Análisis de situación de las actuaciones de Intervención Comunitaria Sanitaria en el Municipio de Castellón: “La participación de la sociedad en el estado actual de la promoción de la salud en el Municipio de Castellón”

Treball Final de Grau en Medicina. Codi: MD1158. Curs acadèmic: 2016-2017Previamente a plantear y diseñar una intervención comunitaria en una población, es necesario establecer cómo se encuentran los pilares básicos que la sustentan. Unas correctas políticas en salud, una buena promoción de la salud y la participación ciudadana son imprescindibles para llevarla a cabo. Por ello, se plantea un análisis de la situación de la promoción de la salud y de la participación ciudadana en relación al ámbito político del Municipio de Castellón para poder conocer en qué puntos de desarrollo se encuentran estos conceptos, y si las infraestructuras actuales del Municipio de Castellón son válidas para el desarrollo de la intervención comunitaria. Para ello, analizamos las políticas públicas en materia de salud, tanto a nivel nacional, autonómico como municipal y se realizan entrevistas a actores destacados del sector sanitario del Municipio que nos permitirán conocer de primera mano cuáles son los problemas reales del consistorio. Como resultado podemos concluir que existe un tejido asociativo suficiente dentro del Municipio de Castellón. Existe un interés en participar por parte de la población, pero las vías para ello no están correctamente desarrolladas. Por tanto se recomienda el correcto desarrollo de la mesa intersectorial y dotar a las administraciones públicas de recursos suficientes.Before proposing and designing a community intervention in a population, it is necessary to establish how are the basic pillars that support it. Correct health policies, good health promotion and citizen participation are essential to carry it out. Therefore, an analysis of the situation of health promotion and citizen participation in relation to the political field of the City of Castellón is displayed in order to know in which development points are these concepts, and if the current infrastructures of the city of Castellón are strong enough for the development of a community intervention. To this end, public health policies are analyzed, at national, regional and municipal level, and interviews are conducted with outstanding stakeholders in the health sector of the Municipality, which will allow us to know firsthand which are the real problems of the consistory in this area in order to make some recommendations to be able to address them. As a result we conclude there is a sufficient associative network inside the Municipality of Castellon. Population shows will to participate, although there are no correctly developed ways for this. Therefore we recommend the correct developing of the intersectorial table and endow public administrations of enough resources

New parallel method for adjacent disconnected unstructured 3D meshes

A new parallel method for simulations with non-overlapping disconnected mesh domains but adjacent boundaries is presented and studied. This technique allows simulations using 3D unstructured meshes that are independent.Peer ReviewedPostprint (author's final draft

MATTER: Metadata Migration and Annotation. Tool of Teacher Education Resources

Despite ongoing research on learning repositories, share and reuse of Teacher Education (TE) resources remains scarce. One of the reasons is that TE communities use their own in-house resources and repositories in a rather isolated way, thus limiting resource exchange in different contexts. Further, current learning metadata specifications such as Dublin Core (DC) and LOM do not address the description of pedagogical characteristics of resources demanded by TE practitioners. To overcome these limitations, the Share.TEC project aims to provide a federated TE metadata repository based on the Common Metadata Model (CMM) as the shared reference metadata model. Key for the success of the Share.TEC project is the migration of existing TE metadata records to the federated repository, performing the necessary format conversions to CMM. Besides, practitioners should be able to make TE-based annotations of resources. These two functionalities are covered by the Metadata Migration and Annotation Tool of Teacher Education Resources (MATTER) that is the subject of this paper. Although MATTER is purposed for the Share.TEC project, it can be potentially used to support the federation of other learning repositories

Battery energy storage performance in microgrids: A scientific mapping perspective

[EN] Microgrids integrate various renewable resources, such as photovoltaic and wind energy, and battery energy storage systems. The latter is an important component of a modern energy system, as it allows the seamless integration of renewable energy sources in the grid. The research here presented aimed to develop an integrated review using a systematic and bibliometric approach to evaluate the performance and challenges in applying battery energy storage systems in microgrids. Search protocols based on a literature review were used; this included thematic visualization and performance analysis using the scientific mapping software SciMAT (Science Mapping Analysis Software Tool). The results show that optimization methods in battery energy storage systems are important for this research field. In research works, they are interested in applying methods to reduce costs; this includes considering the state of charge, the degradation rate, and battery life. Developing an optimal battery energy storage system must consider various factors including reliability, battery technology, power quality, frequency variations, and environmental conditions. Economic factors are the most common challenges for developing a battery energy storage system, as researchers have focused on cost–benefit analysis.S

Using virtual learning environments in bricolage mode for orchestrating learning situations across physical and virtual spaces

Producción CientíficaTeachers usually implement their pedagogical ideas in Virtual Learning Environments (VLEs) in a continuous refinement approach also known as “bricolage”. Recently, different proposals have enabled the ubiquitous access to VLEs, thus extending the bricolage mode of operation to other learning spaces. However, such proposals tend to present several limitations for teachers to orchestrate learning situations conducted across different physical and virtual spaces. This paper presents an evaluation study that involved the across-spaces usage of Moodle in bricolage mode and learning buckets (configurable containers of learning artifacts) in multiple learning situations spanning five months in a course on Physical Education in the Natural Environment for pre-service teachers. The study followed a responsive evaluation model, in which we conducted an anticipatory data reduction using an existing orchestration framework (called “5 + 3 aspects”) for structuring data gathering and analysis. The results showed that learning buckets helped the teachers in the multiple aspects of orchestration, overcoming the limitations of alternative approaches in some specific orchestration aspects: helping the involved teachers to connect different physical and physical spaces, while supporting technologies and activities of their everyday practice, and transferring part of the orchestration load from teachers to students. The results also suggested lines of future improvement, including the awareness of outdoor activities.Ministerio de Economía, Industria y Competitividad (Project TIN2011-28308-C03-02 and TIN2014-53199-C3-2-R)Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14 and VA082U16

