Experiencia de enseñanza online de “Bases de Datos” en una universidad presencial

La enseñanza online es una alternativa a la enseñanza presencial que es escogida por un número cada vez mayor de estudiantes universitarios, apareciendo como un complemento muy interesante en la enseñanza de las universidades presenciales. Sin embargo, la organización tradicional de la docencia de las asignaturas presenciales no resulta adecuada en entornos de enseñanza a distancia. En este artículo presentamos el resultado de la experiencia que, a lo largo de más de 6 años, hemos realizado en la enseñanza online de la asignatura “Bases de Datos”. Comparamos la organización de la enseñanza en los grupos presenciales con la del grupo de enseñanza online, los problemas que se plantean, las soluciones empleadas y el resultado obtenido.Peer Reviewe

Towards Formal Modeling of Affective Agents in a BDI Architecture

[EN] Affective characteristics are crucial factors that influence human behavior, and often the prevalence of either emotions or reason varies on each individual. We aim to facilitate the development of agents reasoning considering their affective characteristics. We first identify core processes in an affective BDI agent, and we integrate them into an affective agent architecture (GenIA3). These tasks include the extension of the BDI agent reasoning cycle to be compliant with the architecture, and the extension of the agent language (Jason) to support affect-based reasoning, and the adjustment of the equilibrium between the agent s affective and rational sides.This work was supported by the Generalitat Valenciana grant PROMETEOII/2013/019, and the Spanish TIN2014-55206-R project of the Ministerio de Economa y Competitividad.Alfonso Espinosa, B.; Vivancos, E.; Botti, V. (2017). Towards Formal Modeling of Affective Agents in a BDI Architecture. ACM Transactions on Internet Technology. 17(1):5:1-5:23. https://doi.org/10.1145/3001584S5:15:23171Bexy Alfonso, Emilio Vivancos, and Vicente J. Botti. 2014. An open architecture for affective traits in a BDI agent. In Proceedings of the 6th ECTA 2014. Part of the 6th IJCCI 2014. 320--325.Bexy Alfonso, Emilio Vivancos, and Vicente J. Botti. 2016a. Design of an Affective Intelligent Agent on GenIA. Technical Report. DSIC, UPV, Spain.Bexy Alfonso, Emilio Vivancos, and Vicente J. Botti. 2016b. Toward a Systematic Development of Affective Intelligent Agents. Technical Report. DSIC, UPV, Spain.Gordon Willard Allport. 1937. Personality: A Psychological Interpretation. Henry Holt, New York.Albert Bandura. 1977. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 84, 2 (1977), 191.Cristina Battaglino, Rossana Damiano, and Leonardo Lesmo. Emotional range in value-sensitive deliberation. In Proceedings of AAMAS’13. International Foundation for Autonomous Agents and Multiagent Systems, Richland, SC, 769--776.Antoine Bechara, Hanna Damasio, and Antonio R Damasio. 2000. Emotion, decision making and the orbitofrontal cortex. Cerebral Cortex 10, 3 (2000), 295--307.Rafael H. Bordini and Jomi Fred Hübner. 2010. Semantics for the Jason variant of AgentSpeak (plan failure and some internal actions). In Proceedings of ECAI’10. IOS Press, Amsterdam, The Netherlands, 635--640.Rafael H. Bordini, Jomi Fred Hübner, and Michael Wooldridge. 2007. Programming Multi-Agent Systems in AgentSpeak Using Jason. Wiley.Tibor Bosse, Joost Broekens, João Dias, and Janneke van der Zwaan. 2014. Emotion Modeling. Springer.Scott Brave, Clifford Nass, and Kevin Hutchinson. 2005. Computers that care: Investigating the effects of orientation of emotion exhibited by an embodied computer agent. International Journal of Human-computer Studies 62, 2 (2005), 161--178.Jerome R. Busemeyer, Eric Dimperio, and Ryan K. Jessup. 