Aprendizaje colaborativo basado en tecnologías multimedia

Uno de los objetivos del Espacio Europeo de Educación Superior (EEES) es la incorporación de metodologías docentes innovadoras que conviertan al alumno en una parte activa del proceso de aprendizaje. Una de estas metodologías que fomentan la participación del alumno en el proceso de adquisición de conocimientos es la de aprendizaje colaborativo, que permite a los alumnos, además de facilitar la comprensión y asimilación de los contenidos y la adquisición de las competencias propias de la asignatura, adquirir nuevas competencias relacionadas con el trabajo en grupo. El uso de tecnologías multimedia para desarrollar y presentar el trabajo realizado, combinado con tecnologías web, aumenta el grado de motivación e implicación de los alumnos, y las posibilidades de divulgación de los contenidos. En este artículo se describe la experiencia docente llevada a cabo en la asignatura de Arquitectura de Redes de Computadores de la Universidad de Valencia. Los alumnos divididos en grupos han realizado objetos digitales de aprendizaje, los cuales han sido divulgados libremente a través de la red, logrando con ello, además del aprendizaje colaborativo dentro del propio grupo, también un aprendizaje intergrupal. Los grupos obtienen retroalimentación acerca de su trabajo en base a los comentarios y evaluaciones realizados por alumnos externos al grupo de trabajo y por los profesores de la asignatura.SUMMARY -- One of the targets of the European Space of Higher Education is the use of innovative teaching methodologies to convert students into active participants during the learning process. One of these methodologies is the collaborative learning, which promotes the students participation throughout the process of knowledge acquisition. The collaborative learning allows students to acquire new skills related to working groups, as well as to reinforce and acquire skills of the own subject. The use of web multimedia technologies increases students’ motivation, students’ integration and the possibilities of broadcasting the outcomes of the work. This paper shows the teaching experience performed in a subject about Computer Network Architecture in the University of Valencia. In this subject, students divided into groups have defined teaching digital objects that have been spread through internet, allowing a collaborative learning inside each working group and among other groups. This way, each group can receive feedback from comments and evaluations performed by students of other groups and by the teachers

Challenges for Model-Driven Development of Strategically Aligned Information Systems

[EN] Model-Driven Development (MDD) has been proposed as an alternative to the traditional development of information systems, given its ability to integrate different stakeholders into the information system engineering process. Currently, longtime researched MDD methods and modern no-code and low-code platforms support the generation of the working code of the information system and services. However, in today's continuously changing environment, organisations need to align the information systems and services with the business structure, strategy, and processes they support. This article shows the design challenges for integrating business strategy information into a model-driven development method. We applied a set of mechanism experiments on an MDD method composed of three modelling frameworks with demonstrated semantic consistency, that covers the organisational, business process, and information system levels to identify information loss and transformation coverage issues that prevent the generation of information systems and services that are strategically aligned. The challenges were discussed with experts, confirming the relevance of avoiding the overlapping between the strategic and business process concepts, providing organisational-level constructs to express strategic ends and means, and considering the organisational structure in the modular design of business process and information systems and services.This work was supported in part by the Spanish State Research Agency and the Generalitat Valenciana under Project MICIN/AEI/10.13039/501100011033, Project GV/2021/072, and Project INNEST/2021/57 by Agencia Valenciana de Innovacion (AVI); in part by the European Regional Development Fund (ERDF), the European Union Next Generation, and Plan de Recuperacion, Transformacion y Resiliencia (PRTR); and in part by the National Agency for Research and Development (ANID)/Scholarship Program/Doctorado Becas Chile under Grant 2020-72210494.Noel-Lopez, R.; Panach, JI.; Pastor López, O. (2022). Challenges for Model-Driven Development of Strategically Aligned Information Systems. IEEE Access. 10:38237-38253. https://doi.org/10.1109/ACCESS.2022.316222538237382531

