Alier Forment, Marc
Total activity: 125
Professional category
Tenure-track 2 lecturers
Doctoral courses
Sostenibilitat Tecnologia i Humanisme
Research group
SUSHITOS - Services for Ubiquitous, Social and Humanistic Information Technologies and Open Source
Department
Department of Information Services and Systems Engineering
School
Barcelona School of Informatics (FIB)
E-mail
ludoessi.upc.edu
Contact details
UPC directory Open in new window
Orcid
0000-0003-3922-1516 Open in new window

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Scientific and technological production
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1 to 50 of 125 results
  • Learning management system: evolving from silos to structures

     García Peñalvo, Francisco Javier; Alier Forment, Marc
    Interactive Learning Environments
    Date of publication: 2014-02-03
    Journal article

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  • Implementation and design of a service-based framework to integrate personal and institutional learning environments

     Conde Gonzalez, Miguel Angel; García Peñalvo, Francisco Javier; Alier Forment, Marc; Mayol Sarroca, Enric; Fernandez Llamas, Camino
    Science of computer programming
    Date of publication: 2014-08-01
    Journal article

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    The landscape of teaching and learning has changed in recent years because of the application of Information and Communications technology. Among the most representative innovations in this regard are Learning Management Systems. Despite of their popularity in institutional contexts and the wide set of tools and services that they provide to learners and teachers, they present several issues. Learning Management Systems are linked to an institution and a period of time, and are not adapted to learners' needs. In order to address these problems Personal Learning Environments are defined, but it is clear that these will not replace Learning Management Systems and other institutional contexts. Both types of environment should therefore coexist and interact. This paper presents a service-based framework to facilitate such interoperability. It supports the export of functionalities from the institutional to the personal environment and also the integration within the institution of learning outcomes from personal activities. In order to achieve this in a flexible, extensible and open way, web services and interoperability specifications are used. In addition some interoperability scenarios are posed. The framework has been tested in real learning contexts and the results show that interoperability is possible, and that it benefits learners, teachers and institutions.

  • Perceived openness of Learning Management Systems by students and teachers in education and technology courses

     Conde García, Miguel Ángel; García Peñalvo, Francisco Javier; Rodríguez Conde, María José; Alier Forment, Marc; Garcia Holgado, Alicia
    Computers in human behavior
    Date of publication: 2014-02-01
    Journal article

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    The emergence of Information and Communication Technologies (ICTs) make new tools available for users to manage information and knowledge. These tools are used in different contexts, with varying degrees of success. One of these potential application contexts are teaching and learning processes supported by learning platforms. Learning platforms are a way for institutions to provide teachers and learners with a wide range of educational applications and services. However, students' learning is not only limited to a specific institution or period of time; instead, learning is a lifelong process and encompasses the use of many different tools. Therefore institutional learning environments should be open in order to enable the export of functionalities and import of information and interaction from outside the institution. In order to do so, this study proposes a service-based framework, which uses interoperability specifications and web services to facilitate opening of the institutional learning systems. Such framework has been tested in educational and technical scenarios with similar results, learning platforms can be open and the exportation of functionalities from them to personal contexts can enrich students learning and increase their participation. (C) 2013 Elsevier Ltd. All rights reserved.

    The emergence of Information and Communication Technologies (ICTs) make new tools available for users to manage information and knowledge. These tools are used in different contexts, with varying degrees of success. One of these potential application contexts are teaching and learning processes supported by learning platforms. Learning platforms are a way for institutions to provide teachers and learners with a wide range of educational applications and services. However, students' learning is not only limited to a specific institution or period of time; instead, learning is a lifelong process and encompasses the use of many different tools. Therefore institutional learning environments should be open in order to enable the export of functionalities and import of information and interaction from outside the institution. In order to do so, this study proposes a service-based framework, which uses interoperability specifications and web services to facilitate opening of the institutional learning systems. Such framework has been tested in educational and technical scenarios with similar results, learning platforms can be open and the exportation of functionalities from them to personal contexts can enrich students learning and increase their participation.

  • A case study for measuring informal learning in PLEs

     García Peñalvo, Francisco Javier; Conde García, Miguel Ángel; Alier Forment, Marc; Colomo Palacios, Ricardo
    International journal: emerging technologies in learning
    Date of publication: 2014-04-21
    Journal article

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    The technological support for learning and teaching processes is constantly changing. Information and Communication Technologies (ICT) applied to education, cause changes that affect the way in which people learn. This application introduces new software systems and solutions to carry out teaching and learning activities. Connected to ICT application, the emergence of Web 2.0 and its use in learning contexts enables an online implementation of the student-centred learning paradigm. In addition, 2.0 trends provide ¿new¿ ways to exchange, making easier for informal learning to become patent. Given this context, open and user-centered learning environments are needed to integrate such kinds of tools and trends and are commonly described as Personal Learning Environments. Such environments coexist with the institutional learning management systems and they should interact and exchange information between them. This interaction would allow the assessment of what happens in the personal environment from the institutional side. This article describes a solution to make the interoperability possible between these systems. It is based on a set of interoperability scenarios and some components and communication channels. In order to test the solution it is implemented as a proof of concept and the scenarios are validated through several pilot experiences. In this article one of such scenarios and its evaluation experiment is described to conclude that functionalities from the institutional environments and the personal ones can be combined and it is possible to assess what happens in the activities based on them.

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    La sostenibilidad en los proyectos de ingeniería  Open access

     Garcia Almiñana, Jordi; García Gómez, Helena; Lopez Alvarez, David; Sanchez Carracedo, Fermin; Vidal Lopez, Eva Maria; Alier Forment, Marc; Cabre Garcia, Jose Maria
    ReVisión
    Date of publication: 2013-09
    Journal article

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    El Trabajo de Fin de Grado representa la última prueba para que el estudiante de grado demuestre que está preparado para ejercer como ingeniero, elaborando y defendiendo un proyecto de envergadura. El proyecto debe cumplir todos los requisitos que se exigen a un proyecto de ingeniería, desde el análisis del problema hasta la presentación de una solución. Los autores del presente trabajo pensamos que todo proyecto de ingeniería debe incorporar un informe de sostenibilidad que demuestre que el proyecto es sostenible en los ámbitos social, ambiental y económico. Existe poca experiencia en este tema, tanto en la empresa como en la universidad, ya que las empresas (algunas) hace pocos años que han incorporado la sostenibilidad como uno de los criterios de realización de sus proyectos y las universidades apenas han comenzado a trabajar en esa dirección. En este trabajo se presentan algunas reflexiones sobre cómo debería ser tratada la sostenibilidad en un proyecto de ingeniería, y en particular cómo se pueden aplicar estas ideas al Trabajo de Fin de Grado.

