91 research outputs found
Actividades prácticas para la asignatura de Seguridad de sistemas de información
La gran mayoría de los nuevos planes de estudios
están incorporando nuevas asignaturas dedicadas a
la Seguridad de Sistemas Informáticos. Un
aspecto clave de estas asignaturas es el trabajo
práctico y determinar qué actividades pueden ser
las más idóneas para mostrar a los alumnos los
diferentes aspectos de la Seguridad. En este
artículo presentamos dos actividades prácticas que
combinan los conceptos relativos a la
autenticación basada en tarjetas inteligentes y el
control de acceso en sistemas operativos Windows
y Linux.Peer Reviewe
Prevención y seguimiento de factores limitantes del trabajo en equipo en experiencias ABP
En el marco del aprendizaje basado en proyectos (ABP) son tan importantes las competencias técnicas que se van adquiriendo como otras de comportamiento o contextuales. De hecho existen algunos factores limitantes del trabajo en equipo, o piedras en las que es frecuente tropezar, que pueden condicionar el desarrollo de los proyectos si no se previenen o se identifican a tiempo, y esto es aplicable para cualquier materia que utilice la metodología ABP. En este trabajo presentamos cuál ha sido nuestro enfoque durante dos cursos académicos consecutivos a la hora de prever y supervisar cuáles podían ser esos factores que limitarían, cuando no estaban ya limitando, el correcto de-sarrollo de los proyectos en sus distintas fases. Como veremos, proponemos una serie de medidas destinadas a comunicar a los alumnos con anticipación cuáles son las posibles limitaciones con las que se podrán encontrar durante el proceso de ABP. Además hemos hecho uso de diversas herramientas orientadas a la identificación justo a tiempo de posibles conflictos o desajustes del trabajo en equipo. Nuestros resultados muestran la importancia de tomar esta serie de medidas concretas con el fin de desarrollar el proceso de aprendizaje satisfactoriamente.In relation to Project-based Learning, we consider that both technical and behavioral skills are equally important. In fact, there are some constraining factors of the teamwork that makes difficult the development of the projects if they are not anticipated or identified just in time. This is valid for any subject following a PBL approach. In this work we introduce the methodology we applied throughout two consecutive years to prevent and supervise those factors that might con-strain the right development of the different stages of the projects. As we will show, we make use of a rich set of tools oriented to identify discrepancies or difficulties over the different stages of PBL. Our conclusions show the importance of adopting this kind of steps in order to improve the learning process
Experiencia docente con el bolígrafo digital en el aula
El uso del bolígrafo digital en el aula se ha
presentado en diversas publicaciones como un
avance TIC que simplificaba la tarea docente entre
el profesor y el alumno. En este artículo
presentamos la experiencia docente con el
bolígrafo digital llevada a cabo dentro de la
asignatura de Redes de Comunicaciones del
Grado en Ingeniería Informática de la Universidad
de Murcia. El artículo describir el método
seguido, los procedimientos que se han utilizado
para realizar la experiencia y los resultados
obtenidos. El artículo discute la experiencia desde
el punto de vista del alumno y del profesor para
así facilitar suficiente información para que otro
profesor pueda adaptar la experiencia expuesta a
su asignatura si lo estima oportuno.SUMMARY -- Digital pen in the classroom has been presented in
several articles as an advanced ICT solution that
simplifies the teaching task between teacher and
student. In this paper we present the teaching
experience with the digital pen carried within the
subject Communications Networks in University
of Murcia. The article describes the method and
the procedures have been used to make the
experience, and finally the main results. The
article discusses the experience from the
standpoint of the student and the teacher in order
to provide sufficient information so that another
teacher can tailor the experience exposed to its
subject.Peer Reviewe
Interlearning: sistema interactivo de aprendizaje
Interlearning es una herramienta interactiva de apoyo
al aprendizaje activo en el aula diseñada para su uso
con dispositivos móviles. Su finalidad es permitir al
profesor que defina un conjunto de cuestionarios para
ser resueltos por los estudiantes en el aula y proporcionar
una retroalimentación inmediata de los resultados.
