PERSPECTIVA DEL USO DE ESTÁNDARES PARA TECNOLOGÍAS DE APRENDIZAJE EN LA UIS

ResumenEl grupo Gnosis Unificada en ingeniería del aprendizaje GUÍA - CIDLIS, desde sus inicios ha planteado soluciones informáticas que apoyen el mejoramiento de los procesos educativos. Es así como nacen SHEILA, SHABOO, SARAI, proyectos de investigación que basados en los elementos de la arquitectura LTSA que brindan soporte en subprocesos del proceso educativo como la entrega de contenidos, la administración y recuperación de objetos de aprendizaje, el direccionamiento de características de los estudiantes, entre otros. El propósito de este documento es presentar el trabajo realizado hasta el momento en el grupo GUIA – CIDLIS, destacando su conformidad con estándares internacionales como LTSA y además brindar una perspectiva de los trabajos que se adelantaran en un futuro próximo.Palabras ClaveEducación, Ambientes virtuales, LTSA, IM

A Case-based Reasoning Approach to Validate Grammatical Gender and Number Agreement in Spanish language

Across Latin America 420 indigenous languages are spoken. Spanish is considered a second language in indigenous communities and is progressively introduced in education. However, most of the tools to support teaching processes of a second language have been developed for the most common languages such as English, French, German, Italian, etc. As a result, only a small amount of learning objects and authoring tools have been developed for indigenous people considering the specific needs of their population. This paper introduces Multilingual–Tiny as a web authoring tool to support the virtual experience of indigenous students and teachers when they are creating learning objects in indigenous languages or in Spanish language, in particular, when they have to deal with the grammatical structures of Spanish. Multilingual–Tiny has a module based on the Case-based Reasoning technique to provide recommendations in real time when teachers and students write texts in Spanish. An experiment was performed in order to compare some local similarity functions to retrieve cases from the case library taking into account the grammatical structures. As a result we found the similarity function with the best performance

Augmented Reality Trends in Education : A Systematic Review of Research and Applications

En: Educational Technology & Society, Vol. 17, No. 4, pp. 133–149In recent years, there has been an increasing interest in applying Augmented Reality (AR) to create unique educational settings. So far, however, there is a lack of review studies with focus on investigating factors such as: the uses, advantages, limitations, effectiveness, challenges and features of augmented reality in educational settings. Personalization for promoting an inclusive learning using AR is also a growing area of interest. This paper reports a systematic review of literature on augmented reality in educational settings considering the factors mentioned before. In total, 32 studies published between 2003 and 2013 in 6 indexed journals were analyzed. The main findings from this review provide the current state of the art on research in AR in education. Furthermore, the paper discusses trends and the vision towards the future and opportunities for further research in augmented reality for educational settings

Autorregúlate, Una metodología para apoyar el aprendizaje autorregulado en cursos MOOC

La educación a nivel global está enfrentando grandes desafíos, incluyendo la falta de estrategias y métodos para asegurar que los estudiantes estén verdaderamente comprometidos en el proceso de aprendizaje, autorregulando su aprendizaje y promoviendo la finalización exitosa del proceso educativo. En esta investigación, se presenta Autorregúlate, una metodología para apoyar el aprendizaje autorregulado en cursos online masivos y abiertos (MOOCs), que desde su diseño contribuyen a mantener la motivación y la autorregulación a lo largo del curso. Autorregúlate proporciona pautas concretas y fáciles de implementar para equipos diversos en la creación de MOOCs, basadas en el modelo de autorregulación de Zimmerman. La metodología fue validada en cursos MOOC reales, utilizando dos instrumentos de evaluación: el Cuestionario OSLQ y la Encuesta de Motivación de Keller. Los resultados mostraron niveles altos de motivación (M=3,83; SD=0,7). Por otro lado, los resultados revelaron la adopción de estrategias de autorregulación por parte de los participantes, en particular: Establecimiento de objetivos (M=4,0; SD=0,7), Estructuración del entorno (M=4,1; SD=0,7), Estrategias de tareas (M=3,7; SD=0,7), Gestión del tiempo (M=3,84; SD=0,8), Búsqueda de ayuda (M=4,1; SD=0,8) y Autoevaluación (M=4,0; SD=0,7). Por tanto, Autorregúlate apoya a los estudiantes en la autorregulación de su aprendizaje mientras logran una motivación sostenida

OBJETO DE APRENDIZAJE DE MATEMÁTICAS COMO HERRAMIENTA PARA DISMINUIR LA DESERCIÓN UNIVERSITARIA

 En este artículo se describe la experiencia del proceso de validación de un Objeto de Aprendizaje (OA), creado como Mediador Pedagógico Virtual nivelatorio de matemáticas para apoyar el proceso de aprendizaje de los estudiantes que comienzan sus estudios de educación superior en el área de Ingeniería. El OA desarrollado, es un apoyo de los docentes que imparten los cursos básicos de matemáticas, favoreciendo la disminución de la deserción universitaria debida al bajo rendimiento académico.

