Monitoring Asthma in Childhood: Still a Challenge

Asthma monitoring should be focused on patient outcomes and goals. Using clinical practice tools allows the clinicians to detect problems such as bad adherence to maintenance therapy, comorbidities, or other external reason for a poorly controlled asthma. To succeed in the process of asthma control, doctors need the participation of the family. Because such educational task requires good agreement between patient environment and doctor, it might be difficult to achieve. However, it is worth to implement because the benefit is a life without symptoms of asthma with a minimum medication

Analyzing the Importance of Marking Links to Special Targets in Mobile Web

Literature points out the importance of indicating when a link opens a different website in a new window, since this is the default behavior that users expect, but this problem has not been specifically studied in mobile devices yet. This paper explains a study that was carried out with 20 different mobile devices and 19 users. We compared the usability of opening links in the same window or in a new one, informing or not informing the user about the target, as well as the convenience of using icons or text to inform about the target of a link. Results show that 95% of the devices used for the experiment had browser multi-window support, and we conclude that mobile users prefer to be previously informed when a link opens in a new window, and that the preferred method for informing them is using an icon instead of a text

How to match the optimal currently available inhaler device to an individual child with asthma or recurrent wheeze

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A New Competence-based Approach for Personalizing MOOCs in a Mobile Collaborative and Networked Environment

Massive Open Online Courses (MOOCs) are a new disruptive development in higher education that combines openness and scalability in a most powerful way. They have the potential to widen participation in higher education. Thus, they contribute to social inclusion, the dissemination of knowledge and pedagogical innovation and also the internationalization of higher education institutions. However, one of the critical elements for a massive open language learning experience to be successful is to empower learners and to facilitate networked learning experiences. In fact, MOOCs are designed for an undefined number of participants, thus serving a high heterogeneity of profiles, with diverse learning styles and prior knowledge, and also contexts of participation and diversity of online platforms. Personalization can play a key role in this process. The iMOOC pedagogical model introduced the notion of diversity to MOOC design, allowing for a clear differentiation of learning paths and also virtual environments. In this article, the authors present a proposal based on the iMOOC approach for a new framework for personalizing and adapting MOOCs designed in a collaborative, networked pedagogical approach by identifying each participant's competence profile and prior knowledge, as well as the respective mobile communication device used to generate matching personalized learning. This article also shows the results obtained in a laboratory environment after an experiment has been performed with a prototype of the framework. It can be observed that creating personalized learning paths is possible and the next step is to test this framework with real experimental groups.Los cursos en línea masivos y abiertos (MOOC) son una nueva tendencia rompedora en la educación superior. Estos cursos combinan la propiedad de ser abiertos con la posibilidad de ser escalables de una forma muy potente. Tienen el potencial de permitir la participación en la educación superior para todas las personas, a todos los niveles. Por lo tanto, contribuyen a la inclusión social, la difusión del conocimiento y la innovación pedagógica, así como la internalización de las instituciones de educación superior. Sin embargo, uno de los elementos críticos para que tenga éxito una experiencia de aprendizaje de forma abierta y masiva es potenciar y facilitar una red de aprendizaje. De hecho, los MOOC no están diseñados para un número predefinido de participantes por lo que sirven para un alto número de perfiles heterogéneos, con diversidad de estilos de aprendizaje y conocimientos previos, pero también contextos de participación y diversidad de plataformas online. La personalización puede desempeñar un papel clave en este proceso. El modelo pedagógico iMOOC introdujo el principio de diversidad en el diseño de MOOC, permitiendo una clara diferenciación de caminos de aprendizaje y también entornos virtuales. En este artículo los autores presentan una propuesta basada en el enfoque de iMOOC, sobre un nuevo sistema para la personalización y adaptación de MOOC diseñados en un enfoque colaborativo y en una red pedagógica. El mecanismo es identificar cada competencia del perfil de los participantes, el conocimiento previo que estos tienen así como detectar sus respectivos dispositivos móviles, y se genera un camino de aprendizaje personalizado en base a estos parámetros. Este artículo también muestra los resultados obtenidos en un entorno de laboratorio después de un experimento llevado a cabo con un prototipo del sistema. Se puede observar que es posible crear caminos de aprendizaje personalizados y que el siguiente paso es probar este sistema con grupos experimentales reales

T35: a small automatic telescope for long-term observing campaigns

The T35 is a small telescope (14") equipped with a large format CCD camera installed in the Sierra Nevada Observatory (SNO) in Southern Spain. This telescope will be a useful tool for the detecting and studying pulsating stars, particularly, in open clusters. In this paper, we describe the automation process of the T35 and show also some images taken with the new instrumentation.Comment: 13 pages, 9 figures. Accepted for publication in the special issue "Robotic Astronomy" of Advances of Astronom

Development of a Social Gamified Platform for e-Learning

The way in which nowadays education is evolving, makes it possible to associate it with MOOCs courses and gamification techniques to improve learning outcomes of students. To this end, this paper shows the development of an educational e-learning platform built upon the Elgg social framework, where a set of gamification elements were added: Points, achievements, leaderboards and rewards. For the future, effectiveness validations will be carried out with students as well as further developments with other types of gamification elements

Mobile Instant Messaging Apps: Usability Evaluation on iOS and Android Platforms and Recommendations for Developers

With the current growth in the use of smartphone devices, and the large amount of Mobile Instant Messaging applications available in the markets, this co-occurrence makes it highly valuable to evaluate the usability of this kind of applications in order to provide more satisfying user experiences. Within this paper, a systematic usability evaluation of Mobile Instant Messaging applications is presented, which will be applied to both iOS and Android platforms. Based on the results, it is suggested that this type of mobile applications present serious problems in performing tasks, poor user interfaces and lack of information about privacy and security features. Likewise, along with the results, this paper presents a list of usability recommendations to help developers improve their Instant Messaging applications

An experiment of social-gamification in Massive Open Oline Courses: The ECO iMOOC

This work is co-funded by the ECO project (funded by European Commission – Competitiveness and Innovation Framework Programme (CIP)) and the GAMIMOOC project (“TIN2014-54874-R – Framework motivacional utilizando gamificacion y redes sociales en Cursos Masivos Abiertos Online”, funded by the Ministry of Economy and Competitiveness of Spain).info:eu-repo/semantics/publishedVersio

Gamifying massive online courses: effects on the social networks and course completion rates

This paper analyzes the e ects of gamification in the social network of a massive online course. An educational social-networking platform gathered information about the contributions of participants and about the social networks that were formed during the course. A gamification layer with three game elements (points, badges, and leaderboard) was then implemented in the online learning platform. Social network analysis (SNA) and principal component analysis (PCA) were used to analyze the di erences between a treatment and a comparison group (N = 591 and N = 427), using a set of 20 variables for each participant which quantified contributions to the learning platform as well as position and influence in the social network. The results of SNA show that gamification influences the structure of the social network of the course. The results also suggest that the variables cluster similarly for each group and that the linear combination of variables called the first component (F1) is a good descriptor of students’ work and position in the network. F1 can be used to build predictive models of course completion. The models show that the probability of passing the course increases more rapidly in the treatment (gamified) group.Spanish Ministry of Economic A airs and Digital Transformation (Grant TIN2014-54874-R) and Government of Comunidad de Madrid (Grant CM/JIN/2019-037).info:eu-repo/semantics/publishedVersio