2007. Integrating Emotional Processes Into Decision-Making Models. Oxford University Press, 29--44.Colin F Camerer, George Loewenstein, and Matthew Rabin. 2011. Advances in Behavioral Economics. Princeton University Press.Martin A Conway. 1990. Autobiographical Memory: An Introduction. Open University Press.Ronald De Sousa. 1990. The Rationality of Emotion. MIT Press.João Dias, Samuel Mascarenhas, and Ana Paiva. 2014. FAtiMA Modular: Towards an Agent Architecture with a Generic Appraisal Framework. Springer International Publishing, 44--56. DOI:http://dx.doi.org/10.1007/978-3-319-12973-0_3Magy Seif El-Nasr, John Yen, and Thomas R Ioerger. 2000. Flame—fuzzy logic adaptive model of emotions. Autonomous Agents and Multi-agent systems 3, 3 (2000), 219--257.Hans Jürgen Eysenck. 1982. Personality, Genetics, and Behavior: Selected Papers. Praeger, Chapter Development of a Theory, 1--48.Shane Frederick. 2005. Cognitive reflection and decision making. The Journal of Economic Perspectives 19, 4 (2005), 25--42.N. H. Frijda, A. S. R. Manstead, and S. Bem. 2000. Emotions and Beliefs: How Feelings Influence Thoughts. Cambridge University Press.Nico H. Frijda. 2007. The Laws of Emotion. Lawrence Erlbaum Associates, Incorporated.Patrick Gebhard. 2005. ALMA: A layered model of affect. In Proceedings of the 4th AAMAS. ACM, New York, NY, 29--36. DOI:http://dx.doi.org/10.1145/1082473.1082478Lewis R. Goldberg and others. 1990. An alternative “description of personality”: The big-five factor structure. Journal of Personality and Social Psychology 59, 6 (1990), 1216--1229.James J. Gross and Ross A. Thompson. 2011. Emotion regulation: Conceptual fundations. In Handbook of Emotion Regulation. Guilford Publications.JonathanY. Ito, DavidV. Pynadath, and StacyC. Marsella. 2010. Modeling self-deception within a decision-theoretic framework. AAMAS 20, 1 (2010), 3--13. DOI:http://dx.doi.org/10.1007/s10458-009-9096-7William G. Kennedy. 2012. Modelling human behaviour in agent-based models. In Agent-based Models of Geographical Systems. Springer, 167--179.Jonathan Klein, Youngme Moon, and Rosalind W. Picard. 2002. This computer responds to user frustration: Theory, design, and results. Interacting with Computers 14, 2 (2002), 119--140.Richard S. Lazarus and Susan Folkman. 1984. Stress, Appraisal, and Coping. Springer.Stacy Marsella and Jonathan Gratch. 2003. Modeling coping behavior in virtual humans: Don’t worry, be happy. In Proceedings of AAMAS’03. ACM, 313--320. DOI:http://dx.doi.org/10.1145/860575.860626Stacy C. Marsella and Jonathan Gratch. 2009. EMA: A process model of appraisal dynamics. Cognitive Systems Research 10, 1 (2009), 70--90.Stacy C. Marsella, Jonathan Gratch, and Paolo Petta. 2010. Computational models of emotion. In A Blueprint for Affective Computing: A Sourcebook and Manual. OUP Oxford, 21--46.Robert R. McCrae and Oliver P. John. 1992. An introduction to the five-factor model and its applications. Journal of Personality 60, 2 (1992), 175--215.Albert Mehrabian. 1996a. Analysis of the big-five personality factors in terms of the PAD temperament model. Australian Journal of Psychology 48, 2 (1996), 86--92. DOI:http://dx.doi.org/10.1080/00049539608259510Albert Mehrabian. 1996b. Pleasure-arousal-dominance: A general framework for describing and measuring individual differences in temperament. Current Psychology 14, 4 (1996), 261--292. DOI:http://dx.doi.org/10.1007/BF02686918Albert Mehrabian and James A. Russell. 1974. An Approach to Environmental Psychology. MIT Press.John-Jules Ch. Meyer. 2006. Reasoning about emotional agents. International Journal of Intelligent Systems 21, 6 (June 2006), 601--619. DOI:http://dx.doi.org/10.1002/int.v21:6Katherine Nelson. 