    El Trabajo de Fin de Grado representa la última prueba para que el estudiante de grado demuestre que está preparado para ejercer como ingeniero, elaborando y defendiendo un proyecto de envergadura. El proyecto debe cumplir todos los requisitos que se exigen a un proyecto de ingeniería, desde el análisis del problema hasta la presentación de una solución. Los autores del presente trabajo pensamos que todo proyecto de ingeniería debe incorporar un informe de sostenibilidad que demuestre que el proyecto es sostenible en los ámbitos social, ambiental y económico. Existe poca experiencia en este tema, tanto en la empresa como en la universidad, ya que las empresas (algunas) hace pocos años que han incorporado la sostenibilidad como uno de los criterios de realización de sus proyectos y las universidades apenas han comenzado a trabajar en esa dirección. En este trabajo se presentan algunas reflexiones sobre cómo debería ser tratada la sostenibilidad en un proyecto de ingeniería, y en particular cómo se pueden aplicar estas ideas al Trabajo de Fin de Grado.

  • The implementation, deployment and evaluation of a mobile personal learning environment

     Conde García, Miguel Ángel; García Peñalvo, Francisco Javier; Alier Forment, Marc; Piguillem Poch, Jordi
    Journal of universal computer science
    Date of publication: 2013
    Journal article

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    The application of ICT to learning, the Web 2.0 trends and the widespread use of technologies such as mobile devices make it necessary to provide new solutions to satisfy the needs of learners. Such solutions should treat the students as the centre of the learning process. The students should be able to decide which tools they will use to learn, and the learning institution must consider the behaviour of students in such personal learning activities independently of the location where learning activities are carried out. In addition, learners can choose the type of devices they will use with special attention to mobile technologies. The work described in this paper proposes a service-based approach to defining mobile personal learning environments that facilitates communication with institutional learning platforms. Such an approach is implemented as a proof-of-concept and evaluated via a pilot study to demonstrate that such types of mobile learning platforms are feasible and can increase students' motivation to help them learn.

  • Knowledge co-creation process based on informal learning competences tagging and recognition

     García Peñalvo, Francisco Javier; Conde Gonzalez, Miguel Angel; Johnson, Mark; Alier Forment, Marc
    International journal of human capital and information technology professionals (IJHCITP)
    Date of publication: 2013
    Journal article

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    The present paper deals with the problem of tagging, acknowledge and recognize of informal learning activities. It describes TRAILER project, a solution based on a methodology and a technology framework that facilitates learners/employees and institutions the co-creation of knowledge from informal learning instances. The TRAILER architecture has been implemented as a proof of concept and it is initially validated through some expert testing, from which is possible appreciate the integration difficulties of the co-creation processes.

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    Using a crowdsourcing knowledge base to support the sustainability and social compromise skill in computer science engineering studies  Open access

     Alier Forment, Marc; Lopez Alvarez, David; Sanchez Carracedo, Fermin; Garcia Almiñana, Jordi; Piguillem Poch, Jordi; Velasco Becerra, Martha Elena
    Date of publication: 2013-01
    Book chapter

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    The Skill "Sustainability and Social Commitment" is commonly accepted as essential in today's world. However it proves tricky to introduce into the curriculum, mainly because of lack of knowledgeable teachers. To address this issue we present a knowledge base that brings together scientific articles, books, videos, compilations of data, experiences, etc., related to sustainability and knowledge areas associated with computer science engineering. This is a valuable tool that should provide to the teacher accurate and useful information in the research task of finding links between her course and the "Sustainability and Social Commitment" skill.

    Postprint (author’s final draft)

  • Mobile devices applied to Computer Science subjects to consume institutional functionalities through a personal learning environment

     Conde García, Miguel Ángel; García Peñalvo, Francisco Javier; Alier Forment, Marc; Casañ Guerrero, Maria Jose; Piguillem Poch, Jordi
    International journal of engineering education
    Date of publication: 2013-05-01
    Journal article

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    The application of Information and Communication Technologies to learning and teaching processes has caused several effects, such as the emergence of new educational software systems or the use of different technologies to carry out educational activities. One of the most popular trends on this sense is the use of mobile devices to learn, in which is known as mLearning. It facilitates the participation and the interaction of students anywhere and anytime through such kind of devices. However mLearning should not be considered as a replacement of eLearning (understood as the Internet application to learning). It supports eLearning; therefore it should take into account the existing eLearning landscape. This implies that it is necessary to take into account the application of 2.0 Web tools, which enables an online implementation of the student-centred learning paradigm, where the learner happens to have a more central role in her training. This, joined to the necessity to take into account the learning obtained not only in the institutions, leads to definition of the Personal Learning Environments that need to coexist with the traditional learning platforms, the Learning Management Systems. So, in this case mobile learning should facilitate the use of mobile devices to support these two learning ecosystems. To do so, this paper describes a service-based framework approach to implement a mobile Personal Learning Environment, which allows the integration of functionalities from the institutional learning platforms. With such system the learner can combine institutional tools with others she use to learn in a mobile system and reflect the activity carried out on them into the institutional side. This system is implemented and validated through its application into a Computer Science subject. The paper will show the difficulty of such application and some of its benefits such as the increase of student motivation and participation because of the use of the PLE and the mobile tools.

