Model-Driven Instructional Engineering to Generate Adaptable Learning Materials

Please, cite this publication as: Dodero, J. M. & Díez, D. (2006). Model-Driven Instructional Engineering to Generate Adaptable Learning Materials. Proceedings of ICALT2006. July, Kerkrade, The Netherlands: IEEE. Retrieved July 30th, 2006, from http://dspace.learningnetworks.orgThe application of software engineering approaches to generate learning material adapted to a specific instructional purpose presents some issues: the use of different models, different abstraction levels, different contexts and development concerns. These can be overcome by a model-driven development approach that provides different levels of automation for instructional engineering.ProLearn Projec

Reducing Procrastination while Improving Performance: A Wiki-powered Experiment with Students

© 2019 Copyright held by the owner/author(s). Publication rights licensed to ACM.Students in higher education are traditionally requested to produce various pieces of written work during the courses they undertake. When students' work is submitted online as a whole, both the ethically questionable act of procrastinating and late submissions afect performance. The objective of this paper is to assess the performance of students from a control group, with that of students from an experimental group. The control group produced work as a unique deliverable to be submitted at the end of the course. On the other hand, the experimental group worked on each part for a week, and their work was managed by a wiki environment and monitored by a speciically developed software. Positive efects were noticed in the experimental group, as both students' time management skills and performance increased. Replications of this experiment can and should be performed, in order to compare results in coursework submission.Final Accepted Versio

Privacy-Preserving Reengineering of Model-View-Controller Application Architectures Using Linked Data

When a legacy system’s software architecture cannot be redesigned, implementing additional privacy requirements is often complex, unreliable and costly to maintain. This paper presents a privacy-by-design approach to reengineer web applications as linked data-enabled and implement access control and privacy preservation properties. The method is based on the knowledge of the application architecture, which for the Web of data is commonly designed on the basis of a model-view-controller pattern. Whereas wrapping techniques commonly used to link data of web applications duplicate the security source code, the new approach allows for the controlled disclosure of an application’s data, while preserving non-functional properties such as privacy preservation. The solution has been implemented and compared with existing linked data frameworks in terms of reliability, maintainability and complexity

Assessment of Generic Skills through an Organizational Learning Process Model

This contribution has been published in this repository with the permission of the publisher. This contribution was presented in WEBIST 2018 (http://www.webist.org/?y=2018) and has been published by SCITEPRESS in http://www.scitepress.org/PublicationsDetail.aspx?ID=y9Yt0eHt02o=&.The performance in generic skills is increasingly important for organizations to succeed in the current competitive environment. However, assessing the level of performance in generic skills of the members of an organization is a challenging task, subject to both subjectivity and scalability issues. Organizations usually lay their organizational learning processes on a Knowledge Management System (KMS). This work presents a process model to support managers of KMSs in the assessment of their individuals’ generic skills. The process model was deployed through an extended version of a learning management system. It was connected with different information system tools specifically developed to enrich its features. A case study with Computer Science final-year students working in a software system was conducted following an authentic learning approach, showing promising results.Visaigle Project (grant TIN2017-85797-R)

Guía Técnica Práctica: Diseño de Sistemas Software + Implementación e Implantación de Sistemas Software

Este documento se plantea como una guía técnica para la realización de las prácticas y el proyecto de las asignaturas de la especialidad de Ingeniería del Software en el Grado en Ingeniería Informática y en el segundo ciclo de Ingeniería Informática. Esta guía es válida para, entre otras, las siguientes asignaturas: • Diseño de Sistemas Software (DSS) • Ingeniería Web (IW) • Implementación e Implantación de Sistemas Software (IISS)Guía técnica para la realización de las prácticas y el proyecto de las asignaturas de la especialidad de Ingeniería del Software en el Grado en Ingeniería Informática y en el segundo ciclo de Ingeniería Informátic

¿Cómo complementar la formación mediante proyectos de generación de contenidos web para una asignatura?