1993. The psychological and social origins of autobiographical memory. Psychological Science 4, 1 (1993), 7--14.Magalie Ochs, David Sadek, and Catherine Pelachaud. 2012. A formal model of emotions for an empathic rational dialog agent. AAMAS 24, 3 (2012), 410--440. DOI:http://dx.doi.org/10.1007/s10458-010-9156-zAndrew Ortony. 2003. On making believable emotional agents believable. In Emotions in Humans and Artifacts, R. P. Trapple, P. Petta, and S. Payer (Eds.). MIT Press, Chapter 6, 189--212.Andrew Ortony, Gerald L. Clore, and Allan Collins. 1988. The Cognitive Structure of Emotions. Cambridge University Press.Rosalind W. Picard and Karen K. Liu. 2007. Relative subjective count and assessment of interruptive technologies applied to mobile monitoring of stress. International Journal of Human-Computer Studies 65, 4 (2007), 361--375.César F. Pimentel and Maria R. Cravo. 2005. Affective revision. In Progress in Artificial Intelligence, Carlos Bento, Amílcar Cardoso, and Gaël Dias (Eds.). LNCS, Vol. 3808. Springer Berlin, 115--126.Gordon D. Plotkin. 1981. A Structural Approach to Operational Semantics. Technical Report DAIMI FN-19. Aarhus University.Anand S. Rao. 1996. Agentspeak(L): BDI agents speak out in a logical computable language. In Proceedings of the 7th European Workshop on Modelling Autonomous Agents in a Multi-Agent World, Rudy Van Hoe (Ed.). Eindhoven, The Netherlands.Rainer Reisenzein, Eva Hudlicka, Mehdi Dastani, Jonathan Gratch, Koen Hindriks, Emiliano Lorini, and J-JC Meyer. 2013. Computational modeling of emotion: Toward improving the inter- and intradisciplinary exchange. IEEE Transactions on Affective Computing 4, 3 (2013), 246--266.Luis-Felipe Rodríguez and Félix Ramos. 2014. Development of computational models of emotions for autonomous agents: A review. Cognitive Computation 6, 3 (2014), 351--375. DOI:http://dx.doi.org/10.1007/s12559-013-9244-xIra J. Roseman. 2001. A Model of Appraisal in the Emotion System: Integrating Theory, Research, and Applications. Oxford University Press, 68--91.James A. Russell. 2003. Core affect and the psychological construction of emotion. Psychological Review 110, 1 (2003), 145--172.Klaus R. Scherer. 2001. Appraisal considered as a process of multilevel sequential checking. Appraisal Processes in Emotion: Theory, Methods, Research 92 (2001), 120.Norbert Schwarz. 2000. Emotion, cognition, and decision making. Cognition 8 Emotion 14, 4 (2000), 433--440.Leila Selimbegović, Isabelle Régner, Pascal Huguet, and Armand Chatard. 2015. On the power of autobiographical memories: From threat and challenge appraisals to actual behaviour. Memory (2015), 1--8.Martin Sewell. 2010. Emotions help solve the prisoner’s dilemma. In Proceedings of the Behavioural Finance Working Group Conference: Fairness, Trust and Emotions in Finance, London. 1--2.Craig A. Smith and Richard S. Lazarus. 1990. Emotion and adaptation. In Handbook of Personality: Theory and Research, Lawrence A. Pervin (Ed.). 609--637.Bas R. Steunebrink, Mehdi Dastani, and John-Jules Ch. Meyer. 2009. A formal model of emotion-based action tendency for intelligent agents. In Proceedings of EPIA’09. Springer-Verlag, Berlin, 174--186. DOI:http://dx.doi.org/10.1007/978-3-642-04686-5_15Bas R. Steunebrink, Mehdi Dastani, and John-Jules Ch. Meyer. 2012. A formal model of emotion triggers: An approach for BDI agents. Synthese 185 (2012), 83--129. DOI:http://dx.doi.org/10.1007/s11229-011-0004-8AW Tucker. 1983. The mathematics of tucker: A sampler. The Two-Year College Mathematics Journal 14, 3 (1983), 228--232.Renata Vieira, Álvaro F. Moreira, Michael Wooldridge, and Rafael H. Bordini. 2007. On the formal semantics of speech-act based communication in an agent-oriented programming language. J. Artif. Intell. Res. (JAIR) 29 (2007), 221--267.G. Weiss. 2013. Multiagent Systems. MIT Press

