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    The cloud hovering over the virtual campus  Open access

     Alier Forment, Marc; Mayol Sarroca, Enric; Casañ Guerrero, Maria Jose
    International Conference on Technological Ecosystems for Enhancing Multiculturality
    p. 395-396
    DOI: 10.1145/2669711.2669929
    Presentation's date: 2014-10
    Presentation of work at congresses

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    The Virtual Campus has been around for about 20 years. It provides an online environment that mimics the processes and services of the physical campuses and classrooms. Its adoption is almost complete in countries where Internet access has become ubiquitous. For a time seemed like the innovation in education was happening in the Virtual Campus, but this is no more. Personal Learning Environments, Life Long Learning, MOOCS, Open Educational Resources, Mobile Apps, Gamification, Social Networks, free Cloud based services... al of the above and even more hint that not all the learning today is happening at school or in the Virtual Campus.

    Postprint (author’s final draft)

  • TSUGI : a framework for building PHP-based learning tools

     Galanis ., Nikolaos; Alier Forment, Marc; Casañ Guerrero, Maria Jose; Mayol Sarroca, Enric; Severance, Charles
    International Conference on Technological Ecosystems for Enhancing Multiculturality
    p. 409-414
    DOI: 10.1145/2669711.2669932
    Presentation's date: 2014-10
    Presentation of work at congresses

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    Innovation on ICT-based learning depends on the ability of researchers, developers and services (and content) providers to push new kinds of tools and services in real life contexts. This implies that new developments need to be interoperable with the current LMS that are running almost everywhere. Thus, either new developments have to be custom built for every LMS or there is a real need for an interoperability standard Over the last 8 years IMS Global Learning Consortium has pushed the IMS Learning tools interoperability as the missing standard. IMS LTI has been developed in collaboration with the major LMS and tools authors in a long process where reference implementations and automated compliance tests have been created, and IMS LTI is supported for all the major commercial and open source LMS. But despite the collaborative open process there are different versions of the standard (Simple LTI, Basic LTI, LTI 1.0, LTI 1.1 and soon LTI 2.0) and there are subtle differences in the implementation of LTI provided by each LMS, which defeats the whole purpose of having an interoperability standard. For this reason the TSUGI project has been created: to provide a framework that makes as simple as possible to develop and deploy LTI applications.

  • Building a community: the Moodbile perspective

     Galanis ., Nikolaos; Casañ Guerrero, Maria Jose; Alier Forment, Marc; Mayol Sarroca, Enric
    IEEE Workshop on Risk Management of OSS Components and Communities
    p. 211-216
    DOI: 10.1109/COMPSACW.2014.39
    Presentation's date: 2014-07-21
    Presentation of work at congresses

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    Free Libre Open Source Software (FLOSS) is registering an important rise in popularity and has become a strong asset in software development. Due to their nature, FLOSS projects depend heavily on their community. A strong open source community behind a project provides certain guarantees for the project¿s quality and survivability. It is for this reason that so many FLOSS teams have as a priority the creation of healthy communities around their projects. This paper aims to present the efforts and experiences of the small team behind Moodbile: Mobile Learning for Moodle (www.moodbile.org), to create such a community that will help support the project and actively aid in its evolution. We present the steps taken thus far, their potential risks, their outcomes and the plans for the future as we strive to achieve critical mass for the community.

    Free Libre Open Source Software (FLOSS) is registering an important rise in popularity and has become a strong asset in software development. Due to their nature, FLOSS projects depend heavily on their community. A strong open source community behind a project provides certain guarantees for the project’s quality and survivability. It is for this reason that so many FLOSS teams have as a priority the creation of healthy communities around their projects. This paper aims to present the efforts and experiences of the small team behind Moodbile: Mobile Learning for Moodle (www.moodbile.org), to create such a community that will help support the project and actively aid in its evolution. We present the steps taken thus far, their potential risks, their outcomes and the plans for the future as we strive to achieve critical mass for the community.

