Sistemas de enseñanza adaptativos : experiencias de PDinamet en la enseñanza de la Física

Artículo sobre el aprendizaje a través de sistemas adaptativos enfocado al aprendizaje de un tema de Física denominado Dinámica. En primer lugar se hace una pequeña introducción en la que se justifica el uso de los sistemas adaptativos como una nueva forma metodológica que permita personalizar la enseñanza y se nos presenta PDinamet. Después se explica el diseño pedagógico de PDinamet, la metodología que se utiliza, el propósito de la herramienta para alumno y profesor y una breve descripción de los criterios observados para la presentación de contenidos. A continuación se exploran las posibilidades de adaptación del sistema desde el punto de vista del alumno y se detallan las dificultades del alumno y las adaptaciones que se han llevado a cabo para abordar dichas dificultades. Se hace lo mismo con el módulo del tutor y se explican sus posibilidades y la herramienta minería de datos o como obtener informes y el tipo de informes. Por último se expone una posible aplicación práctica de PDinamet con su esquema de trabajo recomendado y las actuaciones recomendadas para el profesor y el alumno haciendo hincapié constantemente en las múltiples posibilidades del programa enfatizando que lo que se describe es sólo una propuesta

Supporting teachers in collaborative student modeling: a framework and an implementation

Collaborative student modeling in adaptive learning environments allows the learners to inspect and modify their own student models. It is often considered as a collaboration between students and the system to promote learners’ reflection and to collaboratively assess the course. When adaptive learning environments are used in the classroom, teachers act as a guide through the learning process. Thus, they need to monitor students’ interactions in order to understand and evaluate their activities. Although, the knowledge gained through this monitorization can be extremely useful to student modeling, collaboration between teachers and the system to achieve this goal has not been considered in the literature. In this paper we present a framework to support teachers in this task. In order to prove the usefulness of this framework we have implemented and evaluated it in an adaptive web-based educational system called PDinamet.Postprint (author's final draft

Personalización de las prácticas de aprendizaje a través de un sistema interactivo en Internet

Para aprovechar la importancia creciente del uso de Internet en la enseñanza a distancia se plantea el desarrollo de un sistema interactivo personalizado para este medio. En este artículo se detallan los fundamentos y la experimentación realizada con el mismo sobre las prácticas de las asignaturas de aprendizaje de la Escuela Universitaria de Informática de la UNED

Towards web-based visual training

Hasta cierto punto, la visión es una función que se puede aprender. En términos generales, este aprendizaje, denominado desarrollo perceptivo visual, tiene lugar espontáneamente. Sin embargo, no es el caso de un número significativo de niños que, debido a su discapacidad visual o perceptual, tienen dificultades para recibir o procesar estímulos visuales de su entorno. En este caso, los programas de estimulación visual se deben aplicar a estas personas para que sus funciones visuales se puedan desarrollar. Los avances desarrollados en las últimas dos décadas en las tecnologías de la información y la comunicación, las TIC, no se reflejan en las herramientas de software existentes para el campo. Como una contribución para resolver este problema, hemos diseñado y desarrollado un Sistema Educativo Interactivo apoyado en una plataforma web con el objetivo principal de proporcionar a los profesionales los mecanismos necesarios para realizar las tareas básicas de Estimulación Visual. Al mismo tiempo, aprovecha las diversas oportunidades que ofrece Internet. En este trabajo, analizamos las limitaciones de herramientas anteriores existentes y presentamos EVIN (Estimulación Visual en Internet). El objetivo principal del proyecto EVIN es el desarrollo de una plataforma web que aproveche el potencial de las TIC junto con la experiencia adquirida por los profesionales acerca de la baja visión.To an extent, vision is a function that can be learned. Broadly speaking, this learning –named visual perceptive development, takes place spontaneously. Nevertheless, it is not the case of a significant number of children who, due to their visual or perceptual impairment, have difficulties either receiving or processing visual stimuli from their environment. In this case, Visual Stimulation programs should be applied to these people so that their visual functions can be developed. The advances developed in last two decades on information and communication technologies, ICT, are not reflected in the existing software tools for the field. As a contribution to solve this problem, we have designed and developed an Interactive Educational System supported on a web platform with the main aim to provide professionals the required mechanisms to perform the basic Visual Stimulation tasks. At the same time, it takes advantage of the several opportunities offered by the Internet. In this paper, we analyze the limitations of previous existing tools and present EVIN (Visual Stimulation on the Internet). The main objective of the EVIN project is the development of a web platform which exploits the potential of ICT along with the experience gained by low vision professionals.peerReviewe

