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

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

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

Addressing drop-out and sustained effort issues with large practical groups using an automated delivery and assessment system

The acquisition of programming skills specially in introductory programming courses poses an important challenge for freshmen students of engineering programs. These courses require students to devote a sustained effort during the whole course and a failure to do so may contribute to not passing the course. However, it is difficult for the teaching staff to deploy measures to enforce a pattern of continuous work without significantly increasing the required management tasks. A significant reduction of this workload can be achieved with the automation of time consuming tasks such as the delivery of activities or submission grading. This paper presents a case of study where a technology based orchestration of learning scripts was applied in a large enrollment course to promote student sustained effort through the course and keep the workload on teaching staff within reasonable margins. The orchestration system, based on IMS Learning Design and Generic Service Integration, automatically evaluated the student submissions and gradually unlocked the following activities depending on the received results. Such system was used during a semester supporting 425 students and 8 instructors. The analysis of the case of study followed a mixed method based on qualitative and quantitative data, and revealed a significant reduction of the orchestration workload on the teaching staff, allowing the strategy of continuous work to be applied in a course with high enrollment. Additionally, the application of these techniques show statistically significant differences in the drop out rate with respect to previous editions of the course.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)

A Widget to Recommend Learning Resources Based on the Learner Affective State

Proceedings of: 3rd International Workshop on Motivational and Affective Aspects in Technology Enhanced Learning (MATEL 2012), Saarbrücken, Germany, 18-19 September , 2012.This paper describes the Learning Resources A ective Recommender, a widget that recommends resources to the learner based on her current a ective state and her learning objectives. The widget is meant to be used in a Personalized Learning Environment in combination with widgets to search for resources. The architecture that supports the widget follows a client-server pattern, with the widget as the client and a recommendation service on the server side. The paper includes the description of both client and server and a discussion about the possibilities of this approach.Work partially funded by the EEE project, "Plan Nacional de I+D+I TIN2011-28308-C03-01", the "eMadrid: Investigación y desarrollo de tecnolog as para el e-learning en la Comunidad de Madrid" project (S2009/TIC-1650), and "Consejo Social - Universidad Carlos III de Madrid".Publicad

A Cloud-Based Architecture for an Affective Recommender System of Learning Resources

Proceedings of: 1st International Workshop on Cloud Education Environments (WCLOUD 2012), Antigua, Guatemala, November 15-16, 2012.One of the most common functionalities in cloudbased learning environments is the recommendation of learning resources. Many approaches have been proposed to deploy recommender systems into an educational environment. Currently, there is an increasing interest in including affective information into the process to generate the recommendations for the learner. In this paper, we propose a cloud-based architecture for a system that recommends learning resources according to the affective state of the learner. Furthermore, we provide the details of an implementation of the architecture along with a discussion on the advantages and disadvantages of the proposal.Work partially funded by the EEE project, “Plan Nacional de I+D+I TIN2011-28308-C03-01”, the “Emadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” project (S2009/TIC-1650), and “Consejo Social - Universidad Carlos III de Madrid”.Publicad