    The application of Information and Communication Technologies to learning and teaching processes has caused several effects, such as the emergence of new educational software systems or the use of different technologies to carry out educational activities. One of the most popular trends on this sense is the use of mobile devices to learn, in which is known as mLearning. It facilitates the participation and the interaction of students anywhere and anytime through such kind of devices. However mLearning should not be considered as a replacement of eLearning (understood as the Internet application to learning). It supports eLearning; therefore it should take into account the existing eLearning landscape. This implies that it is necessary to take into account the application of 2.0 Web tools, which enables an online implementation of the student-centred learning paradigm, where the learner happens to have a more central role in her training. This, joined to the necessity to take into account the learning obtained not only in the institutions, leads to definition of the Personal Learning Environments that need to coexist with the traditional learning platforms, the Learning Management Systems. So, in this case mobile learning should facilitate the use of mobile devices to support these two learning ecosystems. To do so, this paper describes a service-based framework approach to implement a mobile Personal Learning Environment, which allows the integration of functionalities from the institutional learning platforms. With such system the learner can combine institutional tools with others she use to learn in a mobile system and reflect the activity carried out on them into the institutional side. This system is implemented and validated through its application into a Computer Science subject. The paper will show the difficulty of such application and some of its benefits such as the increase of student motivation and participation because of the use of the PLE and the mobile tools.

  • 1st European award for best practices for the integration of Sustainable Human Development (SHD) into technology/engineering education

     Alier Forment, Marc; Cabre Garcia, Jose Maria; Franquesa Griso, David; Garcia Almiñana, Jordi; García García, Helena; Lopez Alvarez, David; Sanchez Carracedo, Fermin; Vidal Lopez, Eva Maria
    Award or recognition

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  • Application of mobile and software as a service (SAAS) in learning processes

     Casañ Guerrero, Maria Jose; Alier Forment, Marc; Mayol Sarroca, Enric
    Technological Ecosystem for Enhancing Multiculturality
    Presentation's date: 2013-11
    Presentation of work at congresses

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    We have reached a point where mostly all Learning Management Systems provide a mature stable virtual extension or emulation of the classroom environment, well integrated with the back office and academic curriculum management. However, technology moves fast and society is keeping a good pace behind it. Smartphones and tablets have rendered obsolete the computer labs or computerized classrooms in less than 3 years since the launch of the first iPad. App Stores in all platforms - mobile, desktop and web based-have provided ecosystems where developers of all kinds are innovating fast, creating new kinds of apps and services and iterating over new ways managing, sharing and discovering information and knowledge of all sorts. Some of this innovation is focused towards learning, and it is happening outside the Learning Management Systems and the classroom itself.

    We have reached a point where mostly all Learning Management Systems provide a mature stable virtual extension or emulation of the classroom environment, well integrated with the back office and academic curriculum management. However, technology moves fast and society is keeping a good pace behind it. Smartphones and tablets have rendered obsolete the computer labs or computerized classrooms in less than 3 years since the launch of the first iPad. App Stores in all platforms - mobile, desktop and web based-have provided ecosystems where developers of all kinds are innovating fast, creating new kinds of apps and services and iterating over new ways managing, sharing and discovering information and knowledge of all sorts. Some of this innovation is focused towards learning, and it is happening outside the Learning Management Systems and the classroom itself.

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    Using a pull mechanism for connecting an informal learning collector with external applications  Open access

     Hierro Martín de Bernardo, Nélida; Galanis ., Nikolaos; Mayol Sarroca, Enric; Casany, Maria Jose; Alier Forment, Marc
    Technological Ecosystem for Enhancing Multiculturality
    Presentation's date: 2013-11-14
    Presentation of work at congresses

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    The TRAILER Project is an EU funded project in the Life Long Learning program. The project aims to provide a framework for recognition, tagging and acknowledgement of Informal learning activities. Within the scope of this project, a piece of software called Informal learning Collector (ILC) has been developed to act as a binding between informal PLE's and a learning Portfolio. This paper presents an enhancement to the ILC that changes turns it into an active component that pulls data instead of being pushed explicitly by the user.

    The TRAILER Project is an EU funded project in the Life Long Learning program. The project aims to provide a framework for recognition, tagging and acknowledgement of Informal learning activities. Within the scope of this project, a piece of software called Informal learning Collector (ILC) has been developed to act as a binding between informal PLE's and a learning Portfolio. This paper presents an enhancement to the ILC that changes turns it into an active component that pulls data instead of being pushed explicitly by the user.

    Postprint (author’s final draft)

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    Considering a pull mechanism for an informal learning activities collector  Open access

     Hierro Martín de Bernardo, Nélida; Galanis ., Nikolaos; Mayol Sarroca, Enric; Alier Forment, Marc; Casany, Maria Jose
    Workshop on solutions that enhance informal learning recognition
    Presentation's date: 2013-09-17
    Presentation of work at congresses

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    There is a recent interest in the research of Lifelong Learning and other related kinds of learning (formal, non-formal and informal). Some projects have been held in order to propose frameworks for managing all these types of learning, giving special attention to the informal learning. The TRAILER project is one of them. It supports the identification and management of informal learning activities. It gathers informal learning activities with an Informal Learning Collector (ILC) and a Portfolio is used to make visible how much a learner acquires informal learning. The main way for registering informal learning activities data into the ILC is using push mechanisms where the users explicitly introduce such information. In this paper, we propose an alternative way to register information about informal learning activities, but using a pull mechanism, where the ILC collects data from external applications. In this sense, we improve ILC usability.

    There is a recent interest in the research of Lifelong Learning and other related kinds of learning (formal, non-formal and informal). Some projects have been held in order to propose frameworks for managing all these types of learning, giving special attention to the informal learning. The TRAILER project is one of them. It supports the identification and management of informal learning activities. It gathers informal learning activities with an Informal Learning Collector (ILC) and a Portfolio is used to make visible how much a learner acquires informal learning. The main way for registering informal learning activities data into the ILC is using push mechanisms where the users explicitly introduce such information. In this paper, we propose an alternative way to register information about informal learning activities, but using a pull mechanism, where the ILC collects data from external applications. In this sense, we improve ILC usability.