A multidimensional culturally adapted representation of emotions for affective computational simulation and recognition

[EN] One of the main challenges in affective computing is the development of models to represent the information that is inherent to emotions. It is necessary to consider that the terms used by humans to name emotions depend on the culture and language used. This article presents an experiment-based method to represent and adapt emotion terms to different cultural environments. We propose using circular boxplots to analyze the distribution of emotions in the Pleasure-Arousal space. From the results of this analysis, we define a new cross-cultural representation model of emotions in which each emotion term is assigned to an area in the Pleasure-Arousal space. An emotion is represented by a vector in which the direction indicates the type, and the module indicates the intensity of the emotion. We propose two methods based on fuzzy logic to represent and express emotions: the emotion representation process in which the term associated with the recognized emotion is defuzzified and projected as a vector in the Pleasure-Arousal space; and the emotion expression process in which a fuzzification of the vector is produced, generating a fuzzy emotion term that is adapted to the culture and language in which the emotion will be used.This work was supported in part by the Spanish Government project TIN2017-89156-R, Generalitat Valenciana, and European Social Fund by the FPI Grant ACIF/2017/085, in part GVA-CEICE project PROMETEO/2018/002, and TAILOR, a project funded by EU Horizon 2020 research and innovation programme under GA No 952215.Taverner-Aparicio, JJ.; Vivancos, E.; Botti V. (2023). A multidimensional culturally adapted representation of emotions for affective computational simulation and recognition. IEEE Transactions on Affective Computing. 14(1):761-772. https://doi.org/10.1109/TAFFC.2020.303058676177214

Experiencia de enseñanza online de “Bases de Datos” en una universidad presencial

La enseñanza online es una alternativa a la enseñanza presencial que es escogida por un número cada vez mayor de estudiantes universitarios, apareciendo como un complemento muy interesante en la enseñanza de las universidades presenciales. Sin embargo, la organización tradicional de la docencia de las asignaturas presenciales no resulta adecuada en entornos de enseñanza a distancia. En este artículo presentamos el resultado de la experiencia que, a lo largo de más de 6 años, hemos realizado en la enseñanza online de la asignatura “Bases de Datos”. Comparamos la organización de la enseñanza en los grupos presenciales con la del grupo de enseñanza online, los problemas que se plantean, las soluciones empleadas y el resultado obtenido.Este trabajo ha sido parcialmente financiado por la Escuela Técnica Superior de Ingeniería Informática y por el PAID-04-10 de la Universidad Politécnica de Valencia

From Affect Theoretical Foundations to Computational Models of Intelligent Affective Agents

[EN] The links between emotions and rationality have been extensively studied and discussed. Several computational approaches have also been proposed to model these links. However, is it possible to build generic computational approaches and languages so that they can be "adapted " when a specific affective phenomenon is being modeled? Would these approaches be sufficiently and properly grounded? In this work, we want to provide the means for the development of these generic approaches and languages by making a horizontal analysis inspired by philosophical and psychological theories of the main affective phenomena that are traditionally studied. Unfortunately, not all the affective theories can be adapted to be used in computational models; therefore, it is necessary to perform an analysis of the most suitable theories. In this analysis, we identify and classify the main processes and concepts which can be used in a generic affective computational model, and we propose a theoretical framework that includes all these processes and concepts that a model of an affective agent with practical reasoning could use. Our generic theoretical framework supports incremental research whereby future proposals can improve previous ones. This framework also supports the evaluation of the coverage of current computational approaches according to the processes that are modeled and according to the integration of practical reasoning and affect-related issues. This framework is being used in the development of the GenIA(3) architecture.This work is partially supported by the Spanish Government projects PID2020-113416RB-I00, GVA-CEICE project PROMETEO/2018/002, and TAILOR, a project funded by EU Horizon 2020 research and innovation programme under GA No 952215.Alfonso, B.; Taverner-Aparicio, JJ.; Vivancos, E.; Botti, V. (2021). From Affect Theoretical Foundations to Computational Models of Intelligent Affective Agents. Applied Sciences. 11(22):1-29. https://doi.org/10.3390/app112210874S129112

Una propuesta integral para desarrollo de proyectos en un curso de Compiladores con una metodología de aprendizaje basada en proyectos

En este trabajo se presenta una estrategia integral para el desarrollo y la evaluación de proyectos en una asignatura de Compiladores. En esta asignatura se ha optado por emplear una metodología activa basada en proyectos. Esta aproximación posee ventajas incuestionables; sin embargo, su puesta en marcha presenta dos importantes inconvenientes: sobrecarga de trabajo, tanto para los alumnos como para los profesores; y evaluación justa y realista del proyecto, tanto individual como grupal. Para mitigar el primer problema hemos propuesto un entorno de desarrollo de proyectos, de libre disposición y portable. En cuanto al sistema de evaluación hemos propuesto: un modelo de simulación de usuario, para permitir una evaluación realista del desempeño del proyecto; una prueba práctica individual, para considerar el trabajo individual; y un conjunto de actividades de seguimiento, para considerar el trabajo continuo en el desarrollo del proyecto. Esta estrategia se ha puesto en marcha en los últimos años, y el análisis de sus resultados parece avalar su implantación.This paper presents a comprehensive strategy for the development and evaluation of projects in a course of Compilers. In this course we have chosen to use an active methodology based on projects. This approach has unquestionable advantages. However, its implementation has two major drawbacks: work overload, both for students and teachers; and fair and realistic evaluation of the project, both individual and group. In order to mitigate the first problem we have proposed a project development environment, freely available and portable. Regarding the evaluation system we have proposed: a user simulation model, to allow a global evaluation of the final project performance; an individual practical test, to take into account the individual work of the components of the same team; and a set of monitoring activities, to consider continued work on the project. This strategy has been launched in recent years, and the analysis of its results seems to support its implementation