Defining Interaction Design Patterns to Extract Knowledge from Big Data

[EN] The Big Data domain offers valuable opportunities to gain valuable knowledge. The User Interface (UI), the place where the user interacts to extract knowledge from data, must be adapted to address the domain complexities. Designing UIs for Big Data becomes a challenge that involves identifying and designing the user-data interaction implicated in the knowledge extraction. To design such an interaction, one widely used approach is design patterns. Design Patterns describe solutions to common interaction design problems. This paper proposes a set of patterns to design UIs aimed at extracting knowledge from the Big Data systems data conceptual schemas. As a practical example, we apply the patterns to design UI s for the Diagnosis of Genetic Diseases domain since it is a clear case of extracting knowledge from a complex set of genetic data. Our patterns provide valuable design guidelines for Big Data UIs.The authors thank the members of the PROS Center's Genome group for fruitful discussions. In addition, it is also important to highlight that Secretaria Nacional de Educacion, Ciencia y Tecnologia (SENESCYT) and Escuela Politecnica Nacional from Ecuador have supported this work. This project also has the support of Generalitat Valenciana through project IDEO (PROMETEOII/2014/039) and Spanish Ministry of Science and Innovation through project DataME (ref: TIN2016-80811-P).Iñiguez Jarrín, CE.; Panach Navarrete, JI.; Pastor López, O. (2018). Defining Interaction Design Patterns to Extract Knowledge from Big Data. Springer. 490-504. https://doi.org/10.1007/978-3-319-91563-0_30S490504Power, D.J.: ‘Big Data’ decision making use cases. In: Delibašić, B., Hernández, J.E., Papathanasiou, J., Dargam, F., Zaraté, P., Ribeiro, R., Liu, S., Linden, I. (eds.) ICDSST 2015. LNBIP, vol. 216, pp. 1–9. Springer, Cham (2015). https://doi.org/10.1007/978-3-319-18533-0_1Genetic Alliance: Capítulo 2, Diagnóstico de una enfermedad genética (2009). https://www.ncbi.nlm.nih.gov/books/NBK132200/Pabinger, S., et al.: A survey of tools for variant analysis of next-generation genome sequencing data. Brief Bioinform. 15(2), 256–278 (2014). https://doi.org/10.1093/bib/bbs086Borchers, J.O.: Pattern approach to interaction design. In: Proceedings of the Conference on Designing Interactive Systems: Processes, Practices, Methods, and Techniques, DIS 2000, pp. 369–378 (2000)Tidwell, J.: Designing Interfaces, vol. XXXIII, no. 2. O’Reilly Media, Sebastopol (2012)Van Duyne, D.K., Landay, J.A., Hong, J.I.: The Design of Sites: Patterns, Principles, and Processes for Crafting a Customer-Centered Web Experience. Addison-Wesley, Boston (2003)Schmettow, M.: User interaction design patterns for information retrieval. In: EuroPLoP 2006, pp. 489–512 (2006)IBM big data use cases – What is a big data use case and how to get started - Exploration. http://www-01.ibm.com/software/data/bigdata/use-cases.htmlDatamer e-book: Top Five High-Impact Use Cases for Big Data Analytics (2016). https://www.datameer.com/pdf/eBook-Top-Five-High-Impact-UseCases-for-Big-Data-Analytics.pdfBig Data Uses Cases | Pentaho. http://www.pentaho.com/big-data-use-casesHenderson-Sellers, B., Ralyté, J.: Situational method engineering: state-of-the-art review. J. Univers. Comput. Sci. 16(3), 424–478 (2010)Iñiguez-Jarrin, C., García, A., Reyes, J.F., Pastor, O.: GenDomus: interactive and collaboration mechanisms for diagnosing genetic diseases. In: ENASE 2017 - Proceedings of the 12th International Conference on Evaluation of Novel Approaches to Software Engineering, Porto, Portugal, 28–29 April 2017, pp. 91–102 (2017). https://doi.org/10.5220/0006324000910102Román, J.F.R., López, Ó.P.: Use of GeIS for early diagnosis of alcohol sensitivity. In: Proceedings of the BIOSTEC 2016, pp. 284–289 (2016). https://doi.org/10.5220/0005822902840289Laskowski, N.: Ten big data case studies in a nutshell. http://searchcio.techtarget.com/opinion/Ten-big-data-case-studies-in-a-nutshellMolina, P.J., Meliá, S., Pastor, O.: JUST-UI: a user interface specification model. In: Kolski, C., Vanderdonckt, J. (eds.) Computer-Aided Design of User Interfaces III, pp. 63–74. Springer, Dordrecht (2002). https://doi.org/10.1007/978-94-010-0421-3_