    Postprint (author’s final draft)

  • La sostenibilidad en los proyectos de ingeniería

     Cabre Garcia, Jose Maria; Garcia Almiñana, Jordi; García Gómez, Helena; Lopez Alvarez, David; Sanchez Carracedo, Fermin; Vidal Lopez, Eva Maria; Alier Forment, Marc
    Jornadas de Enseñanza Universitaria de la Informática
    Presentation's date: 2013-07-12
    Presentation of work at congresses

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    El Trabajo de Fin de Grado representa la última prueba para que el estudiante de grado demuestre que está preparado para ejercer como ingeniero, elaborando y defendiendo un proyecto de envergadura. El proyecto debe cumplir todos los requisitos que se exigen a un proyecto de ingeniería, desde el análisis del problema hasta la presentación de una solución. Los autores del presente trabajo pensamos que todo proyecto de ingeniería debe incorporar un informe de sostenibilidad que demuestre que el proyecto es sostenible en los ámbitos social, ambiental y económico. Existe poca experiencia en este tema, tanto en la empresa como en la universidad, ya que las empresas (algunas) hace pocos años que han incorporado la sostenibilidad como uno de los criterios de realización de sus proyectos y las universidades apenas han comenzado a trabajar en esa dirección. En este trabajo se presentan algunas reflexiones sobre cómo debería ser tratada la sostenibilidad en un proyecto de ingeniería, y en particular cómo se pueden aplicar estas ideas al Trabajo de Fin de Grado.

  • Wikis in collaborative educational scenarios: integrated in LMS or standalone wikis?

     Alier Forment, Marc; de Pedro, Xavier; Casañ Guerrero, Maria Jose; Piguillem Poch, Jordi; Galanis ., Nikolaos
    International journal of distance education technologies: the international source for technological advances in distance education
    Date of publication: 2012
    Journal article

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    This article outlines a set of features that wiki engines require to successfully host collaborative educational scenarios. The authors explore multiple issues that deal with the use wikis with learning activities. One of the first issues to solve is software support for assessment methodologies. The second is choosing between using an integrated wiki engine inside the Learning Management System (LMS) or an external standalone wiki engine. Advantages and disadvantages from both options of this second issue are discussed. The different implications of each option as far as individual student assessment, feedback, and grading are concerned are also analyzed. Among the expected results, the most notable are incentives to incorporate wikis in the teaching process, significant enhancements in usability, as well as allowing teachers to provide more timely written feedback on their students¿ individual contributions on wiki based activities, on top of the usual numerical grading. This paper presents the conclusions of 5 years of experience of work in the field of wikis in education, development of improvements on open source wiki engines and thus, building from scratch accordingly the new wiki engine for the LMS Moodle 2.0.

  • An evolving Learning Management System for new educational environments using 2.0 tools

     Conde García, Miguel Ángel; García Peñalvo, Francisco Javier; Rodriguez Conde, Maria Jose; Alier Forment, Marc; Casañ Guerrero, Maria Jose; Piguillem Poch, Jordi
    Interactive Learning Environments
    Date of publication: 2012-12-03
    Journal article

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  • Moodbile: a framework to integrate m-learning applications with the LMS

     Casañ Guerrero, Maria Jose; Alier Forment, Marc; Mayol Sarroca, Enric; Piguillem Poch, Jordi; García Peñalvo, Francisco Javier; Galanis ., Nikolaos; Conde García, Miguel Ángel
    Journal of research and practice in information technology
    Date of publication: 2012-05
    Journal article

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    Learning Management Systems (LMS) have become widespread among most centres for education and training. Being a mature technology, LMS have left the vanguard of innovation. Educational usages of the Web 2.0, Personal Learning Environments, Game-based Learning and particularly the introduction of mobile phones and tablets in education are happening outside the boundaries of the LMS. This paper proposes a way to integrate mobile devices and educational applications with the LMS through webservices; introducing the Moodbile project that provides an extension of Moodle 2.0 webservices for mobile integration and two mobile clients ready to use on real courses.

  • The Moodbile Project: extending Moodle to mobiles

     Casañ Guerrero, Maria Jose; Alier Forment, Marc; Mayol Sarroca, Enric
    Learning technology
    Date of publication: 2012-04
    Journal article

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  • Didactical patterns for the usage of wikis in educational and learning activities

     Alier Forment, Marc; Galanis ., Nikolaos; Casañ Guerrero, Maria Jose; Mayol Sarroca, Enric; Piguillem Poch, Jordi; García Peñalvo, Francisco Javier; Conde García, Miguel Ángel
    International journal of engineering education
    Date of publication: 2012
    Journal article

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  • Some reflections about service oriented architectures, cloud computing applications, services and interoperability

     García Peñalvo, Francisco Javier; Alier Forment, Marc; Lytras, Miltiadis
    Journal of universal computer science
    Date of publication: 2012-08
    Journal article

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  • Clustering projects for eLearning interoperability

     Alier Forment, Marc; Mayol Sarroca, Enric; Casañ Guerrero, Maria Jose; Piguillem Poch, Jordi; Merriman, Jeffrey; Conde García, Miguel Ángel; García Peñalvo, Francisco Javier; Tebben, Wouter; Severance, Charles
    Journal of universal computer science
    Date of publication: 2012-01
    Journal article

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  • Docs4Learning: getting Google Docs to work within the LMS with IMS BLTI

     Alier Forment, Marc; Casañ Guerrero, Maria Jose; Mayol Sarroca, Enric; Piguillem Poch, Jordi; Galanis ., Nikolaos; García Peñalvo, Francisco Javier; Conde García, Miguel Ángel
    Journal of universal computer science
    Date of publication: 2012-08
    Journal article

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  • Best Paper Award - Antonio Vaquero - SIIE 2012

     Conde García, Miguel Ángel; García Peñalvo, Francisco Javier; Rodríguez Conde, María José; Alier Forment, Marc
    Award or recognition

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  • Managing Risk and Costs in Open Source Software Adoption

     Ayala Martinez, Claudia Patricia; Costal Costa, Maria Dolors; Lopez Cuesta, Lidia; Ameller, David; Oriol Hilari, Marc; Franco, Oscar Hernán; Alier Forment, Marc; Casañ Guerrero, Maria Jose; Galanis ., Nikolaos; Mayol Sarroca, Enric; Franch Gutierrez, Javier
    Participation in a competitive project

