Clover Quiz: a trivia game powered by DBpedia

Producción CientíficaDBpedia is a large-scale and multilingual knowledge base generated by extracting structured data from Wikipedia. There have been several attempts to use DBpedia to generate questions for trivia games, but these initiatives have not succeeded to produce large, varied, and entertaining question sets. Moreover, latency is too high for an interactive game if questions are created by submitting live queries to the public DBpedia endpoint. These limitations are addressed in Clover Quiz, a turn-based multiplayer trivia game for Android devices with more than 200K multiple choice questions (in English and Spanish) about different domains generated out of DBpedia. Questions are created off-line through a data extraction pipeline and a versatile template-based mechanism. A back-end server manages the question set and the associated images, while a mobile app has been developed and released in Google Play. The game is available free of charge and has been downloaded by more than 5K users since the game was released in March 2017. Players have answered more than 614K questions and the overall rating of the game is 4.3 out of 5.0. Therefore, Clover Quiz demonstrates the advantages of semantic technologies for collecting data and automating the generation of multiple choice questions in a scalable way.Ministerio de Economía, Industria y Competitividad (Projects TIN2017-85179-C3-2-R and RESET TIN2014-53199-C3-2

Visual Query Formulation for Linked Open Data: The Norwegian Entity Registry Case

The cloud of Linked Open Data is steadily growing, yet it remains largelyinaccessible to the general public, due to the technical barrier posed bythe requirement to know a formal query language such as SPARQL. Inthis article, we present a new approach for visual query formulation towardarbitrary SPARQL endpoints, and we show a working prototype developedto improve the accessibility to Linked Open Data sources for non-computerexperts. We show how the prototype can be employed to simplify access togovernmental Linked Open Data with a case study from the Norwegian EntityRegistry

El papel facilitador de las TIC en un proceso de aprendizaje colaborativo.

La docencia universitaria no siempre responde a las demandas que la sociedad impondrá a los ahora estudiantes de enseñanza suprior. En numerosas ocasiones el afán por dar respuesta al mayor número posible de contenidos conceptuales hace que se disperse la atnción, tanto de la enseñanza como del aprendizaje, de formas de hacer y actitudes. En el presente artículo exponemos una experiencia de aprendizaje colaborativo que en buena medida trata de paliar estos ʺefectos secundariosʺ, propios de los tradicionales métodos de enseñanza universitaria. Nos centraremos aquí en las innovaciones en las que el docente puede incidir de manera más directa, las relacionadas con el proceso de enseñanza, puesto que sobre los procesos de aprendizaje quien mejor puede hacerlo es el alumnado (Bartolomé, 2004). Desarrollamos la innovación propuesta en la asignatura Organización y Desarrollo de Instituciones Educativas de quinto curso dl plan de estudios de la licenciatura en Psicopedagogía. La citada asignatura representa un claro ejemplo de lo que podría ser una materia teórica dentro de cualquier plan de estudios superiores de nuestro país. Apoyándonos en el aprendizaje por proyectos (Thomas,2000) y en el aprendizaje colaborativo apoyado por ordenador (Computer Supported collaborative learning),(Koschmann,1994) pretendemos generar una dinámica de cambio en el estilo docente, que acerque al alumnado a las tareas que en su futuro profesional deberá asumir, a la vez que facilitamos la adquisición de un amplio abanico de contenidos, necesarios para su formación como psicopedagogos/as. Como discusión final aportamos algunas consecuencias, positivas y negativas, que se desprenden de los procesos formativos de estas características; nos centraremos esencialmente en los perfiles del alumno y del profesorado implicados en procesos de innovación educativotecnológica.University teaching not always responds to the requests that the society will impose to the present‐day students. Nowadays the enthusiasm to give answer to the bigger possible number of conceptual contentses makes that attention scatter of procedures and attitudes. In the present article we display a learning collaborative experience that tries to palliate these side effects of traditional university teaching methods. We develop the innovation proposed in the subject ʺOrganización y Desarrollo de Instituciones Educativaʺ of the fifth course of bachelorʹs degree in Psicopedagogist. Aforementioned subject represents an example of a theoretic matter within any superior curriculum in our country. Starting from the Project Based Lerning methods ( Thomas, 2000 ) and in the Computer Supported collaborative learning ones ,we intend to generate a dynamics of change in the teaching style, to bring near the students to the tasks than in their professional future will have to assume

Experiencing OptiqueVQS: A Multi-paradigm and Ontology-based Visual Query System for End Users

This is author's post-print version, published version available on http://link.springer.com/article/10.1007%2Fs10209-015-0404-5Data access in an enterprise setting is a determining factor for value creation processes, such as sense-making, decision-making, and intelligence analysis. Particularly, in an enterprise setting, intuitive data access tools that directly engage domain experts with data could substantially increase competitiveness and profitability. In this respect, the use of ontologies as a natural communication medium between end users and computers has emerged as a prominent approach. To this end, this article introduces a novel ontology-based visual query system, named OptiqueVQS, for end users. OptiqueVQS is built on a powerful and scalable data access platform and has a user-centric design supported by a widget-based flexible and extensible architecture allowing multiple coordinated representation and interaction paradigms to be employed. The results of a usability experiment performed with non-expert users suggest that OptiqueVQS provides a decent level of expressivity and high usability and hence is quite promising