ESTRATEGIA DE FORMACIÓN Y ACCESO PARA LA APROPIACIÓN PEDAGÓGICA DE LAS TIC

This paper shows the process, experience and achievements in the training of teachers of educational institutions in the department of Córdoba, in the framework of the strategy for computer training and access to education. The corporate seal of the proposal from the University of Cordoba in the training process was based on the development of inclusive learning and developed in three key moments that support the roadmap of dynamic training, which began with the formation in pedagogical and didactic guidelines to training team and coordinator of the training strategy and access, then in a second step trainers was oriented in the design of digital educational resources through the guidelines of universal design for learning and the third time was to the completion of the training process that took between the results of the projects focus on inclusion classrooms, which some case studies are presente

Adaptive integral assessment package for the A2UN@ project

This paper presents a first approach of Evaluation Engine Architecture (EEA) as proposal to support adaptive integral assessment, in the context of a virtual learning environment. The goal of our research is design an evaluation engine tool to assist in the whole assessment process within the A2UN@ project, linking that tool with the other key elements of a learning design (learning task, learning resources and learning support). The teachers would define the relation between knowledge, competencies, activities, resources and type of assessment. Providing this relation is possible obtain more accurate estimations of student's knowledge for adaptive evaluations and future recommendations. The process is supported by usage of educational standards and specifications and for an integral user modellin

Sistemas heterogéneos adaptativos basados en el contexto

Currently the number of devices that have gained access to the Internet is large and diverse. Their different capabilities and characteristics, in addition to the different profiles and preferences of users, have generated a new goal: how to adapt the contents taking into account this heterogeneity, known as the ‘delivery context’. The concepts of adaptation and accessibility have been widely discussed and have resulted in many proposals, standards and techniques, making it necessary to refine the analysis of the issue to be considered in the process of adaptation. We present an overview of the various proposals and standards that have been presented in the area of heterogeneous systems, and the work of others from real-time interaction through agent-based platforms. All this work has been targeted to solve a common goal: the delivery context.Actualmente, la gran cantidad de tipos de dispositivos que han ganado acceso a la red es grande y diversa. Las diferentes capacidades y características de éstos, sumado a las diferentes características y preferencias del usuario, han generado un nuevo objetivo a superar: cómo adaptar los contenidos teniendo en cuenta esta heterogeneidad, conocida como el “contexto de entrega”. Los conceptos de adaptación y accesibilidad han sido ampliamente tratados y han dado como resultado gran cantidad de propuestas, técnicas y estándares tendientes a resolver el problema, haciéndose necesario acotar el análisis del objeto a considerar en el proceso de adaptación. En este trabajo, presentamos un recorrido de las diferentes propuestas y estándares que han marcado el área de trabajo de los sistemas heterogéneos y otros que han trabajado desde la interacción en tiempo real a través de plataformas basadas agentes. Todos apuntados a resolver un objetivo común: el contexto de entrega

Conditional IMS learning design generation using User modeling and planning techniques

Active modeling is required in learning settings to cope with the dynamic evolution of the knowledge, since learners competences evolves over time as they participate in the course activities. Moreover, one of the main issues in a competence based eLearning process is to deliver personalized instructional designs adjusted to both 1) intrinsic characteristics of users (i.e. learning styles) and 2) the desired and achieved competences in the learning process (i.e. specific and generic competences). This delivery includes the adaptation of the content and the activities in a learning scenario based on a dynamic user model that evolves according to user interactions. In this paper, an approach to support Conditional Plans Generation (IMS Learning Designs) in the context of a virtual learning environment is presented. The process is supported by a pervasive usage of standards and specifications (IMS family of specifications) in conjunction with an integral user modeling

ATENDERAH: A SERIOUS VIDEOGAME TO ENTERTAIN AND TEACH SKILLS IN ADULTS WITH ADHD

  This paper describes a video game named aTenDerAH, which was created, designed and implemented for attending the needs of adults with Attention Deficit Hyperactivity Disorder (ADHD). The purpose of aTenDerAH is entertains while different cognitive and organizational areas are being taught. aTenDerAH is integrated into an e-learning platform as a recommended tool for students with ADHD which were previously diagnosed with a user modelling process. The videogame was developed using: Unity for the creation of the 3D game and also for the interactive content, Cinema 4D for the creation of the models and animations in 3D, and Photoshop for the creation of textures for the 3D models.