Un entorno para el desarrollo de proyectos en la enseñanza activa de un curso de Compiladores

[EN] This paper describes an experience in a course on Programming languages and compilers. In this course we have chosen to an active learning methodology aimed at the implementation of a compiler project. In order to minimize the huge effort that teachers must invest in the preparation of a new project every year, a development environment of compile projects is proposed. The goal of this development environment is to greatly simplify the process of developing new projects[ES] En este trabajo se describe una experiencia que se lleva a cabo en la asignatura de “Lenguajes de Programación y Procesadores del Lenguaje”. En esta asignatura hemos optado por una metodología activa orientada a la realización de un proyecto. Para minimizar el enorme esfuerzo que el profesorado debe invertir en la preparación de un nuevo proyecto cada año, en este trabajo se propone un entorno de desarrollo de proyectos de compilación que simplifica enormemente el proceso de elaboración de nuevos proyectos.Benedí Ruiz, JM.; Vivancos Rubio, E. (2016). Un entorno para el desarrollo de proyectos en la enseñanza activa de un curso de Compiladores. En In-Red 2016. II Congreso nacional de innovación educativa y docencia en red. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2016.2016.4368OC

Una propuesta para la evaluación de proyectos en un curso de Compiladores con una metodología de aprendizaje basada en proyectos

[EN] In this work, a evaluation system for compilation projects in a course on programming languages and compilers is proposed. In this course we have chosen an active learning methodology aimed at the implementation of a compiler project. Our evaluation system meets the following objectives: to allow a global evaluation of the final project performance; to take into account the individual work of the components of the same team; and to consider continued work on the project. To achieve these objectives, we have proposed: a user simulation model; an individual practical test; and a set of monitoring activities. Finally, we also present a statistical analysis of the results of the last five years. The results of this analysis seem to support the proposed evaluation system.[ES] En este trabajo se propone un sistema integral de evaluación de proyectos de compilación para la asignatura de “Lenguajes de Programación y Procesadores del Lenguaje”. En esta asignatura hemos optado por una metodología activa orientada a la realización de un proyecto. El sistema de evaluación propuesto atiende a los siguientes objetivos: permitir una evaluación global del desempeño final del proyecto; tener en cuenta el trabajo individual de los componentes de un mismo equipo; y considerar el trabajo continuo en el desarrollo del proyecto. Para ello hemos propuesto: un modelo de simulación de usuario; una prueba práctica individual; y un conjunto de actividades de seguimiento. Finalmente, también presentamos un análisis estadístico de los resultados de los últimos cinco años. Los resultados de este análisis parecen avalar el sistema de evaluación propuesto.Benedí Ruiz, JM.; Vivancos Rubio, E. (2019). Una propuesta para la evaluación de proyectos en un curso de Compiladores con una metodología de aprendizaje basada en proyectos. En IN-RED 2019. V Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 906-917. https://doi.org/10.4995/INRED2019.2019.10459OCS90691

Cytosolic ascorbate peroxidase and Cu, Zn-superoxide dismutase improve seed germination, plant growth, nutrient uptake and drought tolerance in tobacco