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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; Casañ Guerrero, Maria Jose; Alier Forment, Marc
    Technological Ecosystem for Enhancing Multiculturality
    p. 225-229
    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.

    Postprint (author’s final draft)

  • 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
    p. 207-208
    DOI: 10.1145/2536536.2536567
    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.

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

     Hierro Martín de Bernardo, Nélida; Galanis ., Nikolaos; Casañ Guerrero, Maria Jose; Mayol Sarroca, Enric; Alier Forment, Marc
    Workshop on solutions that enhance informal learning recognition
    p. 31-38
    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)

  • Como definir proyectos de m-learning más sostenibles

     Casañ Guerrero, Maria Jose; Barcelo Garcia, Miguel
    Teoría de la Educación. Revista Interuniversitaria
    Vol. 14, num. 2, p. 271-291
    Date of publication: 2013-06-01
    Journal article

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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 the 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 (these experiences are part of what is known in literature as a mobile-learning or m-learning). 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 m-learning projects.

  • 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
    Vol. 29, num. 3, p. 610-619
    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.

  • Extensió dels Learning Management Systems cap al m-learning des d'una perspectiva sostenible.  Open access

     Casañ Guerrero, Maria Jose
    Department of Information Services and Systems Engineering, Universitat Politècnica de Catalunya
    Theses

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    L¿educació fou marcada l¿any 2000 per les Nacions Unides com un dels Objectius del Mil·lenni pel desenvolupament, declarant elperíode 2005 i 2015 Decenni de l¿Educació pel Desenvolupament Sostenible, que promou l¿educació com a element bàsic per auna societat més sostenible. L¿Informe Delors proposa la necessitat de transformació cap un l¿aprenentatge durant tota la vida. Elsconeixements i habilitats que hom aprèn han de permetre¿l afrontar els reptes i problemes durant tota la vida. Cal aprendre noveshabilitats i actituds, en lloc de coneixements que caduquen.En la Societat de la Informació cal aprendre competències digitals, que son eina vehicular de tot tipus d¿aprenentatge. Les TIC noes poden aplicar de qualsevol manera a l¿educació, ni tots els usos de les TIC aplicades a l¿educació fomenten el mateix tipusd¿aprenentatge. Cal buscar els usos de les TIC aplicades a l¿educació que fomenten el desenvolupament sostenible i que ajuden acombatre la fractura digital.Les TIC mòbils poden ser una eina clau per l¿aprenentatge