MATTER: Metadata Migration and Annotation. Tool of Teacher Education Resources

Despite ongoing research on learning repositories, share and reuse of Teacher Education (TE) resources remains scarce. One of the reasons is that TE communities use their own in-house resources and repositories in a rather isolated way, thus limiting resource exchange in different contexts. Further, current learning metadata specifications such as Dublin Core (DC) and LOM do not address the description of pedagogical characteristics of resources demanded by TE practitioners. To overcome these limitations, the Share.TEC project aims to provide a federated TE metadata repository based on the Common Metadata Model (CMM) as the shared reference metadata model. Key for the success of the Share.TEC project is the migration of existing TE metadata records to the federated repository, performing the necessary format conversions to CMM. Besides, practitioners should be able to make TE-based annotations of resources. These two functionalities are covered by the Metadata Migration and Annotation Tool of Teacher Education Resources (MATTER) that is the subject of this paper. Although MATTER is purposed for the Share.TEC project, it can be potentially used to support the federation of other learning repositories

Towards the Enactment of Learning Situations Connecting Formal and Non-Formal Learning in SLEs

Producción CientíficaSmart Learning Environments hold promise of adapting learning processes to the individual context of students and connecting formal with non-formal learning. To do so, SLEs need to know the current context of the students, regardless of the physical or virtual space where learning takes place. This paper presents an architecture that assists in the deployment and enactment of learning situations across-spaces, able to sense and react to changes in the students’ context in order to adapt the learning process.ICSLE 2019: International Conference on Smart Learning EnvironmentsAgencia Estatal de Investigación - Fondo Europeo de Desarrollo Regional (projects TIN2014-53199-C3-2-R / TIN2017-85179-C3-2-R)Comisión Europea (project 588438-EPP-1-2017-1-EL-EPPKA2-KA

From face-to-face to distance LMS-mediated collaborative learning situations with GLUE!

GLUE! is an integration architecture that allows teachers to easily set up an LMS environment with several external tools to carry out complex collaborative learning situations in distance settings. Though its effectiveness in alleviating the burden on teachers of deploying and enacting such situations has been studied elsewhere, there are no studies in the literature analyzing the impact, in terms of learning achievement, of turning traditional face-to-face collaborative learning situations into distance LMS-mediated ones with the support of integration approaches such as the GLUE! architecture. This paper compares the learning achievement in a distance LMS-mediated collaborative learning situation supported by GLUE! and in the equivalent face-to-face in a non-technological setting. The conclusions of this comparison, along with the fact that GLUE! significantly reduces the set up effort, suggest that GLUE! is a good choice for turning traditional face-to-face collaborative learning situations into distance LMS-mediated ones without significant negative effects in the learning achievement.This work has been funded by the Spanish Ministry of Economy and Competitiveness projects TIN2011-28308-C03-01 andTIN2011-28308-C03-02, and the postdoctoral fellowship Alliance 4 Universities.Publicad

Supporting contextualized learning with linked open data

Producción CientíficaThis paper proposes a template-based approach to semi-automatically create contextualized learning tasks out of several sources from the Web of Data. The contextualization of learning tasks opens the possibility of bridging formal learning that happens in a classroom, and informal learning that happens in other physical spaces, such as squares or historical buildings. The tasks created cover different cognitive levels and are contextualized by their location and the topics covered. We applied this approach to the domain of History of Art in the Spanish region of Castile and Leon. We gathered data from DBpedia, Wikidata and the Open Data published by the regional government and we applied 32 templates to obtain 16K learning tasks. An evaluation with 8 teachers shows that teachers would accept their students to carry out the tasks generated. Teachers also considered that the 85% of the tasks generated are aligned with the content taught in the classroom and were found to be relevant to learn in other informal spaces. The tasks created are available at https://casuallearn.gsic.uva.es/sparql.Junta de Castilla y León (grant VA257P18)Fondo Europeo de Desarrollo Regional - Agencia Nacional de Investigación (grant TIN2017-85179-C3-2-R

7th International Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM 2019

Producción CientíficaProceedings of the 7th International Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM 2019, León, Spain, October 16-18, 2019.Smart Education promises personalized learning experiences that bridge formal and informal learning. Our proposal is to exploit the Web of Data to automatically create learning resources that can be, later on, recommended to a learner based on her learning interests and context. For example, a student enrolled in an arts course can get recommendations of learning resources (e.g., a quiz related to a monument she passes by) by exploiting existing geolocalized descriptions of historical buildings in the Web of Data. This paper describes a scenario to illustrate this idea and proposes a software architecture to support it. It also provides some examples of learning resources automatically created with a first prototype of a resource-generator module.Ministerio de Ciencia, Innovación y Univerisades (project grant TIN2017-85179-C3-2-R)Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. Project VA257P18