The effects of over-expression of two cytosolic antioxidant enzymes (Cu, Zn-SOD and/or APX) on plant nutrition, gas exchange, chlorophyll fluorescence, seed viability and germination in transgenic tobacco (Nicotiana tabacum cv. Xanthi) under deficit irrigation or salinity conditions were investigated. Three transgenic lines of tobacco were used in this study: line 17, harboring 2 copies of the cytosolic CuZn-SOD (cytsod) gene; line 51, with 2 copies of the cytosolic APX (cytapx) gene and line 39, harboring one copy of each gene. Over-expression of cytosolic antioxidants enzymes in tobacco plants resulted in a better growth performance that correlated with an improved photosynthetic capacity and nutrient uptake. Moreover, cytsod or cytapx genes promoted seed germination, and enhanced tolerance to mild water stress. In addition, this enhanced antioxidant capacity protected seeds from ageing during prolonged storage, and stimulated germination under salt stress conditions. These results suggest that cytosolic antioxidant transgenes are useful tools to improve drought tolerance, nutrient uptake and seed germination under stressful conditions.PDV acknowledges the CSIC and the Spanish Ministry of Economy and Competitiveness for his ‘Ramon y Cajal’ research contract, co-financed by FEDER funds. This work was supported by the Spanish Ministry of Economy and Competitiveness (Project CICYT BFU2009-07443) co-financed by FEDER funds, and the Spanish Ministry of Economy and Competitiveness (Project INIA, RTA2013-00026-C03-00).Peer reviewe

Educating in Privacy in the Use of Social Networks

[EN] Many adolescents use social networks extensively to increase their sociability without being aware of the value of their shared information and the potential risks related to their privacy and security in the network. Misuse or unauthorized disclosure of users' private information may have unexpected consequences on people's lives. Therefore, prevention and training in data protection is essential to avoid risks on the Internet. Several authors consider that training in the proper use of social networks should be integrated into the formative curriculum of adolescents and focus not only on theoretical training but also on promoting changes in attitudes and behavior. For this reason, we have developed a restricted access social network application (called Pesedia), which allows children and adolescents to be educated about the risks of social networks and also encourages a change of attitude toward a responsible and adequate use of privacy in social networks. Using Pesedia, an experience has been realized with 134 children between 12 and 14 years, within the framework of Escola d'Estiu 2016 (Summer School) of the Universitat Politecnica de Valencia. Through a set of proposed games, children and adolescents interact in Pesedia and learn to detect risky actions that, if carried out in a public social network could compromise their privacy. With such games, children and adolescents are aware of, among other things, the dangers of public exposure of data, the labeling and geo-positioning of photos, the decontextualization of conversations, as well as the future repercussions of our digital fingerprint. In this articlearticle, we present the characteristics of this social network, the developed workshops, and the main results of this experience.[ES] Muchos adolescentes utilizan ampliamente las redes sociales para incrementar su sociabilidad sin ser conscientes del valor de la información compartida y de los riesgos potenciales existentes relacionados con su privacidad y seguridad en la red. La utilización indebida o la divulgación sin permiso de la información privada de los usuarios puede tener consecuencias no deseadas en la vida de las personas. Por ello, la prevención y formación en la protección de los datos resulta fundamental para evitar riesgos en Internet. Diversos autores consideran que la formación en el buen uso de las redes sociales debería estar integrada en el currículo formativo de los adolescentes y centrarse no solo en la formación teórica, sino también en fomentar cambios en actitudes y comportamiento. Por este motivo, hemos desarrollado una aplicación de red social de acceso restringido, llamada Pesedia, que permite educar a niños y adolescentes sobre los riesgos de las redes sociales y además fomentar el cambio de actitud hacia un uso responsable y adecuado de la privacidad en las redes sociales. Utilizando esta red social, se ha realizado una experiencia con 134 niños de entre 12 y 14 años, en el marco de la Escola d¿Estiu 2016 (Escuela de Verano) de la Universitat Politècnica de València. Mediante un conjunto de juegos propuestos, los niños y adolescentes interactúan en Pesedia y aprenden a detectar acciones de riesgo que, de llevarse a cabo en una red social pública, podrían comprometer su privacidad. Con dichos juegos se les conciencia, entre otros aspectos, sobre los peligros de la exposición pública de los datos, del etiquetado y geoposicionamiento de las fotos, la descontextualización de las conversaciones, así como las repercusiones futuras de nuestra huella digital. En este artículo presentamos las características de esta red social, los talleres desarrollados y los principales resultados de esta experiencia.Este trabajo ha sido financiado por el proyecto “Privacidad en Entornos Sociales Educativos durante la Infancia y la Adolescencia (PESEDIA)” (TIN2014-55206-R) del Ministerio de Economía y Competitividad del Gobierno de España.Argente, E.; Vivancos, E.; Alemany-Bordera, J.; García-Fornes, A. (2017). Educando en privacidad en el uso de las redes sociales. Education in The Knowledge Society (EKS). 18(2):107-126. https://doi.org/10.14201/eks2017182107126S10712618