durant tota la vida. El sector de les TIC mòbils és l¿únic on la fracturadigital entre països redueix. L¿Internet mòbil planteja la possibilitat d¿usar aquests dispositius com una eina perquè els més pobrespuguin accedir a la Societat de la Informació. Un cop garantit l¿accés a la Xarxa, existeixen a Internet moltes eines de software lliure(FLOSS) per aquestes plataformes mòbils. Aquestes eines poden ser emprades perquè tothom pugui difondre el seu missatge,garantint la llibertat d¿expressió.En el context de les TIC mòbils aplicades a l¿educació (m-learning) per fomentar l¿aprenentatge durant tota la vida, són moltes lesproblemàtiques que existeixen. Com introduir el m-learning a les pràctiques de les institucions educatives, de forma relativamentsimple i produint projectes de m-learning que tinguin una durabilitat a llarg termini. Per ajudar a aconseguir la durabilitat a llargtermini dels projectes de m-learning, el treball present proposa una sèrie de guies o aspectes a tenir en compte.Una manera d¿introduir el m-learning a la pràctica educativa, és a través de la integració amb altres TIC educatives més madures iimplantades. Els Learning Management Systems (LMS) són les plataformes e-learning més implantades a les institucions avui. ElsLMS acostumen a tenir el curs com a element central a partir d¿on organitza l¿aprenentatge, mimetitzant l¿estructura de les classestradicionals. A més, els LMS tenen limitacions per interactuar amb altres aplicacions externes com les xarxes socials, blogs oaplicacions mòbils.El m-learning ofereix 1) uns entorns d¿aprenentatge més personalitzats, 2) un aprenentatge més centrat en l¿estudiant i 3) un canalalternatiu per accedir a materials o serveis. La contrapartida és que, sovint, hi ha manca de suport per part de les institucionseducatives per introduir el m-learning, ja que implica canviar maneres de treballar ja establertes. També cal formació al professoratper poder introduir el m-lerning i finalment existeixen problemes d¿interoperabilitat amb les plataformes e-learning.La dicotomia entre les plataformes d¿e-learning i el m-learning es podria solucionar integrant les aplicacions de m-learning en elsprocessos o activitats d¿e-learning. Es planteja estudiar el problema de com es poden integrar les aplicacions de m-learning amb elsLMS actuals.Per d¿estudiar aquest problema sorgeix el projecte Moodbile. Aquest projecte pretén 1) estendre un LMS concret, Moodle, al móndels dispositius mòbils, per poder definir aplicacions mòbils que repliquin alguns dels serveis oferts per l¿LMS des de dispositiusmòbils i 2) proporcionar un marc perquè les aplicacions mòbils tinguin contra partida a l¿LMS en forma d¿activitats especials. Elpresent treball es centra en estendre un LMS concret, Moodle, al món dels dispositius mòbils, per poder definir aplicacions mòbilsque repliquin alguns dels serveis oferts per l¿LMS des de dispositius mòbils.