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  • Mobile Personal Learning Environments (MPLE)

     García Peñalvo, Francisco Javier; Alier Forment, Marc
    Participation in a competitive project

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    LMS openness perception in educational and technological areas  Open access

     Conde García, Miguel Ángel; García Peñalvo, Francisco Javier; Rodríguez-Conde, María José; Alier Forment, Marc
    International Symposium on Computers in Education
    Presentation's date: 2012-11
    Presentation of work at congresses

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    The application of the Information and Communications Technology implies changes in the means that support learning. This leads to the emergence of lot of tools that aim to improve students’ learning. One of the most relevant tools are learning management systems. However these tools are on the one hand, mostly focused on the institution and the course and not too much on the learner, and on the other they are very monolithic and closed environments. It is necessary to facilitate the evolution and openness of these platforms in a way they can fulfil students’ needs, and to do this a service-based framework is proposed. It has been validated through experiences in educational and technological areas and they were compared with each other. This allow to check that opening learning platforms is possible and not only in technological context but in other areas.

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    Analyzing Moodle/LMS logs to measure mobile access  Open access

     Casañ Guerrero, Maria Jose; Alier Forment, Marc; Galanis ., Nikolaos; Mayol Sarroca, Enric; Piguillem Poch, Jordi
    International Conference on Mobile Ubiquitous Computing, Systems, Services and Technologies
    Presentation's date: 2012-09
    Presentation of work at congresses

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    Most Educational Institutions worldwide have deployed web based Learning Management Systems (LMS) as a means to provide support for their presence-based lectures and offer online-exclusive learning. These LMSs were designed and developed for users accessing the system through web browsers on desktop computers or laptops. However, over the last years, an increasing percentage of the registered accesses to various LMS platforms have been from mobile devices such as smartphones. While tackling the problems arising through the design of a mobile client for the Open Source LMS Moodle called Moodbile, the question of how to decide which services of Moodle could be accessed from smartphones became very relevant. This paper presents a data analysis study conducted on the Moodle server logs of the Universitat Politècnica de Catalunya - Barcelona Tech (UPC) virtual campus, Atenea, and the insight gained regarding the particular characteristics of the accesses from mobile devices. The main achievement of this study is that it provides insight of the use of the university LMS from mobile devices.

    Most Educational Institutions worldwide have deployed web based Learning Management Systems (LMS) as a means to provide support for their presence-based lectures and offer online-exclusive learning. These LMSs were designed and developed for users accessing the system through web browsers on desktop computers or laptops. However, over the last years, an increasing percentage of the registered accesses to various LMS platforms have been from mobile devices such as smartphones. While tackling the problems arising through the design of a mobile client for the Open Source LMS Moodle called Moodbile, the question of how to decide which services of Moodle could be accessed from smartphones became very relevant. This paper presents a data analysis study conducted on the Moodle server logs of the Universitat Politècnica de Catalunya-Barcelona Tech (UPC) virtual campus, Atenea, and the insight gained regarding the particular characteristics of the accesses from mobile devices. The main achievement of this study is that it provides insight of the use of the university LMS from mobile devices.

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    Interoperability in eLearning contexts: interaction between LMS and PLE  Open access

     Conde González, Miguel Angel; García Peñalvo, Francisco Javier; Piguillem Poch, Jordi; Casañ Guerrero, Maria Jose; Alier Forment, Marc
    Symposium on Languages, Applications and Technologies
    Presentation's date: 2012-06
    Presentation of work at congresses

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    The emergence of the Information and Communication Technologies and its application in several areas with varying success, implies the definition of a great number of software systems. Such systems are implemented in very different programming languages, using distinct types of resources, etc. Learning and Teaching is one of those application areas, where there are different learning platforms, repositories, tools, types of content, etc. These systems should interoperate among them to provide better and more useful learning services to students and teachers, and to do so web services and interoperability specifications are needed. This paper presents a service-based framework approach to facilitate the interoperability between Learning Management Systems and Personal Learning Environments, which has been implemented as a proof of concept and evaluated through several pilot experiences. From such experiences it is possible to see that interoperability among the personal and institutional environments it is possible and, in this way, learners can learn independently without accessing to the institutional site and teachers have information about learning that happens in informal activities.

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    Percepción de la apertura de los LMS en las ramas educativas y tecnológicas  Open access

     Conde García, Miguel Ángel; García Peñalvo, Francisco Javier; Rodríguez-Conde, María José; Alier Forment, Marc
    Simposio Internacional de Informática Educativa
    Presentation's date: 2012-11
    Presentation of work at congresses

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    La aplicación de las tecnologías de información y la comunicación al aprendizaje supone cambios en los medios que soportan el aprendizaje, dando lugar a multitud de herramientas que pretenden mejorar el aprendizaje del estudiante. Una de las más destacadas son las plataformas de aprendizaje. Sin embargo estas herramientas por un lado se centran demasiado en la institución y el curso, y no tanto el estudiante; y por otro son entornos muy cerrados y monolíticos. Es necesario facilitar la evolución y apertura de estas plataformas y su adaptación a necesidades personales de los estudiantes para lo que se plantea un framework basado en servicios. Dicho framework se ha validado a través de experiencias en áreas de la educación y la tecnología y se han comparado entre sí. Lo que permite comprobar que la apertura de las plataformas de aprendizaje es posible y que eso facilita aprender a los estudiantes, no solo en contextos tecnológicos sino en otras áreas como la de la educación.

    La aplicación de las tecnologías de información y la comunicación al aprendizaje supone cambios en los medios que soportan el aprendizaje, dando lugar a multitud de herramientas que pretenden mejorar el aprendizaje del estudiante. Una de las más destacadas son las plataformas de aprendizaje. Sin embargo estas herramientas por un lado se centran demasiado en la institución y el curso, y no tanto el estudiante; y por otro son entornos muy cerrados y monolíticos. Es necesario facilitar la evolución y apertura de estas plataformas y su adaptación a necesidades personales de los estudiantes para lo que se plantea un framework basado en servicios. Dicho framework se ha validado a través de experiencias en áreas de la educación y la tecnología y se han comparado entre sí. Lo que permite comprobar que la apertura de las plataformas de aprendizaje es posible y que eso facilita aprender a los estudiantes, no solo en contextos tecnológicos sino en otras áreas como la de la educación.