Enseñando cómo evaluar la usabilidad de forma activa

En la mayoría de los Grados de Ingeniería en Informática hay al menos una asignatura sobre la Interacción Persona-Ordenador. En ella, el concepto de usabilidad es el eje central sobre el que se basa el conseguir interfaces que se ajusten a las necesidades de los usuarios. Aunque conceptos como Experiencia de Usuario se están entrando en la industria, cuesta ver la usabilidad como algo relevante. Al igual que en la industria, al alumnado le resulta difícil percibir la utilidad del diseño de interfaces usables. La contribución de este artículo es la descripción de una metodología basada en el aprendizaje por proyectos llevada a cabo en la Universitat de València dentro de la asignatura de Entornos de Usuario para motivar el aprendizaje de cómo evaluar la usabilidad. En grupos de 5 a 8 personas, el alumnado trabaja para aplicar una de las técnicas de evaluación de usabilidad en un sitio web real. Al finalizar la actividad, cada grupo expone al resto en qué consiste la técnica, los resultados, y sus ventajas e inconvenientes. Los datos extraídos a través de encuestas al alumnado y el análisis de las calificaciones, muestran que la motivación es más alta que en otras actividades, y que se han conseguido los objetivos y las competencias marcados.In most of the Computer Engineering Degrees there is at least one subject about Human-Computer Interaction. The concept of usability is the central axis to design interfaces that satisfy users’ needs. Although concepts like User Experience are raising in the industry, it is hard to see usability as a relevant topic. As in industry, students do not appreciate the importance of usable interface designs. The contribution of this article is the description of a methodology based on a project learning process conducted in the Universitat de València within the User Environments course to motivate the learning of how to evaluate usability. In groups of 5 to 8 people, the students work to apply one of the usability evaluation techniques on a real web site. At the end of the activity, each group explains to the rest the details of the technique, the results, and its advantages and disadvantages. The data obtained through student surveys and the analysis of the qualifications show that motivation is higher than in other activities, and that the objectives and competencies have been achieved.Este trabajo se ha desarrollado gracias al proyecto “Soluciones para la docencia en tiempos de COVID-19: Clase Online Asíncrona + ABP + nuevos entornos digitales” (UV-SFPIE_PID-1355524)

Introducing Usability in a Conceptual Modeling-Based Software Development Process

Abstract. Usability plays an important role to satisfy users' needs. There are many recommendations in the HCI literature on how to improve software usability. Our research focuses on such recommendations that affect the system architecture rather than just the interface. However, improving software usability in aspects that affect architecture increases the analyst's workload and development complexity. This paper proposes a solution based on model-driven development. We propose representing functional usability mechanisms abstractly by means of conceptual primitives. The analyst will use these primitives to incorporate functional usability features at the early stages of the development process. Following the model-driven development paradigm, these features are then automatically transformed into subsequent steps of development, a practice that is hidden from the analyst

Stra2Bis : a model-driven method for aligning business strategy and business processes