    L’educació va ser marcada a l’any 2000 per les Nacions Unides com un dels Objectius del Mil·lenni pel desenvolupament. Amb aquest objectiu, també conegut com “educació per a tothom”, es pretén que per l’any 2015, tots els nens i nenes del planeta puguin acabar l’educació primària. Per donar prioritat a aquest objectiu, les Nacions Unides van declarar el període entre 2005 i 2015 com el Decenni de l’Educació pel Desenvolupament Sostenible. El decenni promou l’educació com a element bàsic per aconseguir transformar la societat cap a una societat més sostenible. Transformar l’educació no és una tasca fàcil. Per aquest motiu, l’Informe Delors encarregat per la UNESCO proposa una direcció per fer la transformació cap a l’aprenentatge durant tota la vida (lifelong learning). Els coneixements i habilitats que hom aprèn han de permetre’l afrontar els reptes i problemes durant tota la vida. Cal prendre noves habilitats i actituds, en lloc de coneixements que caduquen. En la Societat de la Informació cal aprendre competències digitals, per poder desenvoluparse a la societat. Les competències digitals son tanmateix una eina vehicular de tot tipus d’aprenentatge. Per tant, les Tecnologies de la Informació i la Comunicació (TIC) no es poden aplicar de qualsevol manera a l’educació, ni tots els usos de les TIC aplicades a l’educació fomenten el mateix tipus d’aprenentatge. Cal buscar aquells usos de les TIC aplicades a l’educació que fomenten el desenvolupament sostenible i que ajuden a combatre la fractura digital (la diferència en l’accés a les TIC entre països, regions o grups de persones). Les TIC mòbils i la seva ràpida adopció arreu del món, tenen un gran potencial per facilitar una transformació en l’educació cap al lifelong learning. El sector de les TIC mòbils és l’únic sector o grup de TIC on la fractura digital entre països rics i pobres es redueix. Com que molts d’aquests dispositius mòbils tenen la capacitat d’accedir a Internet (el que es coneix com Internet mòbil), es planteja usar aquests dispositius com una eina perquè els més pobres puguin accedir a la Societat de la Informació. Un cop garantit l’accés a la Xarxa, existeixen a Internet moltes eines de software lliure per aquestes plataformes mòbils. Aquestes eines poden ser emprades perquè tothom pugui difondre el seu missatge. En el context de les TIC mòbils aplicades a l’educació (m-learning) per fomentar l’aprenentatge durant tota la vida, són moltes les problemàtiques que existeixen. En concret, com introduir el m-learning a les pràctiques de les institucions educatives, de forma relativament simple i produint projectes de m-learning que tinguin una durabilitat a llarg termini. Per ajudar a aconseguir la durabilitat a llarg termini dels projectes de m-learning, el treball present proposa una sèrie de guies o aspectes a tenir en compte. Una manera d’introduir l’m-learning a les pràctiques de les institucions educatives, és a través de la integració amb altres tecnologies educatives més madures i implantades. En concret, amb els Learning Management Systems (LMS), que són les plataformes de elearning que sovint empren les institucions educatives actuals. Els LMS actuals han sigut font d’innovació en educació durant molt de temps. Els LMS acostumen a tenir el curs com a element central a partir d’on organitzen lliçons que contenen recursos i eines educatives. Aquesta estructura mimetitza l’estructura de les classes tradicionals on el professor imparteix uns continguts establerts en un pla d’estudis a un grup d’estudiants i a un ritme uniforme. Per aquest motiu, molts estudiants consideren aquestes plataformes poc flexibles i poc adaptables a un ritme d’aprenentatge més personal. A més, els LMS tenen nombroses limitacions per interactuar amb altres aplicacions externes com les xarxes socials, blogs o aplicacions mòbils. Aquests darrers tipus d’aplicacions són aplicacions que molts estudiants acostumen a emprar per aprendre. Per la seva part, el m-learning ofereix 1) uns entorns d’aprenentatge més personalitzats, 2) un aprenentatge més centrat en l’estudiant i 3) un canal alternatiu per accedir a materials o serveis. La contrapartida és que, sovint, hi ha manca de suport per part de les institucions educatives per introduir el m-learning, donat que implica canviar maneres de treballar ja establertes. També cal formació al professorat per poder introduir l’m-lerning i finalment existeixen problemes d’interoperabilitat amb les plataformes de e-learning. Aquesta separació o dicotomia entre el món de les plataformes de e-learning i el m-learning es podria solucionar integrant les aplicacions de m-learning en els processos o activitats de e-learning. Per aquest motiu, es planteja estudiar el problema de com es poden integrar les aplicacions de m-learning amb els LMS actuals. Amb la finalitat d’estudiar aquest problema sorgeix el projecte Moodbile. Aquest projecte pretén 1) estendre un LMS concret, Moodle, al món dels dispositius mòbils, per poder definir aplicacions mòbils que repliquin alguns dels serveis oferts per l’LMS des de dispositius mòbils i 2) proporcionar un marc perquè les aplicacions mòbils tinguin contra partida a l’LMS en forma d’activitats especials. El present treball es centra en estendre un LMS concret, Moodle, al món dels dispositius mòbils, per poder definir aplicacions mòbils que repliquin alguns dels serveis oferts per l’LMS des de dispositius mòbils.