Una organización de los recursos de Internet para la enseñanza a distancia

It is becoming to experiment a period of deep changes in the distance learning educational model mainly due to the notable enrichment of the processes and the materials used in the communication berween teachers and students and between students, without problems of timetables, appropriate work spaces and distances. In this context, there is no doubt that a good use of the available Internet resources is becoming one of the main factors that characterizes the quality of distance education. In order to improve that quality and the management of the processes that bears this kind of teaching, we propose a particular organization of the available resources in order to satisfy the identified needs of the different protagonists of the educational process (teachers, tutors and students). This proposal combines the use of the traditional resources (forums, mailing lists, etc.) and the new available resources (collaborative shared workspaces, temporaty discussion groups, annotated pages, etc.).Se está comenzando a expenmentar una etapa de cambios profundos en el modelo educativo de la enseñanza a distancia debido principalmente al enriquecimiento notable de los procesos y los materiales utilizados en la comunicación del profesor y el alumno y de los alumnos entre sí, sin problemas de horarios, de espacios físicos adecuados ni de distancias. En este contexto, es indudable que el buen uso de los recursos actualmente disponibles en Internet se está convirtiendo en uno de los principales factores que caracteriza una venta ja relativa en la calidad de la enseñanza a distancia ofertada. Con el fin de mejorar dicha calidad y de facilitar los procesos de gestión que conlleva dicho tipo de enseñanza se propone una organización concreta de los recursos disponibles que pretende satisfacer cada una de las necesidades identificadas de los distintos protagonistas del proceso formativo (profesores, tutores y alumnos). En dicha propuesta se combina el uso de los recursos tradicionales (foros, listas de correo, etc.) con los últimos servicios disponibles (espacios de trabajo cooperativo, grupos temporales o efímeros de discusión, páginas anotadas, etc.)

WEBDL: un sistema adaptativo de educación a distancia a través de Internet

University distance learning is benefiting from the intensive use of Internet resources. The variety of information and services offered together with different kinds of students are impeding efficient use of this nzedium. In order to alleviate these problems and other associated ones, a web Site lS being developed to facilita te personalized access to these resources. This site is based on three essential elements: new teaching materials to make the most of the medium, alterno tive teaching organization adapted to the requirements of the different protagonists (students, lecturers and tutors) and an interactive system, WebDL, which facilitates personalized and adaptive access to information and communication requirements to each and every user at each and every moment. To date, the resources and material for three computer studies courses are being developed at UNED, whose de-livery depends on the Artificial Intelligence Department. This paper focuses in WebDL’s description, its componentS and its functionality.La enseñanza universitaria a distancia se está beneficiando del uso intensivo de los recursos ofrecidos por Internet. La variedad de información y servicios ofertados unidos a la naturaleza dispar del alumnado dificultan el aprovechamiento de este medio. Para paliar estos problemas y otros relacionados se está desarrollando un sitio web en el que se facilita un acceso personalizado a dichos recursos. Este sitio se apoya en tres elementos fundamentales: nuevos materiales docentes para aprovechar las venta fas del medio, una organización docente alternativa adaptada a las necesidades de los distintos protagonistas (alumnos, profesores y tutores) y un sistema interactivo, WebDL, que facilita un acceso personalizado y adaptativo a las necesidades de información y de comunicación de cada usuario en cada instante. Hasta el momento se están desarrollando los recursos y el material relacionado con tres asignaturas de los estudios de informática de la UNED, cuya docencia depende del Departamento de Inteligencia Artificial. Este artículo se centra en la descripción del sistema WebDL, sus componentes y su funcionalida

Defining adaptive learning design templates for combining design and runtime adaptation in aLFanet

Adaptive features are expected to improve the effectiveness of the learning process in online learning. Nevertheless, most current adaptive sys-tems do not deal with combining design and runtime adaptations. To take ad-vantage of this combination a new adaptive iLMS based on standards, called aLFanet, is being developed. The system includes: (i) an authoring tool to de-velop courses IMS-LD compliant, (ii) an adaptive engine based on a multi-agent architecture which is intended to cope with several adaptive tasks for various types of users (learners, authors and tutors), (iii) a set of advanced pedagogical scenarios that combine design and runtime adaptations to make the authoring of these type of adaptive courses feasible. In this paper we focus on the types of adaptations and the process we have defined to facilitate the con-struction of the adaptive scenarios.EC 5th Framework IST-2001-3328

Use of water troughs by wild rabbits (Oryctolagus cuniculus) in a farmland area of north–west Spain