MDA-based initiatives for software development have included computation-independent models to align information system models with business knowledge which is important in the development process. One source of business knowledge is the business strategy, which, traditionally, has had a long-term perspective; changes in the organisational structure and their high-level ends and means were less frequent and arguably not relevant for software development. However, organisations that aim to accelerate their software development cycles define their business strategy and reconfigure their structure on a short-term, continuous basis, fusing, splitting and creating as independent as possible organisation units. These changes directly affect the business processes and the design of software components of the organisation. Based on this approach to business strategy, we propose Stra2Bis, a method for designing strategically aligned business processes in an MDA-based context. Stra2Bis proposes a business strategy modelling step when redesigning business processes and three transformation guidelines to support the analysis of the alignment of processes with the organisational structure and the measurement of the units’ outcomes. We discussed the effect of the guidelines on the software design with five professionals who supported the proposal’s feasibility and usefulness

An empirical comparative evaluation of gestUI to include gesture-based interaction in user interfaces

[EN] Currently there are tools that support the customisation of users' gestures. In general, the inclusion of new gestures implies writing new lines of code that strongly depend on the target platform where the system is run. In order to avoid this platform dependency, gestUI was proposed as a model-driven method that permits (i) the definition of custom touch-based gestures, and (ii) the inclusion of the gesture-based interaction in existing user interfaces on desktop computing platforms. The objective of this work is to compare gestUI (a MDD method to deal with gestures) versus a code-centric method to include gesture-based interaction in user interfaces. In order to perform the comparison, we analyse usability through effectiveness, efficiency and satisfaction. Satisfaction can be measured using the subjects' perceived ease of use, perceived usefulness and intention to use. The experiment was carried out by 21 subjects, who are computer science M.Sc. and Ph.D. students. We use a crossover design, where each subject applied both methods to perform the experiment. Subjects performed tasks related to custom gesture definition and modification of the source code of the user interface to include gesture-based interaction. The data was collected using questionnaires and analysed using non-parametric statistical tests. The results show that gestUI is more efficient and effective. Moreover, results conclude that gestUI is perceived as easier to use than the code-centric method. According to these results, gestUI is a promising method to define custom gestures and to include gesture-based interaction in existing user interfaces of desktop-computing software systems. (C) 2018 Elsevier B.V. All rights reserved.This work has been supported by Department of Computer Science of the Universidad de Cuenca and SENESCYT of Ecuador, and received financial support from the Generalitat Valenciana under "Project IDEO (PROMETEOII/2014/039)" and the Spanish Ministry of Science and Innovation through the "DataMe Project (TIN2016-80811-P)".Parra-González, LO.; España Cubillo, S.; Panach Navarrete, JI.; Pastor López, O. (2019). An empirical comparative evaluation of gestUI to include gesture-based interaction in user interfaces. Science of Computer Programming. 172:232-263. https://doi.org/10.1016/j.scico.2018.12.001S23226317

A Newcomer's Guide to EICS, the Engineering Interactive Computing Systems Community