    La educación fue marcada en el año 2000 por las Naciones Unidas como uno de los Objetivos del Milenio para el desarrollo. Con este objetivo, también conocido como "educación para todos", se pretende que para el año 2015, todos los niños y niñas del planeta puedan terminar la educación primaria. Para dar prioridad a este objetivo, las Naciones Unidas declararon el período entre 2005 y 2015 como el Decenio de la Educación para el Desarrollo Sostenible. El decenio promueve la educación como elemento básico para lograr transformar la sociedad hacia una sociedad más sostenible. Transformar la educación no es una tarea fácil. Por este motivo, el Informe Delors encargado por la UNESCO propone una dirección para hacer la transformación hacia el aprendizaje durante toda la vida (lifelong learning). Los conocimientos y habilidades que se aprende deben permitirle afrontar los retos y problemas durante toda la vida. Hay que aprender nuevas habilidades y actitudes, en lugar de conocimientos que caducan. En la Sociedad de la Información hay que aprender competencias digitales, para poder desarrollarse en la sociedad. Las competencias digitales son una herramienta vehicular de todo tipo de aprendizaje. Por tanto, las Tecnologías de la Información y la Comunicación (TIC) no se pueden aplicar de cualquier manera al educación, ni todos los usos de las TIC aplicadas a la educación fomentan el mismo tipo de aprendizaje. Hay que buscar aquellos usos de las TIC aplicadas a la educación que fomentan el desarrollo sostenible y que ayudan a combatir la brecha digital (la diferencia en el acceso a las TIC entre países, regiones o grupos de personas). Las TIC móviles y su rápida adopción en todo el mundo, tienen un gran potencial para facilitar una transformación en la educación hacia el lifelong learning. El sector de las TIC móviles es el único sector o grupo de TIC donde la brecha digital entre países ricos y pobres se reduce. Como muchos de estos dispositivos móviles tienen la capacidad de acceder a Internet (lo que se conoce como Internet móvil), se plantea usar estos dispositivos como una herramienta para que los más pobres puedan acceder a la Sociedad de la Información. Una vez garantizado el acceso a la Red, existen en Internet muchas herramientas de software libre para estas plataformas móviles. Estas herramientas pueden ser utilizadas para que todos puedan difundir su mensaje. En el contexto de las TIC móviles aplicadas a la educación (m-learning) para fomentar el aprendizaje durante toda la vida, son muchas las problemáticas existentes. En concreto, como introducir el m-learning en las prácticas de las instituciones educativas, de forma relativamente simple y produciendo proyectos de m-learning que tengan una durabilidad a largo plazo. Para ayudar a conseguir la durabilidad a largo plazo de los proyectos de m-learning, el trabajo presente propone una serie de guías o aspectos a tener en cuenta. Una manera de introducir el m-learning en las prácticas de las instituciones educativas, es a través de la integración con otras tecnologías educativas más maduras e implantadas. En concreto, con los Learning Management Systems (LMS), que son las plataformas de elearning que a menudo utilizan las instituciones educativas actuales. Los LMS actuales han sido fuente de innovación en educación durante mucho tiempo. Los LMS suelen ofrecer el curso como elemento central a partir de donde organizan lecciones que contienen recursos y herramientas educativas. Esta estructura mimetiza la estructura de las clases tradicionales, donde el profesor imparte unos contenidos preestablecidos en un plan de estudios a un grupo de estudiantes y a un ritmo uniforme. Por este motivo, muchos estudiantes consideran estas plataformas poco flexibles y poco adaptables a un ritmo de aprendizaje más personal. Además, los LMS tienen numerosas limitaciones para interactuar con otras aplicaciones externas como las redes sociales, blogs o aplicaciones móviles. Estos últimos tipos de aplicaciones son aplicaciones que muchos estudiantes suelen emplear para aprender. Por su parte, el m-learning ofrece 1) unos entornos de aprendizaje más personalizados, 2) un aprendizaje más centrado en el estudiante y 3) un canal alternativo para acceder a materiales o servicios. La contrapartida es que a menudo, hay falta de apoyo por parte de las instituciones educativas para introducir el m-learning, dado que implica cambiar formas de trabajar ya establecidas. También es necesaria la formación al profesorado para poder introducir el m-lerning y finalmente existen problemas de interoperabilidad con las plataformas de e-learning. Esta separación o dicotomía entre el mundo de las plataformas de e-learning y el m-learning se podría solucionar integrando las aplicaciones de m-learning en los procesos o actividades de e-learning. Por este motivo, se plantea estudiar el problema de cómo se pueden integrar las aplicaciones de m-learning con los LMS actuales. Con el fin de estudiar este problema surge el proyecto Moodbile. Este proyecto pretende 1) extender un LMS concreto, Moodle, al mundo de los dispositivos móviles, para poder definir aplicaciones móviles que repliquen algunos de los servicios ofrecidos por el LMS desde dispositivos móviles y 2) proporcionar un marco para que las aplicaciones móviles tengan contra partida al LMS en forma de actividades especiales. El presente trabajo se centra en extender un LMS concreto, Moodle, al mundo de los dispositivos móviles, para poder definir aplicaciones móviles que repliquen algunos de los servicios ofrecidos por el LMS desde dispositivos móviles.

