Plataforma de seguimiento continuo de prácticas en la asignatura de arquitectura de ordenadores

Proyecto de Innovación Docente de la asignatura de Arquitectura de OrdenadoresEn el presente documento se detalla una forma uso de las tecnologías de la información y la comunicación (en adelante TIC) para incrementar el seguimiento de las sesiones experimentales en la impartición de la asignatura de Arquitectura de Ordenadores de primer curso, segundo cuatrimestre de la titulación de Ingeniería Técnica de Telecomunicación, Especialidad Telemática. Mediante un sistema automático de procesado de entregas, se puede hacer un seguimiento mas detallado de la evolución del alumno

A Supporting System for Adaptive Peer Review based on Learners' Profiles

Proceedings of: Computer-Supported Peer Review in Education: Synergies with Intelligent Tutoring Systems (CSPRED 2010), Pittsburgh, Pennsylvania USA, June 14th, 2010.Intelligent tutoring systems cover a wide range of educational processes. There are however scarce attempts to apply those principles for adapting peer review processes according to the student's profile in the educational settings. In this paper, the Adaptive Peer Review methodology is reviewed, paying special attention to the problem of building the student profile. A supporting system based on such Adaptive Peer Review methodology is then introduced, which should facilitate teachers the adoption and deployment of adaptation to the student in peer assessment experiences in real educational settings. Experimental results supporting the ideas presented are briefly discussed.This work was partially funded by the Best Practice Network ICOPER (Grant No. ECP-2007-EDU-417007), the Learn3 project, “Plan Nacional de I+D+I” TIN2008-05163/TSI, and the eMadrid network, S2009/TIC-1650, “Investigación y Desarrollo de tecnologías para el e-learning en la Comunidad de Madrid”.Publicad

SubCollaboration: large-scale group management in collaborative learning

Computer-supported collaborative learning is a paradigm that uses technology to support collaborative methods of instruction. When combining collaborative learning with the need to exchange documents between students and the teaching staff in a blended learning scenario, version control systems (VCSs) greatly simplify this collaboration. Furthermore, these tools need to be adopted in regular classes as they are used in industrial environments. But deploying a collaborative environment in which version control is used does not scale for large classes. This paper presents SubCollaboration, a platform that uses the VCS Subversion to manage a large number of work spaces in a collaborative learning environment. The tool maintains a reference workspace where teaching staff introduces new material that is then synchronized with the team repositories. Two case studies are presented showing that students easily learn the use of version control and its deployment in large classes is feasible.This work was partially funded by the Learn3 project, ‘Plan Nacional de I+D+I TIN2008-05163/TSI’, the Best Practice Network ICOPER (Grant No. ECP-2007-EDU-417007), the Flexo Project ‘Plan Nacional de Investigación Científica, Desarrollo e Innovación Tecnológica’ (Ref. TSI-020301-2008-19), and the ‘Emadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid’ project (S2009/TIC-1650).Publicad

Improving learning analytics – Combining observational and self-report data on student learning

The field of education technology is embracing a use of learning analytics to improve student experiences of learning. Along with exponential growth in this area is an increasing concern of the interpretability of the analytics from the student experience and what they can tell us about learning. This study offers a way to address some of the concerns of collecting and interpreting learning analytics to improve student learning by combining observational and self-report data. The results present two models for predicting student academic performance which suggest that a combination of both observational and self-report data explains a significantly higher variation in student outcomes. The results offer a way into discussing the quality of interpretations of learning analytics and their usefulness for helping to improve the student experience of learning and also suggest a pathway for future research into this area

Current Issues with Assessment Formats and Interoperability

Proceedings of: 2010 IEEE Global Engineering Education Conference (EDUCON), Madrid, Spain, 14-16 April, 2010Assessment has been one of the areas in computer supported learning where technology has been quickly deployed. Support for computer based assessment is found not only in all Learning Management Systems, but also as stand-alone tools. This large number of tools has led to the appearance of a large number of formats to store, retrieve and exchange assessment material. Although institutions such as the IMS Global Consortium have proposed specifications (e.g. IMS QTI) aimed to facilitate the exchange of this material, in the actual landscape, there are still too many formats that significantly hinder the reuse of this material. In this paper an analysis of the implementation of these formats is described.This work has been partially funded by the iCoper Project (eContentPlus Best Practice Network No. ECP-2007-EDU-417007), Learn3 Project (“Plan Nacional de I+D+I” TIN2008- 05163/TSI), Flexo (AVANZA), España Virtual (CDTI, Ingenio 2010, CENIT), SOLITE (CYTED 508AC0341)Publicad