Así el profesor conocerá el grado de asimilación
de contenidos, las opiniones o valoraciones de los estudiantes
y, del mismo modo, los alumnos podrán
examinar su progreso durante el aprendizaje. Los informes
de evolución de Interlearning se producen en
tiempo real, conforme van contestando los estudiantes,
y además están constituidos por diversas gráficas
que permiten analizar de forma sintética gran cantidad
de información. Interlearning, en su conjunto,
está constituido por una plataforma Web, para la gestión
de preguntas y cuestionarios, y de una aplicación
móvil para dispositivos Android con la que poder resolver
dichos cuestionarios. En este artículo se describen
tanto la herramienta como algunos resultados derivados
del uso de la misma en la Universidad de
Murcia.SUMMARY -- Interlearning is an interactive tool for active learning
designed for mobile devices. Its main goal is to
provide teachers with some tools to create and publish
questionnaires and quizzes which will be solved
by students. It is especially designed to be used in the
classroom, since it is suitable to obtain an immediate
feedback about the learning progress. Moreover, students
can also get up-to-date information about their
evolution. Aggregated reports are generated in realtime
as the students submit their responses to the system.
They are conformed by several charts which
summarize the results obtained for each question in
the quiz, and also a histogram about the global performance
of the whole group. Interlearning is comprised
by a Web portal for the management of questions,
deliveries, and reports, and an Android app for
the students. In this paper we provide some details
about this tool and we also present some results obtained
during the use of Interlearning in the University
of Murcia
A Systematic Literature Review of Digital Game-based Assessment Empirical Studies: Current Trends and Open Challenges
Technology has become an essential part of our everyday life, and its use in
educational environments keeps growing. In addition, games are one of the most
popular activities across cultures and ages, and there is ample evidence that
supports the benefits of using games for assessment. This field is commonly
known as game-based assessment (GBA), which refers to the use of games to
assess learners' competencies, skills, or knowledge. This paper analyzes the
current status of the GBA field by performing the first systematic literature
review on empirical GBA studies, based on 66 research papers that used digital
GBAs to determine: (1) the context where the study has been applied, (2) the
primary purpose, (3) the knowledge domain of the game used, (4) game/tool
availability, (5) the size of the data sample, (6) the data science techniques
and algorithms applied, (7) the targeted stakeholders of the study, and (8)
what limitations and challenges are reported by authors. Based on the
categories established and our analysis, the findings suggest that GBAs are
mainly used in formal education and for assessment purposes, and most GBAs
focus on assessing STEM content and cognitive skills. Furthermore, the current
limitations indicate that future GBA research would benefit from the use of
bigger data samples and more specialized algorithms. Based on our results, we
discuss the status of the field with the current trends and the open challenges
(including replication and validation problems) providing recommendations for
the future research agenda of the GBA field.Comment: 23 pages, 12 figures, 1 tabl
Recent developments in sensing devices based on polymeric systems
This review is focused on the analysis of recent developments in the application of polymers in the detection and quantification of target species. The work begins with a description of the polymers that are employed as sensory materials, covering molecularly imprinted polymers or MIPs, hybrid polymers, acrylic polymers, conductive polymers, polymers with chiral motifs and also the use of polymeric arrays. After the description of the sensory polymers, the different target species which can be detected using sensory polymeric devices, including metallic cations and anionic species, gases, explosives, radionuclides and bacteria or the recent biomedical and biological applications is described. Finally, the sensory devices fabricated using smart polymers, including, for example, sensory devices based on Quartz Crystal Microbalances or the use of micro and nanoporous materials as substrates for sensory polymeric coatings is listed and reviewed. The work also details the different detection mechanisms based on the type of response of the sensory polymers, such as electrical, piezoelectric or fluorescence. In brief, the review details a review of the research work published in the last 10 years in this quickly evolving field, with special emphasis in the biomedical and biological applications, which have emerged recently raising great attention. To conclude, some perspectives and future challenges that must be overcome by this research field in the next years is exposed.FEDER (Fondo Europeo de Desarrollo Regional) and the Spanish Agencia Estatal de Investigación (AEI) (MAT2017-84501-R
