently, CM-ED had been mainly used and evaluated in computer science university degree. This paper represents a qualitative step in the evaluation of CM-ED: from technical students to students of more theoretical fields. The main characteristics of the CM-ED editor and the carried out study are presented in this paper.This work is supported by the University of the Basque Country UPV/EHU (UE06/19), the MEC (TIN2006-14968-C02-01) and the Gipuzkoa Council in an EU Program.Rueda Molina, U.; Arruarte, A.; Elorriaga, JA.; Herrán, E. (2009). Learning the attachment theory with the CM-ED concept map editor. Computers & Education. 52(2):460-469. https://doi.org/10.1016/i.compedu.2008.09.015S46046952

Open BOK on Software Engineering Educational Context: A Systematic Literature Review

In this review, a Systematic Literature Review (SLR) on Open Body of Knowledge (BOK) is presented. Moreover, the theoretical base to build a model for knowledge description was created, and it was found that there is a lack of guidelines to describe knowledge description because of the dramatically increasing number of requirements to produce an Open BOK, the difficulty of comparing related BOK contents, and the fact that reusing knowledge description is a very laborious task. In this sense, this review can be considered as a first step in building a model that can be used for describing knowledge description in Open BOK. Finally, in order to improve the educational context, a comparison among BOK, structure, and evolution is conducted.This work is supported partially by RTI2018-096846-B-C21 (MCIU/AEI/FEDER, UE) and ADIAN grant IT980-16 (BasqueGovernment)

cleAR: an interoperable architecture for multi-user AR-based school curricula

Although there are some experiences that demonstrate the validity of the use of augmented reality in schools to help students understand and retain complex concepts, augmented reality has not been widely adopted in the education sector yet. This is in part because it is hard to use augmented reality applications in collaborative learning scenarios and to integrate them in the existing school curricula. In this work, we present an interoperable architecture that simplifies the creation of augmented reality applications, enables multi-user student collaboration and provides advanced mechanisms for data analysis and visualization. A review of the literature together with a survey answered by 47 primary and secondary school teachers allowed us to identify the design objectives of cleAR, an architecture for augmented reality-based collaborative educational applications. cleAR has been validated through the development of three proofs of concept. cleAR provides a more mature technological ecosystem that will foster the emergence of augmented reality applications for education and their inclusion in existing school programs.The research in Vicomtech has been supported by European Union’s Horizon 2020 research and innovation programme under Grant Agreement No 856533, project ARETE (augmented reality Interactive Educational System). The research in the UPV/EHU has been partially supported by the ADIAN Grant IT-1437-22 from the Basque Government. Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature

JolasMATIKA: An Experience for Teaching and Learning Computing Topics From University to Primary Education

Contribution: A learning-by-teaching methodology through games can be used to promote informatics (computer science) in primary and secondary education. Applying the proposed activities can change students' perception of informatics from seeing it as merely using computers to seeing its relationship with mathematics. The experience can also help students acquire competences in teaching. Background: Although students, specifically in primary and secondary education, are increasingly competent in terms of technology use, it has been found that in many cases informatics, as a science, has been relegated to a secondary status; it is usually considered only as a tool or additional resource, and not as an object of study. Intended Outcomes: To refine the application of the learning-to-teach-to-learn (L2T2L) methodology, a learning-by-teaching methodology that has students learn and then, in turn, teach that learning to younger students, in cascade from university to secondary to primary students. To analyze its effects on students' attitudes toward informatics. Application Design: The model incorporates a learning-by-teaching approach in a multistage sequence across different kinds of learners and teachers, using fun, game-like materials. Findings: The use of the action research methodology allowed adjustment of the educational methodology, providing more reliable data and enough experience to suggest how to extend the project to a broader audience. Although the results obtained were less significant than expected, the experience did give students a more realistic view of informatics.This work was supported in part by the Faculty of Informatics of the University of the Basque Country (UPV/EHU), in part by the Gipuzkoako Foru Aldundia (Etorkizuna Eraikiz 2019 Program), in part by UPV/EHU under Grant HBT-Adituak2018-19/6, in part by the Ministry of Economy and Competitiveness of the Spanish Government and the European Regional Development Fund under Project TIN2017-85409-P, and in part by the Basque Government under ADIAN Grant IT980-16. (All authors contributed equally to this work.