En este artículo se describen las conclusiones que se han obtenido en las experiencias piloto realizadas durante el curso 2003-04 en el contexto de dos asignaturas distintas de la titulación de Ingeniería en Informática impartidas en dos universidades dferentes de la comunidad de Madrid. El objetivo de las mismas era poner en práctica una metodología de trabajo que complementara la formación presencial que recibn los alumnos, y demostrar por una parte que el uso de las nuevas tecnologías como elemento adicional de la enseñanza presencial puede mejora el nivel de aprendizaje y la motivación de los alumnos, y por otra parte que estas técnicas se pueden extrapolar con las adaptaciones a las asignaturas de otras titulaciones independente de la naturaleza de la materia.In this article we describe the conclusions that we have obtained in an experiences made during the course 2003/04 in the context of two subjets different from the degree of Engineering in Computer science in two universities different from Madrid. The objective was to get work a methodology for complementing the formation from the students, and to demonstrate that the use of the New Technologies like additional element can get better the level of learning and the motivation of the students. Also these techniques can be extrapolated with adaptations to an others subjets from others degrees with independent of their nature

Supporting Skill Assessment in Learning Experiences Based on Serious Games Through Process Mining Techniques

Learning experiences based on serious games are employed in multiple contexts. Players carry out multiple interactions during the gameplay to solve the different challenges faced. Those interactions can be registered in logs as large data sets providing the assessment process with objective information about the skills employed. Most assessment methods in learning experiences based on serious games rely on manual approaches, which do not scalewell when the amount of data increases. We propose an automated method to analyse students’ interactions and assess their skills in learning experiences based on serious games. The method takes into account not only the final model obtained by the student, but also the process followed to obtain it, extracted from game logs. The assessment method groups students according to their in-game errors and ingame outcomes. Then, the models for the most and the least successful students are discovered using process mining techniques. Similarities in their behaviour are analysed through conformance checking techniques to compare all the students with the most successful ones. Finally, the similarities found are quantified to build a classification of the students’ assessments. We have employed this method with Computer Science students playing a serious game to solve design problems in a course on databases. The findings show that process mining techniques can palliate the limitations of skill assessment methods in game-based learning experiences

A Late Modelling Approach for the Definition of Computer-Supported Learning Process

Please, cite this publication as: Zarraonandía, T., Fernández, C., & Dodero, J. M. (2006). A Late Modelling Approach for the Definition of Computer-Supported Learning Process. Proceedings of Adaptive Hypermedia. June, Dublin, Ireland. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThe aim of this work is to bring together the traditional way of teaching and work using a computer-supported environment. This means increasing the flexibility of the learning processes application, giving the chance to instructors to introduce variations on runtime. Besides, learning processes are refined through their use, by making permanent the modifications which have shown to improve the learners' performance on the different learning objectives. We term this late modelling of learning processes. This paper describes the lifecycle of late modelling and proposes an architecture for implementing its runtime stages in the learning process described by means of the IMS Learning Design specification.ProLearn Projec

On the use of the Choquet Integral for the Collaborative Creation of Learning Objects

Computer-supported collaborative knowledge creation is the continuous process of development of knowledge assets, where produced knowledge has to be assessed by the developers, taking into account a set of criteria that may keep some interdependencies. This work poses an approach for collaborative creation of learning objects in a Web-based, educational context, based upon a coordination protocol and an aggregation mechanism. The coordination protocol allows the continuous consolidation of opinions issued about the learning objects produced by a number of authors. During certain steps of the protocol, an aggregation process is performed that takes into account the inter-dependence among criteria. The results of using the Choquet integral as an aggregation operator are compared to the usual aggregation procedure based upon weighted arithmetic means

Interactive Data Exploration of Distributed Raw Files: A Systematic Mapping Study

When exploring big amounts of data without a clear target, providing an interactive experience becomes really dif cult, since this tentative inspection usually defeats any early decision on data structures or indexing strategies. This is also true in the physics domain, speci cally in high-energy physics, where the huge volume of data generated by the detectors are normally explored via C++ code using batch processing, which introduces a considerable latency. An interactive tool, when integrated into the existing data management systems, can add a great value to the usability of these platforms. Here, we intend to review the current state-of-the-art of interactive data exploration, aiming at satisfying three requirements: access to raw data les, stored in a distributed environment, and with a reasonably low latency. This paper follows the guidelines for systematic mapping studies, which is well suited for gathering and classifying available studies.We summarize the results after classifying the 242 papers that passed our inclusion criteria. While there are many proposed solutions that tackle the problem in different manners, there is little evidence available about their implementation in practice. Almost all of the solutions found by this paper cover a subset of our requirements, with only one partially satisfying the three. The solutions for data exploration abound. It is an active research area and, considering the continuous growth of data volume and variety, is only to become harder. There is a niche for research on a solution that covers our requirements, and the required building blocks are there