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    TRAILER project overview: tagging, recognition and acknowledgment of informal learning experiences  Open access

     García Peñalvo, Francisco Javier; Zangrando, Valentina; García Holgado, Alicia; Conde García, Miguel Ángel; Seoane Pardo, Antonio M.; Alier Forment, Marc; Janssen, José; Griffiths, Dai; Mykowska, Aleksandra; Ribeiro Alves, Gustavo; Minovic, Miroslav
    International Symposium on Computers in Education
    Presentation's date: 2012-11
    Presentation of work at congresses

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    The evolution of new technology and its increasing use, have for some years been making the existence of informal learning more and more transparent, especially among young and older adults in both Higher Education and workplace contexts. However, the nature of formal and non-formal, course-based, approaches to learning has made it hard to accommodate these informal processes satisfactorily, and although technology bring us near to the solution, it has not yet achieved. TRAILER project aims to address this problem by developing a tool for the management of competences and skills acquired through informal learning experiences, both from the perspective of the user and the institution or company. This paper describes the research and development main lines of this project.

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    A service-based framework to facilitate the interoperability between personal and institutional learning environments  Open access

     Conde García, Miguel Ángel; García Peñalvo, Francisco Javier; Alier Forment, Marc; Mayol Sarroca, Enric
    International Symposium on Computers in Education
    Presentation's date: 2012-11
    Presentation of work at congresses

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    The application of the Information and Communications Technology to teaching and learning processes implies a revolution in the tools employed to carry out learning activities. Especially the learning platforms are one of most relevant tools; they provide services both for teachers and students to facilitate their work. However, such platforms are mostly focused on the course and the institution and no so much in the specific needs of the user. This means that other kind of environments are needed, the personal learning environments. Institutional learning platforms and personal learning environments coexist, so they should interoperate between them. In this work a framework approach is proposed. It uses using web services and interoperability specifications facilitate such integration. The architecture provides the functionalities to make possible that institutional functionalities were exported to personalized environments and the activity that is carried out in them can be tracked from the institutional environment. With this approach it is possible to show that interoperability between this two contexts is possible and it can improve the learning and teaching processes.

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    TRAILER project overview: tagging, recognition and acknowledgment of informal learning experiences  Open access

     García Peñalvo, Francisco Javier; Zangrando, Valentina; García Holgado, Alicia; Conde García, Miguel Ángel; Seoane Pardo, Antonio M.; Alier Forment, Marc; Janssen, José; Griffiths, Dai; Mykowska, Aleksandra; Ribeiro Alves, Gustavo; Minovic, Miroslav
    Simposio Internacional de Informática Educativa
    Presentation's date: 2012-11
    Presentation of work at congresses

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    The evolution of new technology and its increasing use, have for some years been making the existence of informal learning more and more transparent, especially among young and older adults in both Higher Education and workplace contexts. However, the nature of formal and non-formal, coursebased, approaches to learning has made it hard to accommodate these informal processes satisfactorily, and although technology bring us near to the solution, it has not yet achieved. TRAILER project aims to address this problem by developing a tool for the management of competences and skills acquired through informal learning experiences, both from the perspective of the user and the institution or company. This paper describes the research and development main lines of this project.

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    Preguntas para guiar el Trabajo de Fin de Grado  Open access

     Alier Forment, Marc; Cabre Garcia, Jose Maria; Garcia Almiñana, Jordi; Lopez Alvarez, David; Sanchez Carracedo, Fermin
    Jornadas de Enseñanza Universitaria de la Informática
    Presentation's date: 2012-07
    Presentation of work at congresses

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    Los Trabajos de Fin de Grado (TFG) deben ser evaluados en términos de competencias. Durante sus estudios de grado, el alumno habrá trabajado las competencias técnicas relacionadas con la carrera que estudia y un conjunto de competencias transversales. Algunas de estas competencias serán evaluadas en el TFG. Todos los TFG son diferentes y es difícil, por no decir imposible, establecer un modelo único de evaluación de competencias que sirva para todos. Además, se corre el riesgo de que si se establece un modelo el alumno tienda a seguirlo a rajatabla, sin plantearse que es sólo un modelo y que tal vez su TFG debería tener un planteamiento distinto. En este trabajo se propone una forma de afrontar este problema. En lugar de definir un modelo de TFG, se propone establecer un conjunto de preguntas que inviten al estudiante a reflexionar sobre la forma de afrontar el trabajo. Contestar a estas preguntas fomenta la iniciativa del estudiante y le impulsa a tomar decisiones importantes, de forma crítica y meditada, sobre la propia organización del TFG y la forma de abordarlo, guiándole durante la realización del proyecto. Con esta táctica se aumenta la capacidad crítica del estudiante y se consigue que los TFG se adapten mejor a las necesidades del problema definido, huyendo de estándares establecidos. Este trabajo ha sido desarrollado por miembros del grupo RIMA-VISCA de la UPCBarcelonaTECH en el contexto de un proyecto para definir cómo debe ser el informe de sostenibilidad de un TFG.

  • The application 2.0 tools through PLEs in Computer Science education: the twitter experience

     Conde García, Miguel Ángel; García Peñalvo, Francisco Javier; Alier Forment, Marc; Mayol Sarroca, Enric; Casañ Guerrero, Maria Jose
    Multidisciplinary Symposium on the Design and Evaluation of Digital Content for Educationv
    Presentation's date: 2012-06-13
    Presentation of work at congresses

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    Learners and teachers use different tools to carry out the learning activities. These instruments evolve and change, what means that learning activities are being influenced depending of the context that surrounds the educational processes. The Information and Communication Technologies application to teaching and learning processes implies a revolution regarding to the way learning and teaching is performed. However this model did not provide as many advantages as it were supposed to and a new change is necessary. Against this background rise web 2.0 tools and tendencies, which is another evolution on the way learners and teachers interact but those tools should be incorporated and adapted to the existing systems. This is not an easy task and means to take into account the users, the tools, the interoperability between learning tools, etc. Along this paper the problem of how to integrate 2.0 tools into institutional learning system is explored, specially focused on how through PLE and by using interoperability solutions it is possible to take advantage of 2.0 tools in learning and teaching processes. It is proposed a simply way to integrate such tools with the existing systems and an experience that demonstrate how to apply it. This experience is based on the use of twitter in a classroom. From that experience can be shown that the integration of 2.0 tools is not complex and improves students’ participation and motivation, which could have associated a learning improvement.