P. 233-240Use of water troughs by wild rabbits (Oryctolagus cuniculus) in a farmland area of north–west Spain.— Installation of water troughs is a common approach to increase densities of small game species in the Iberian peninsula but little is known about the watering patterns of target species, such as the wild rabbit (Oryctolagus cuniculus). Using camera trapping, we monitored the use of water troughs by wild rabbits over 228 weeks in three consecutive periods, from June to October in 2008, 2009 and 2010, on farmland in north–west Spain. Wild rabbits used 43% of the water troughs. A significantly higher number of rabbits were observed drinking at troughs surrounded by shrub cover than at those in open fields. Most drinking events were recorded from July to September (98%), though the use of water troughs was not clearly related to weather. Wild rabbits drank mainly during the morning (52% of rabbits), less so in the evening and at night, and rarely in the afternoon. Wild rabbits were photographed together with red–legged partridges (Alectoris rufa) in 6% of photographs. These findings suggest water troughs are useful for species such as wild rabbits and should be allocated close to shrub areas. Uso de bebederos por parte del conejo de monte (Oryctolagus cuniculus) en un paisaje agrícola en el noroeste de España.— En la península Ibérica, los bebederos son una herramienta de gestión de hábitat muy frecuente para incrementar las densidades de especies de caza menor, aunque el comportamiento de ingestión de agua de las especies "diana" no se ha estudiado en profundidad, como es el caso del conejo de monte (Oryctolagus cuniculus).Estudiamos el uso de bebederos por parte de conejos de monte durante 228 períodos de una semana en tres períodos consecutivos (junio–octubre) de 2008, 2009 y 2010 en un paisaje agrícola de noroeste de España, utilizando cámaras de fototrampeo. Los conejos utilizaron el 43% de los bebederos y se observó un número significativamente mayor de conejos bebiendo en bebederos rodeados por cobertura vegetal en comparación con bebederos situados en campos abiertos sin dicha cobertura vegetal. La mayoría de los conejos que bebieron fueron fotografiados de julio a septiembre (98%), si bien la utilización de bebederos no se relacionó claramente con la climatología. Los conejos bebieron principalmente durante la mañana (52% de los conejos) no tanto durante la tarde y noche, y raramente durante el mediodía. Los conejos se fotografiaron junto con perdices rojas (Alectoris rufa) en el 6% de las fotografías. Estos hallazgos sugieren que los bebederos son útiles para el conejo y otras especies con necesidades hídricas similares y que debieran ser colocados cerca de zonas con cobertura vegetal arbustiva.S

Relationships Between Concentrations of Biological Variables in Eye Fluids and Blood After Exercise in Lidia Cattle

P. 420-433Lidia cattle are a heterogeneous Iberian cattle population known for its natural aggressiveness and resistance to traditional handling procedures making in vivo blood sampling and biological fluid collections extremely difficult. Blood variables are influenced by physical exertion and stressful situations; consequently, post-mortem blood analysis does not reflect basal concentrations for this species. Nevertheless, ocular fluids (aqueous and vitreous humour) maintain their stable composition after death and maybe could be used to estimate ante-mortem blood concentrations. So, 15 bulls which had fought (for 15-20 minutes) and, subsequently after death, blood, aqueous and vitreous humour were sampled. Total protein, albumin, triglycerides, uric acid, urea, AST, ALT, GGT, AP, CK, LDH, cholesterol, creatinine, glucose and lactate were measured. Statistical analysis and correlation coefficients between the three fluids were carried out. All variables showed high plasma concentrations of glucose, uric acid, LDH and CK, compared with normal bovine concentrations. Apart from urea, all plasma concentrations were greater than those found in ocular fluids. The measured enzymes activities were higher in the vitreous than in the aqueous humour, but only marked differences in uric acid, lactate, AP and AST were found. There was a significant correlation between creatinine in the plasma and aqueous humour, and between albumin and GGT in the plasma and vitreous humour. Glucose, creatinine and urea exhibit a high correlation between ocular fluids. All plasma concentrations were clearly modified, however ocular fluids do not seem affected, thus establishing important correlations between the blood and intraocular fluids.S

Blood Biochemical Variables Found in Lidia Cattle after Intense Exercise

[EN] There are limited published data in the bovine species on blood biological variables in response to intense work or after significant physical exertion. Lidia cattle, in addition to their exercise components, have some behavioral agonistic features that make them more susceptible to stress. The bullfight involves stress and exercise so intense that it causes significant changes in some metabolic variables. The study objective was to evaluate changes in blood biological variables in response to intense exercise and stress. After the fight in the arena, and once the bulls were dead (n = 438), blood samples were taken, and some biochemical and hormonal variables were determined in venous blood. A descriptive analysis was performed using the Statistica 8.0. computer program. The mean (±s.d.) results obtained were: total protein (85.8 ± 10.8 g/dL), albumin (3.74 ± 4.3 g/dL), triglycerides (39.65 ± 0.16 mg/dL), cholesterol (2.44 ± 0.03 mmol/L), glucose (22.2 ± 9.6 mmol/L), uric acid (340 ± 80 μmol/L), creatinine (236.9 ± 0.4 μmol/L), urea (5.93 ± 1.27 mmol/L), LDH (2828 ± 1975 IU/L), CK (6729 ± 10,931 IU/L), AST (495 ± 462 IU/L), ALP (90 ± 33 IU/L), GGT (50 ± 34 IU/L), ALT (59 ± 35 IU/L), cortisol (117.5 ± 46.6 nmol/L), and testosterone (20.2 ± 23.8 nmol/L). Most of the meas-ured variables clearly increased; thus, we found severe hyperglycemia and increases in LDH, AST, GGT, and ALT enzymes, particularly in CK. The increases in all these variables are justified by the mobilization of energy sources, tissue/muscle damage, and dehydration due to continued stress and intense exerciseSIThis project was partially funded by the Agro-Food Technological Institute of Castilla and Leon (ITACYL), Regional Government of Castilla y León (ITACYL, LE-01-C2-1