Collaborative concept mapping activities in a classroom scenario

The aim of this study is to test collaborative concept mapping activities using computers in a classroom scenario and to evaluate the possibilities that Elkar-CM offers for collaboratively learning non-technical topics. Elkar-CM is a multi-lingual and multi-media software program designed for drawing concept maps (CMs) collaboratively. Concept mapping is a widely accepted technique that promotes meaningful learning. Graphically representing concepts of the learning domain and relationships between them helps students integrate new knowledge into their current cognitive structure. This study was carried out with Social Education degree students at the University of the Basque Country (UPV/EHU). The experiment included two learning activities. First, all students collaboratively constructed in the classroom a CM on the subject of Moral Development. Second, students were organised into groups to complete the CM generated in the first part.This work has been partially supported by the Spanish Ministry of Education, grant TIN2009-14380, the University of the Basque Country UPV/EHU, grant (EHU09/09) and the Basque Government, grant IT421-10.Elorriaga Arandia, JA.; Arruarte Lasa, A.; Calvo Fabo, I.; Larrañaga Olagaray, M.; Rueda Molina, U.; Herrán Izagirre, E. (2011). Collaborative concept mapping activities in a classroom scenario. Behaviour and Information Technology. 32(12):1292-1304. doi:10.1080/0144929X.2011.632649S12921304321

Analysis and Comparison of Open Student Models

[EN] This article is focused on the study of Open Student Models, area that takes on the opening of Student Models¿ characteristics in Technology Based Learning Systems. In this work a review of the state of the art on Open Student Models is performed. Different approximations of the literature are compared against an opening guide that authors have defined. This guide is formulated on three main parts: learning domain, learning state and progress and student profile.Este trabajo está cofinanciado por la Universidad del País Vasco/Euskal Herriko Unibertsitatea (EHU09/09), el Ministerio de Ciencia y Tecnología a través del programa CICYT (TIN2009-14380) y el Gobierno Vasco (IT421-10).Rueda Molina, U.; Calvo Fabo, I.; Arruarte Lasa, A.; Elorriaga Arandia, JA. (2011). Análisis y Comparación de Modelos de Estudiante Abiertos. Rita -IEEE-. 6(1):19-27. http://hdl.handle.net/10251/30170S19276

Ikaste-domeinuaren sorkuntza erdiautomatikoa

Teknologian Oinarritutako Hezkuntzarako Tresnak ezinbesteko bihurtu dira gaur egun. Tresna hauek, beren helburua bete ahal izateko, domeinu-modulua - ikasi behaneko domeinuaren adierazpen pedagogikoa- behar dute. Domeinu-modulua sortzeak oso lan handia eskatzen du, ordea. Artikulu honetan, DOM-Sortze, domeinu-modulua testuliburu elektronikoetatik erauzteko helburuarekin garatutako tresna aurkezten da

What is behind a summary-evaluation decision?

Research in psychology has reported that, among the variety of possibilities for assessment methodologies, summary evaluation offers a particularly adequate context for inferring text comprehension and topic understanding. However, grades obtained in this methodology are hard to quantify objectively. Therefore, we carried out an empirical study to analyze the decisions underlying human summary-grading behavior. The task consisted of expert evaluation of summaries produced in critically relevant contexts of summarization development, and the resulting data were modeled by means of Bayesian networks using an application called Elvira, which allows for graphically observing the predictive power (if any) of the resultant variables. Thus, in this article, we analyzed summary-evaluation decision making in a computational framewor