Design-aware analytics supporting teachers’ monitoring of blended learning scenarios: Two experiences in higher education

From the conceptualization to the evaluation of blended learning scenarios, teachers address multiple tasks, sometimes being overwhelmed on account of the required time and associated burden. To support teachers in this endeavor, we propose to connect the pedagogical decisions made at design time with the analysis of the participants’ interactions. In this paper, we evaluate the proposal in two authentic scenarios where we analysed whether the script-aware monitoring process provided the participant teachers with relevant information for the orchestration of blended learning scenarios. The participant teachers valued the proposal positively in terms of representativeness, novelty, relevance, required effort, and perceived usefulness. Additionally, they stated that it was helpful for the orchestration of the learning scenarios

Game of Blazons: Helping teachers conduct learning situations that integrate web tools and multiple types of augmented reality

Producción CientíficaSeveral studies have explored how to help teachers carry out learning situations involving Augmented Reality (AR), a technology that has shown different affordances for learning. However, these proposals tend to rely on specific types of AR, focus on particular types of spaces, and are generally disconnected from other technologies widely used in education, such as VLEs or Web 2.0 tools. These constraints limit the possible range of activities that can be conducted and their integration into the existing classroom practice. GLUEPS-AR is a system that can help overcome these limitations, aiding teachers in the creation and enactment of learning situations that may combine multiple types of AR with other common web tools. This paper presents an evaluation study conducted on Game of Blazons, a learning situation carried out by two university teachers using GLUEPS-AR, and framed within two days of outdoor activities in a village in Spain. The evaluation showed that GLUEPS-AR provided an affordable support to the participant teachers to integrate several activities that made use of multiple types of AR, common web tools and augmented paper, into a unique learning situation.Ministerio de Economía, Industria y Competitividad (Projects TIN2011-28308-C03-02 and TIN2014-53199-C3-2-R)Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA082U16

Understanding student behavior and perceptions toward earning badges in a gamified MOOC

Producción CientíficaDespite the advantages of MOOCs, such as the open and free access to education, these courses are criticized for students’ lack of motivation and their high dropout rates. Gamification is a technique used to increase student motivation and engagement in small-scale educational contexts. However, the effects of gamification on student engagement have been scarcely explored in MOOC environments, and the findings so far are inconsistent. To address this gap, this research work examines the students’ behavior toward earning badges and how it relates to their engagement in a gamified MOOC. According to the results, the behaviors toward badges of the active students were generally positive and significantly correlated with other variables measuring their engagement (e.g., pageviews, submitted tasks, forum posts), although this positive behavior seems to decrease throughout the course. Additionally, students that reported high motivation by badges at the end of the course showed a higher engagement level than those that were not appealed by badges.European Regional Development Fund, under project grants TIN2014-53199-C3-2-R and TIN2017-85179-C3-2-RJunta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. Project VA082U16 and VA257P18)European Commission, under project grant 588438-EPP-1-2017-1-EL-EPPKA2-KA

To reward and beyond: Analyzing the effect of reward-basedstrategies in a MOOC

Producción CientíficaDespite the benefits of MOOCs (e.g., open access to education offered by prestigious universities), the low level of student engagement remains as an important issue causing massive dropouts in such courses. The use of reward-based gamification strategies is one approach to promote student engagement and prevent dropout. However, there is a lack of solid empirical studies analyzing the effects of rewards in MOOC environments. This paper reports a between-subjects design study conducted in a MOOC to analyze the effects of badges and redeemable rewards on student retention and engagement. Results show that the implemented reward strategies had not significant effect on student retention and behavioral engagement measured through the number of pageviews, task submissions, and student activity time. However, it was found that learners able to earn badges and redeemable rewards participated more in gamified tasks than those learners in the control group. Additionally, results reveal that the participants in the redeemable reward condition requested and earned earlier the rewards than those participants in the badge condition. The potential implications of these findings in the instructional design of future gamified MOOCs are also discussed.Ministerio de Ciencia, Innovación y Universidades (projects TIN2017-85179-C3-2-R / TIN2014-53199-C3-2-R)Junta de Castilla y León (project VA257P18)European Commission (project 588438-EPP-1-2017-1-EL- EPPKA2-KA

InstanceCollage: a tool for the particularization of collaborative IMS-LD scripts

Current research work in e-learning and more specifically in the field of CSCL (Computer Supported Collaborative Learning) deals with design of collaborative activities, according to computer-interpretable specifications, such as IMS Learning Design, and their posterior enactment using LMSs (Learning Management Systems). A script that describes such collaborative activities is typically designed beforehand in order to structure collaboration, and defines the features that determine the behavior of the LMS, for instance, the sequence of activities or the groups/role distribution. In CSCL settings, group management and composition are especially relevant and affect the chances of achieving the expected learning outcomes. This paper presents a software tool, named InstanceCollage, which aims at facilitating the configuration and population of groups for IMS-LD scripts created with the authoring tool Collage, and discusses the implications of the IMS-LD specification with respect to this task. InstanceCollage is designed to process collaboration scripts based on CLFPs (Collaborative Learning Flow Patterns). Using this type of patterns, InstanceCollage focuses on the importance of understanding the function of groups within the learning strategy of the script. This paper describes the approach taken in InstanceCollage to facilitate this understanding for non-expert users. Additionally, two case studies are presented, which represent complex authentic collaborative learning scenarios, as a proof of concept of the functionality of this tool. The case studies are also used to illustrate the requirements of group configuration tools and to show that InstanceCollage complies to such requirements