[EN] Welcome to EICS, the Engineering Interactive Computing Systems community, PACMHCI/EICS journal, and annual conference! In this short article, we introduce newcomers to the field and to our community with an overview of what EICS is and how it positions with respect to other venues in Human-Computer Interaction, such as CHI, UIST, and IUI, highlighting its legacy and paying homage to past scientific events from which EICS emerged. We also take this opportunity to enumerate and exemplify scientific contributions to the field of Engineering Interactive Computing Systems, which we hope to guide researchers and practitioners towards making their future PACMHCI/EICS submissions successful and impactful in the EICS community.We acknowledge the support of MetaDev2 as the main sponsor of EICS 2019. We would like to thank the Chairs of all the tracks of the EICS 2019 conference, the members of the local organization team, and the web master of the EICS 2019 web site. EICS 2019 could not have been possible without the commitment of the Programme Committee members and external reviewers. This work was partially supported by the Spanish Ministry of Economy, Industry and Competitiveness, State Research Agency / European Regional Development Fund under Vi-SMARt (TIN2016-79100-R), the Junta de Comunidades de Castilla-La Mancha European Regional Development Fund under NeUX (SBPLY/17/180501/000192) projects, the Generalitat Valenciana through project GISPRO (PROMETEO/2018/176), and the Spanish Ministry of Science and Innovation through project DataME (TIN2016-80811-P).López-Jaquero, VM.; Vatavu, R.; Panach, JI.; Pastor López, O.; Vanderdonckt, J. (2019). A Newcomer's Guide to EICS, the Engineering Interactive Computing Systems Community. Proceedings of the ACM on Human-Computer Interaction. 3:1-9. https://doi.org/10.1145/3300960S193Bastide, R., Palanque, P., & Roth, J. (Eds.). (2005). Engineering Human Computer Interaction and Interactive Systems. Lecture Notes in Computer Science. doi:10.1007/b136790Beaudouin-Lafon, M. (2004). Designing interaction, not interfaces. Proceedings of the working conference on Advanced visual interfaces - AVI ’04. doi:10.1145/989863.989865Bodart, F., & Vanderdonckt, J. (Eds.). (1996). Design, Specification and Verification of Interactive Systems ’96. Eurographics. doi:10.1007/978-3-7091-7491-3Gallud, J. A., Tesoriero, R., Vanderdonckt, J., Lozano, M., Penichet, V., & Botella, F. (2011). Distributed user interfaces. Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems - CHI EA ’11. doi:10.1145/1979742.1979576Graham, T. C. N., & Palanque, P. (Eds.). (2008). Interactive Systems. Design, Specification, and Verification. Lecture Notes in Computer Science. doi:10.1007/978-3-540-70569-7Proceedings of the 1st ACM SIGCHI symposium on Engineering interactive computing systems - EICS ’09. (2009). doi:10.1145/1570433Lawson, J.-Y. L., Vanderdonckt, J., & Vatavu, R.-D. (2018). Mass-Computer Interaction for Thousands of Users and Beyond. Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems. doi:10.1145/3170427.3188465Lozano, M. D., Galllud, J. A., Tesoriero, R., Penichet, V. M. R., Vanderdonckt, J., & Fardoun, H. (2013). 3rd workshop on distributed user interfaces. Proceedings of the 5th ACM SIGCHI symposium on Engineering interactive computing systems - EICS ’13. doi:10.1145/2494603.2483222Proceedings of the 2014 Workshop on Distributed User Interfaces and Multimodal Interaction - DUI ’14. (2014). doi:10.1145/2677356Proceedings of the ACM SIGCHI Symposium on Engineering Interactive Computing Systems. (2019). doi:10.1145/3319499Tesoriero, R., Lozano, M., Vanderdonckt, J., Gallud, J. A., & Penichet, V. M. R. (2012). distributed user interfaces. CHI ’12 Extended Abstracts on Human Factors in Computing Systems. doi:10.1145/2212776.2212704Vanderdonckt, J. (2005). A MDA-Compliant Environment for Developing User Interfaces of Information Systems. Active Flow and Combustion Control 2018, 16-31. doi:10.1007/11431855_2Vatavu, R.-D. (2012). User-defined gestures for free-hand TV control. Proceedings of the 10th European conference on Interactive tv and video - EuroiTV ’12. doi:10.1145/2325616.2325626Vatavu, R.-D. (2017). Beyond Features for Recognition: Human-Readable Measures to Understand Users’ Whole-Body Gesture Performance. International Journal of Human–Computer Interaction, 33(9), 713-730. doi:10.1080/10447318.2017.1278897Wobbrock, J. O., & Kientz, J. A. (2016). Research contributions in human-computer interaction. Interactions, 23(3), 38-44. doi:10.1145/290706

Assessing data analysis performance in research contexts: An experiment on accuracy, efficiency, productivity and researchers' satisfaction