Inherent antibacterial activity and in vitro biocompatibility of hydrophilic polymer film containing chemically anchored sulfadiazine moieties
Microbial colonisation of synthetic materials is a great concern in many fields, e.g., in implant surgery and medical devices; therefore biocompatible hydrophilic organic materials with inherent antimicrobial properties are of current research interest. In this work, we describe the preparation of antibacterial and biocompatible polymeric film based on N-vinyl-2-pyrrolidone (VP) and 2-hydroxyethyl acrylate (HEA), using ethyleneglycol dimethacrylate (EGDMA), and synthetic acrylic monomer containing sulfadiazine chemically anchored. The synthesised polyvinylpyrrolidone (PVP)-based films were characterized by different techniques (1H and 13C NMR, ATR-FTIR, SEM, and TGA). In this study, the biophysical responses of bacteria and L929 cells towards the prepared materials as model device surfaces were evaluated. The membrane that contains the anchored sulfadiazine moiety showed excellent antibacterial activity against Escherichia coli as well as good biocompatibility. Based on the experimental results, this material is a good candidate for medical applications as a biomaterial.Spanish Ministerio de Economía y Competitividad-Feder
(MAT2014-54137-R and MAT2012-31709) and by the Consejería de Educación – Junta de Castilla y León – Feder (BU061U16
Aprendizaje de tecnologías informáticas en titulaciones de Ciencias de la Comunicación mediante ABP
La inclusión de contenidos tecnológicos informáticos
en titulaciones de posgrado en Ciencias de la Comunicación
es un reto desde el punto de vista docente.
En este sentido nos encontramos con alumnos que carecen
de una base tecnológica suficiente que permita
profundizar en detalles sobre el desarrollo o explotación
de las nuevas tecnologías de la información y las
comunicaciones, especialmente las relativas a las innovaciones
tecnológicas en el entorno móvil. Partiendo
de la dificultad que supone enfrentarse a este reto,
el presente artículo presenta la experiencia docente
con la asignatura Innovación Tecnológica en Contenidos
Digitales del Máster Interuniversitario en Comunicación
Móvil y Contenidos Digitales de la Facultad
de Comunicación y Documentación de la Universidad
de Murcia. En esta asignatura encontramos alumnos
con distinta formación, como Publicidad, Comunicación
Audivisual, Periodismo y Documentación. Hemos
puesto en práctica, de forma exitosa, una experiencia
docente de Aprendizaje Basado en Proyectos
(ABP) y en este artículo incluimos detalles sobre la
metodología, los recursos docentes y los resultados de
aprendizaje obtenidos. Además mostramos un resumen
de los proyectos desarrollados y la valoración de
los alumnos, así como unas reflexiones acerca de la
idoneidad de esta clase de enfoques docentes para estos
marcos de aprendizaje de la informática.Teaching about information technologies (IT) for students
of Communication Sciences is a challenging
task. Those students do not usually have enough skills
and knowledge about technological innovation in order
to deal with some details about the development
and deployment of information technologies, especially
those related to the mobile ecosystem. Based on
this fact, this paper presents the teaching experience
in the subject Technology Innovation in Digital Contents
of the Master's Degree in Mobile Communication
and Digital Contents of the Faculty of Communication
Sciences at our university. It is a subject with
students from different degrees, like Advertising, Audiovisual
Communication, Journalism, and Documentation.
As we will see, we have successfully implemented
a teaching experience based on Project-
Based Learning (PBL). We include details about the
process, the teaching resources and the obtained results.
Moreover, the paper includes a summary of the
projects and the evaluation of the students, as well as
a discussion about the suitability of this approach
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