A Distributed Collaborative System for Flexible Learning Content Production and Management

Authoring learning content is an area under pressure due to conflicting requirements. Adaptive, templatebased, highly interactive, multimedia-rich content is desired for current learning environments. At the same time, authors need a system supporting collaboration, easy re-purposing, and continuous updates with a lower adoption barrier to keep the production process simple, specially for high enrollment learning scenarios. Other areas such as software development have adopted effective methodologies to cope with a similar increase in complexity. In this paper an authoring system is presented to support a community of authors in the creation of learning content. A set of pre-defined production rules and templates are offered. Following the single source approach, authors create documents that are then automatically processed to obtain various derived resources. The toolkit allows for simple continuous updates, the re-use and re-purpose of course material, as well as the adaptation of resources to different target groups and scenarios. The toolkit has been validated by analyzing its use over a three year period in two high enrollment engineering courses. The results show effective support and simplification of the production process as well as its sustainability over time.Work partially funded by the EEE project, “Plan Nacional de I+D+I TIN2011-28308-C03-01”, and the “Emadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” project (S2009/TIC-1650).Publicad

Grading multiple choice exams with low-cost andportable computer-vision techniques

Although technology for automatic grading of multiple choice exams has existed for several decades, it is not yet as widely available or affordable as it should be. The main reasons preventing this adoption are the cost and the complexity of the setup procedures. In this paper, Eyegrade, a system for automatic grading of multiple choice exams is presented. While most current solutions are based on expensive scanners, Eyegrade offers a truly low-cost solution requiring only a regular off-the-shelf webcam. Additionally, Eyegrade performs both mark recognition as well as optical character recognition of handwritten student identification numbers, which avoids the use of bubbles in the answer sheet. When compared with similar webcam-based systems, the user interface in Eyegrade has been designed to provide a more efficient and error-free data collection procedure. The tool has been validated with a set of experiments that show the ease of use (both setup and operation), the reduction in grading time, and an increase in the reliability of the results when compared with conventional, more expensive systems.This work was partially funded by the EEE project, “Plan Nacional de I+D+I TIN2011-28308-C03-01” and the “Emadrid: Investigación y desarrollo de tecnologias para el e-learning en la Comunidad de Madrid” project (S2009/TIC-1650).Publicad

Experiences with GRAIL::Learning Design support in .LRN

The IMS-LD specification allow the transcription of almost any pedagogical model in a "Unit of Learning" (UoL), which is a package where contents and methodology are combined together in order to be deployed in a compliant software. Making use of GRAIL as the supporting tool inside the .LRN Learning Management System, this paper presents two real experiences of use where IMS-LD has been used to deploy pedagogical models with different levels of complexity

Generic service integration in adaptive learning experiences using IMS learning design

IMS Learning Design is a specification to capture the orchestration taking place in a learning scenario. This paper presents an extension called Generic Service Integration. This paradigm allows a bidirectional communication between the course engine in charge of the orchestration and conventional Web 2.0 tools. This communication allows the engine to configure external services so as to adjust their behaviour, and also retrieve information about their activity and use it to influence the orchestration process. This extension impacts all the phases of the life cycle of a learning activity: authoring, deployment and enactment. The paper analyses this impact and proposes appropriate adjustments. A pilot test was conducted and the obtained results show that learning experiences that adapt their flow-based on third party tools while maintaining interoperability, reusability and self-containment requirements are feasible.Work partially funded by the Learn3 project, “Plan Nacional de I+D+I” TIN2008-05163/TSI, the Best Practice Network ICOPER (Grant No. ECP-2007-EDU-417007), the Flexo Project “Plan Nacional de Investigacin Cientfica, Desarrollo e Innovación Tecnológica” (Ref. TSI-020301-2008-19), and the “Emadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” project (S2009/TIC-1650).Publicad