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    Extending Moodle services to mobile devices: The Moodbile Project  Open access

     Casañ Guerrero, Maria Jose; Alier Forment, Marc; Mayol Sarroca, Enric; Piguillem Poch, Jordi; Galanis ., Nikolaos; García Peñalvo, Francisco Javier; Conde González, Miguel Ángel
    International Conference on Mobile Ubiquitous Computing, Systems, Services and Technologies
    Presentation's date: 2012-09
    Presentation of work at congresses

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    Learning Management Systems (LMS) are widespread among most education and training institutions. Even though LMS are a mature technology, they have left the vanguard of innovation in e-learning to mobile devices and tablets. Mobile Learning (M-learning)may enhance e-learning by increasing communication and conversation opportunities to convents the learning process more collaborative and learner-centred. This paper describes a way to integrate mobile devices and educational applications with a LMS as Moodle through web services: The Moodbile Project. Rather than just creating mobile apps that replicates LMS functionalities on a mobile device, Moodbile provides to m-learning developers with the necessary tools to allow mobile devices to interact with the LMS. In this paper, we describe our proposal of an open specification of web services to support the integration of mobile external applications with Moodle.

  • Aplicació didàctica de metodologies i adaptació d'eines online per a la gestió col·laborativa de projectes

     Mayol Sarroca, Enric; Alier Forment, Marc; Piguillem Poch, Jordi; Lapuente, Raimon; Linares Zapater, Angel; Barcelo Garcia, Miguel; Botella Lopez, Pere; Raventós Pagès, Ruth
    Jornada d'Innovació Docent UPC
    Presentation's date: 2012-02-07
    Presentation of work at congresses

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    Moodbile: a Moodle web services extension for mobile applications  Open access

     Piguillem Poch, Jordi; Alier Forment, Marc; Casañ Guerrero, Maria Jose; Mayol Sarroca, Enric; Galanis ., Nikolaos; García Peñalvo, Francisco Javier; Conde García, Miguel Ángel
    Moodle Research Conference
    Presentation's date: 2012-09-14
    Presentation of work at congresses

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    The Moodle 2.0 Web Services architecture has been designed to optimize bulk operations or administrative tasks. Therefore, it does not support external applications accessing activity modules. For this reason, the Moodbile project aims to provide an extension of the Moodle 2.0 Web Services architecture in order to provide access to external applications such as m-learning applications, from within Moodle. To validate this extension, three m-learning applications have been developed: an HTML5 client that may be used from most mobile browsers, an Android-native app and an iOS-native app.

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    Integration of M-learning and LMS: a sustainability approach  Open access

     Casañ Guerrero, Maria Jose; Alier Forment, Marc; Barcelo Garcia, Miguel
    International Symposium on Computers in Education
    Presentation's date: 2012-10-29
    Presentation of work at congresses

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    Mobile phones are widely used in both rich and poor countries, unlike what happens with other ICTs. The expansion of mobile telephony in poor countries presents an opportunity to fight against digital divide. In the latter countries, mobile phones are used to get information and services about agriculture, health, and education among other areas. Specifically in the area of education there are many who think that mobile phones are a useful tool to help achieve universal primary education, one of the Millennium Development Goals proposed by the United Nations. There are many educational experiences with mobile phones for development. But most of these experiences have serious limitations that affect their long-term sustainability. In this line, the current paper provides a set of guidelines to define more sustainable and long-term viable mobile-learning projects and presents its applications to a m-learning project: the Moodbile project.

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    Framework de servicios para facilitar la interoperabilidad entre entornos personalizados e institucionales de aprendizaje  Open access

     Conde García, Miguel Ángel; García Peñalvo, Francisco Javier; Alier Forment, Marc; Mayol Sarroca, Enric
    Simposio Internacional de Informática Educativa
    Presentation's date: 2012-11
    Presentation of work at congresses

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    La aplicación de las Tecnologías de la Información y la Comunicación al aprendizaje proporciona una revolución en el soporte que se utiliza para aprender y enseñar. En especial una de las herramientas más significativas son las plataformas de aprendizaje, que facilitan servicios tanto a profesores como estudiantes para realizar esta tarea. Sin embargo estas plataformas están muy centradas en el curso y la institución y no en las necesidades específicas del usuario y en el aprendizaje a lo largo de la vida. Esto supone que sean necesarios otro tipo de entornos, los entornos personalizados de aprendizaje. Plataformas institucionales y entornos personalizados van a coexistir y eso supone que tengan que interoperar entre sí. En este trabajo se propone la definición e implementación de una arquitectura que, mediante el uso de servicios web y especificaciones de interoperabilidad facilite esa integración. Dicha arquitectura facilita que las funcionalidades de los entornos instituciones sean exportados a entornos personalizados y que la actividad que en ellos se lleva a cabo se refleje en el entorno institucional. De esta forma se va a poder demostrar que la interoperabilidad entre ambos contextos es posible y favorece los procesos de enseñanza/aprendizaje.

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    Opening Learning Management Systems to personal learning environments  Open access

     García Peñalvo, Francisco Javier; Conde Gonzalez, Miguel Angel; Alier Forment, Marc; Casañ Guerrero, Maria Jose
    Journal of universal computer science
    Date of publication: 2011
    Journal article

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    New ICT technologies are continuously introducing changes in the way in which society generates, shares and access information. This is changing what society expects and requires of education. eLearning is acting as a vector of this change, introducing pervasive transformations in and out of the classroom. But with Learning Management Systems (LMS) users have reached a plateau of productivity and stability. At the same time outside the walled garden of the LMS new transformative tools, services and ways of learning are already in use, within the PLE and PLN paradigms. The stability and maturity of the LMS may become yet another resistance factor working against the introduction of innovations. New tools and trends cannot be ignored, and this is the reason why learning platforms should become open and flexible environments. In the course of this article the reasons for this change and how it may be addressed will be discussed, together with a proposal for architecture based on Moodle.