[EN] Any knowledge generation process involves raw data comprehension, evaluation and inferential reasoning. These practices, common to different disciplines, are known as data analysis, and represent the most important set of activities in research contexts. Researchers use data analysis software methods and tools for generating new knowledge in their daily data analysis. In recent years, data analysis software has been incorporating explicit references in modelling of cognitive processes, in order to improve the assistance offered in data analysis tasks. However, data analysis software commercial suites are still resisting this inclusion, and there is little empirical work done in knowing more about how cognitive aspects inclusion in software helps researchers in analyzing data. In this paper, we evaluate the impact produced by the explicit inclusion of cognitive processes in the assistance logic of software tools design and development. We conducted an empirical experiment comparing data analysis performance using traditional software versus data analysis performance using software-assistance tools which incorporate cognitive processes in their design. The experiment is designed in terms of accuracy, efficiency, productivity and user satisfaction during the data analysis made by researchers. It allowed us to find some clear benefits of the cognitive inclusion in the software designed for research contexts, with statistically significant differences in terms of accuracy, productivity and researcher's satisfaction in support of this explicit inclusion, although some efficiency weaknesses are detected. We also discuss the implications of these results for the priority of cognitive inclusion in the software tools design for research contexts data analysis.This paper has the support of Generalitat Valenciana through project IDEO (PROMETEOII/2014/039) and Spanish Ministry of Science and Innovation through project DataME (ref: TIN2016-80811-P).Martín-Rodilla, P.; Panach Navarrete, JI.; González-Pérez, CA.; Pastor López, O. (2018). Assessing data analysis performance in research contexts: An experiment on accuracy, efficiency, productivity and researchers' satisfaction. Data & Knowledge Engineering. 116:177-204. https://doi.org/10.1016/j.datak.2018.06.003S17720411

De la Clase Tradicional a la Clase Invertida: Aplicación Práctica en Ingeniería del Software

Este artículo presenta la experiencia docente de transformación de la asignatura Ingeniería del Software de una clase tradicional dirigida por proyectos a una clase invertida. El cambio estuvo motivado principalmente por la baja satisfacción de los estudiantes, aunque también para mejorar la calidad de los resultados académicos. La clase invertida se ha llevado a cabo en el Grado de Ingeniería Telemática de la Universitat de València. Tras el cambio de metodología docente, la asignatura se ha seguido dirigiendo por proyectos, pero sin clases magistrales. Los estudiantes disponían de un conjunto de materiales explicativos que debían trabajar fuera del aula, tanto en formato de presentaciones subidas a una plataforma basada en Moodle (denominada Aula Virtual) como de videos subidos en YouTube. Dentro del aula se realizaban cuestionarios a través de la plataforma Socrative y se realizaban ejercicios prácticos en grupos dirigidos por proyectos. Los resultados del cambio de metodología docente se han evaluado en términos de satisfacción de los estudiantes tanto cuantitativa como cualitativamente. Además, se ha analizado el impacto en el rendimiento de los estudiantes a partir de los resultados académicos obtenidos en primera convocatoria. Los resultados muestran un aumento en la satisfacción y un mejor rendimiento académico.This article presents the educational experience of transforming the subject of Software Engineering from a traditional class directed by projects to a flipped classroom. The change was mainly motivated by the low satisfaction of the students compared to other subjects and to improve the academic results. The flipped classroom has been carried out in the Degree in Telematics Engineering at the Universitat de València. Teaching has continued to be directed by projects but there were no longer master classes where theoretical concepts were explained. Students had explanatory material, both in the form of presentations uploaded to a Moodle platform (Virtual Classroom) and videos uploaded on YouTube. In the classroom, the students had to fill out questionnaires through the Socrative platform and perform practical exercises in cooperative groups through projects. The results of the new teaching methodology have been evaluated in terms of students’ satisfaction, both quantitatively and qualitatively. Students' impressions were extracted through a questionnaire, with close response questions for the former and open response for the later. In addition, the impact on student performance has been analyzed, taking into account the academic results obtained in the first call. The results obtained show that flipped classroom improves both, satisfaction and academic results.Financiado por el proyecto “Desarrollo de Software desde una Perspectiva Industrial“ (UVSFPIE_GER17-589175) y por el proyecto MINECO TIN2015-66972-C5-5-R