Online negotiation. Theoretical proposal

The latest changes due to by the pandemic situation have caused that, on the one hand, audiovisual communication technologies through the Internet have rapidly developed to cover communication needs, allowing not only the participation of several users in a session but also different configurations to adapt to educational, personal and professional needs, such as teleworking. On the other hand, the adaptation of people, due to the need of utilizing these communication tools, both in the personal and professional fields, have resulted in the integration of these technologies very quickly and with a global reach. With the term online negotiation, we refer to any long-distance negotiation process, without physical contact and using audiovisual communication tools, mainly connected to the Internet, which allow immediate and technically fluent communication, but with certain limitations and differences with face-to-face negotiations. Online negotiations are here to stay, and it is therefore, necessary to analyze the changes and define a practical learning methodology with direct application to the professional contex

La personalización del aprendizaje: un objetivo del paradigma educativo centrado en el aprendizaje

In this paper we present a panoramic view about the personalization of the learning process, and about the technological tools that help to carry it out. We offer a quick overview of the characteristics taken into account in the user models of the adaptive learning systems. Through our experiences, we show our contribution to the design and experimentation of adaptive learning, highlighting both the adaptation variables and the characteristics of the implemented designs.En este artículo se presenta una panorámica general sobre la personalización del aprendizaje y sobre las herramientas tecnológicas que contribuyen a llevarla a cabo. Se da una rápida visión de las características consideradas en los modelos de usuario de los sistemas de aprendizaje adaptativo. A través de las experiencias realizadas, se muestra nuestra contribución en el diseño y experimentación de aprendizaje adaptativo, deteniéndonos especialmente en las variables de adaptación y en las características de los diseños implementados

Educational Innovation Management. A Case Study at the University of Salamanca

[EN] This is the presentation of the paper entitled “Educational Innovation Management. A Case Study at the University of Salamanca” in the TEEM 2015 International Conference held in Porto (Portugal) in October 7-9, 2015. This paper is devoted to present the implantation of a repository for educational innovation projects management at the University of Salamanca in Spain. This repository stores the selected best practices of educational innovation in this University and classifies them according a set of indicators that have been previously agreed. The paper explains the processes to define the indicators and their application to a set of selected projects that have been stored in the repository

Methodological Approach and Technological Framework to Break the Current Limitations of MOOC Model

[EN]A methodological approach and technological framework are proposed to improve learning outcomes in Massive Open Online Courses (MOOCs), taking into account the distinguishing features of this kind of massive courses over traditional online courses. The proposed methodology integrates the learning strategies of xMOOCs and cMOOCs with adaptivity and knowledge management capabilities. In order to test the learning results of the methodology and the need of supporting technological framework for it, a MOOC was made based on the methodological proposal and using a MOOC platform called MiríadaX. The quantitative results have improved considerably the MOOC completion rate (compared to the average of the rest of MOOC MiríadaX) and the qualitative results show a great satisfaction with the learning outcomes of the learners. However, the technological environment did not allow us develop all the methodological capabilities and it was one of the main concerns of the MOOC attendances. Therefore, from the analysis of collected data and considering the limitations of current MOOC technology platforms, a technological framework has been designed. It may incorporate the proposed methodology in an efficient and effective way. Based on this proposed technological framework, a MOOC platform has been developed and delivered, used by three Spanish Universities to offer MOOCs. This new platform and the supported technological framework have been tested with a first pilot with promising result

Validation of a Semantic Search Engine for Academic Resources on Engineering Teamwork

Obtaining evidence on the acquisition of the teamwork competence, from students throughout their training, is demanded by both accrediting agencies of High Education degrees and future employers. This competence has been, and still is, of great importance in general and in degrees in engineering in particular. Based on previous research studies, evidence to evaluate teamwork competence acquisition is classified in three dimensions: (i) the individual dimension, acquired by each team member; (ii) the group dimension, composed of results from each teamwork; and (iii) the result dimension, which consists of deliverable products throughout the teamwork process. One of the methods which takes the three dimensions into account, the one that helps train and evaluate the teamwork competence, is the ''''Comprehensive Training Model of the Teamwork Competence'''' method. In this paper, we will show that through this method, more than 50 teams have generated evidence which can be used as learning resources. All this evidence has been stored and organized (through an ontology) in a semantic repository. The generated evidence is retrieved by using an inference engine through the metadata of ontology. This study, which has validated the resources obtained from the repository, was relevant for a specific information demand. To this end, results automatically obtained by the search engine were compared with those manually found by teachers who are experienced in the teamwork competence

A methodology proposal for developing Adaptive cMOOC

[EN] Massive Open Online Courses or MOOCs, both in their major approaches xMOOC and cMOOC, are attracting a very interesting debate about their influence in the higher education future. MOOC have both great defenders and detractors. As an emerging trend, MOOCs have a hype repercussion in technological and pedagogical areas, but they should demonstrate their real value in specific implementation and within institutional strategies. Independently, MOOCs have different issues such as high dropout rates and low number of cooperative activities among participants. This paper presents an adaptive proposal to be applied in MOOC definition and development, with a special attention to cMOOC, that may be useful to tackle the mentioned MOOC problems

Active Peer-Based Flip Teaching: An Active Methodology Based on RT-CICLO

[EN]The RT-CICLO model (real time – collective intelligence applied to a cooperative learning with a social base) is based on generalist processes identified in main active methodologies. This model has been developed as a general model. Therefore, it could be applicable to any active methodology. The main characteristic of the RT-CICLO method is not only to foster active learning, but also to enable students to acquire active skills. In this chapter, the RT-CICLO model is applied to a flip teaching methodology throughout all its phases (lesson at home and homework in the classroom). The main results are obtained in two steps. The first step confirms that students acquire active skills. The second one explores the impact of knowledge creation by students as a way to get feedback and to use the created knowledge as a learning object. It should be highlighted that students’ perceptions are positive using this approac