  • TRAILER: Tagging, Recognition and Acknowledgment of Informal Learning ExpeRiences

     Alier Forment, Marc; Casañ Guerrero, Maria Jose; Mayol Sarroca, Enric; Galanis ., Nikolaos; Piguillem Poch, Jordi; Barcelo Garcia, Miguel
    Participation in a competitive project

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    Les TIC i la sostenibilitat  Open access

     Alier Forment, Marc; Lopez Alvarez, David; Garcia Almiñana, Jordi; Sanchez Carracedo, Fermin
    Date of publication: 2011
    Book chapter

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  • Mobile Learning as an asset for development: challenges and oportunities

     Casañ Guerrero, Maria Jose; Alier Forment, Marc; Mayol Sarroca, Enric; Conde García, Miguel Ángel; García Peñalvo, Francisco Javier
    World Summit on the Knowledge Society
    Presentation's date: 2011-09
    Presentation of work at congresses

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  • SyCS: una base de conocimiento de soporte a la adquisición de la competencia "Sostenibilidad y Compromiso Social"  Open access

     Lopez Alvarez, David; Sanchez Carracedo, Fermin; Alier Forment, Marc; Garcia Almiñana, Jordi; Cabre Garcia, Jose Maria
    Jornadas de Enseñanza Universitaria de la Informática
    Presentation's date: 2011-07
    Presentation of work at congresses

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    La competencia transversal “Sostenibilidad y Compromiso Social” es comúnmente aceptada como imprescindible en el mundo actual, pero es una de las que resultan más complicadas de introducir en los planes de estudio, principalmente por el desconocimiento del profesorado. En este trabajo presentamos una base de conocimiento que reúne artículos científicos, libros, videos, compendios de datos, experiencias, etcétera, relacionadas con la sostenibilidad y las áreas de conocimiento asociadas a la Ingeniería Informática. Esta herramienta permite al profesor que debe trabajar esta competencia extraer información precisa y útil que relacione su asignatura con temas de sostenibilidad. La herramienta es de libre acceso, y está disponible en la dirección web http://sycs.fib.upc.edu

    SUMMARY: The Skill "Sustainability and Social Commitment" is commonly accepted as essential in today's world. However it proves tricky to introduce into the curriculum, mainly because of lack of knowledgeable teachers. To address this issue we present a knowledge base that brings together scientific articles, books, videos, compilations of data, experiences, etc., related to sustainability and knowledge areas associated with computer science engineering. This is a valuable tool that should provide to the teacher accurate and useful information in the research task of finding links between his/her course and the "Sustainability and Social Commitment" skill. It is a free access tool that can be found at http://sycs.fib.upc.edu

  • Extensión de Moodle para la gestión colaborativa de proyectos  Open access

     Lapuente, Raimon; Piguillem Poch, Jordi; Mayol Sarroca, Enric; Alier Forment, Marc; Lopez Forment, Jordi
    Jornadas de Enseñanza Universitaria de la Informática
    Presentation's date: 2011-07-07
    Presentation of work at congresses

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    Con el objetivo de dar soporte a las asignaturas que conllevan la realización de prácticas o pequeños proyectos y a los Proyectos de Fin de Carrera, se ha llevado a cabo un proyecto de innovación docente que integra la plataforma de soporte a la docencia Moodle con Trac, un gestor de proyectos potente, sencillo y flexible. Los estudiantes esta habituados al uso de Moodle para realizar actividades colaborativas en algunas asignaturas, pero no tienen un soporte especifico para la planificación, asignación y seguimiento de tareas. Con esta integración, se enmarcan los proyectos gestionados por Trac dentro del contexto de un curso de Moodle. En este artículo se describe dicha integración y la aplicación del sistema combinado Moodle- Trac en la docencia en este tipo de asignaturas.

  • Introducing "Sustainability and Social Commitment" skills in an engineering degree

     Lopez Alvarez, David; Sanchez Carracedo, Fermin; Garcia Almiñana, Jordi; Alier Forment, Marc; Piguillem Poch, Jordi; Velasco Becerra, Martha Elena
    Annual Frontiers in Education Conference
    Presentation's date: 2011-10-13
    Presentation of work at congresses

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  • Aplicació didàctica de metodologies i adaptació d'eines online per a la gestió col·laborativa de projectes  Open access

     Mayol Sarroca, Enric; Alier Forment, Marc; Piguillem Poch, Jordi; Lapuente, Raimon
    Jornada d'Innovació Docent UPC
    Presentation's date: 2011-02-02
    Presentation of work at congresses

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    Using a crowdsourcing knowledge base to support the Sustainability and Social Compromise skill in Computer Science Engineering studies  Open access

     Alier Forment, Marc; Lopez Alvarez, David; Sanchez Carracedo, Fermin; Garcia Almiñana, Jordi; Piguillem Poch, Jordi; Velasco Becerra, Martha Elena
    World Summit on the Knowledge Society
    Presentation's date: 2011-09
    Presentation of work at congresses

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    The Skill "Sustainability and Socia Commitment" is commonly accepted as essential in today's world. However it proves tricky to introduce into the curriculum, mainly because of lack of knowledgeable teachers. To address this issue we present a knowledge base that brings together scientific articles, books, videos, compilations of data, experiences, etc., related to sustainability and knowledge areas associated with computer science engineering. This is a valuable tool that should provide to the teacher accurate and useful information in the research task of finding links between her course and the "Sustainability and Social Commitment" skill.

    Postprint (author’s final draft)

  • Mobile Learning: an asset for sustainable development in developing countries?

     Casañ Guerrero, Maria Jose; Alier Forment, Marc
    EDEN Anual Conference
    Presentation's date: 2011-06-22
    Presentation of work at congresses

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