    Education is an engine for change. United Nations (UN) stated in 2000 that education is one of the Millennium Goals for Development. With this goal in mind, the United Nations wanted to ensure that all the children might be able to complete primary education by 2015. UN declared the period 2005-2015 Decade of Education for Sustainable Development, because education is a key element to transform society into a more sustainable one. That is why the Delors Report proposes a transformation of society towards lifelong learning; the abilities and knowledge that a person learns has to help him overcome challenges all his life. It is necessary to learn new abilities and aptitudes, instead of perishable knowledge. It is necessary to learn digital competences to develop further in the society. Digital competences are tools used in all kind of learning. Not all uses of Information and Communications Technologies (ICT) for education encourage the same type of learning. We must find those uses of ICT for education that promote sustainable development and help bridge the digital divide. Mobile ICT has great potential to transform education towards lifelong learning. Mobiles are the only ICT sector where the digital divide between rich and poor is decreasing. Mobile Internet may be a tool for the poorest to access the Information Society. Once granted access to the Internet, there are many free online software tools for mobile platforms. These tools can be used for everyone to spread their message. In the context of mobile ICT for education (m-learning) to promote lifelong learning, many problems need to be addressed. For example, how to introduce m-learning practices in educational institutions, in a relatively simple way, producing m-learning projects that have a long-term sustainability. To help achieve long-term sustainability of m-learning projects, this work proposes a series of guidelines. One way to introduce m-learning in the practices of educational institutions, is through integration with other educational technologies. This is the case of Learning Management Systems (LMS), which are the most used e-learning platforms in current educational institutions. LMS usually present the course as an organizational unit divided into lessons that contain resources and educational tools. This structure mimics the structure of the traditional classroom where the teacher teaches a predetermined content in a curriculum to a group of students. LMS have several limitations to interact with external applications such as social networks, blogs or mobile applications. These external applications are often used by students to learn. In contrast to LMS, m-learning offers 1) a more personalized learning environment, 2) more student-centered learning and 3) an alternative channel to access content or services. The downside is that often there is lack of support from educational institutions to introduce m-learning, because it means changing established ways of working. It is also necessary to train teachers in order to introduce the m-learning and finally there are interoperability problems with e-learning platforms. This dichotomy between the world of e-learning platforms and m-learning could be solved by integrating the m-learning applications with current e-learning platforms. For this reason, this work studies the problem of how to integrate m-learning applications with existing LMS. To study this problem the Moodbile project was initiated. This project aims to 1) extend a particular LMS, Moodle, to the world of mobile devices. The goal is to create mobile applications that replicate some of the services offered by the LMS and 2) provide a framework for mobile applications in the LMS side in the form of special activities. The present work focuses on extending a particular LMS, Moodle, to the world of mobile devices in order to define mobile applications that replicate some of the services offered by the LMS.

  • Improving learning in a database course using collaborative learning techniques

     Martin Escofet, Carme; Urpi Tubella, Antoni; Casañ Guerrero, Maria Jose; Burgues Illa, Xavier; Quer, Carme; Rodríguez González, M. Elena; Abello Gamazo, Alberto
    International journal of engineering education
    Vol. 29, num. 4, p. 986-997
    Date of publication: 2013
    Journal article

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    In recent years European universities have been adapting their curricula to the new European Higher Education Area, which implies the use of active learning methodologies. In most database courses, project-based learning is the active methodology that is widelyused, but the authors of this paper face context constraints against its use. This paper presents a quantitative and qualitative analysis of the results obtained from the use of collaborative learning in both cross-curricula competences and subject-specific ones in the ``Introduction to Databases¿¿ course at the Barcelona School of Informatics. Relevantly, this analysis demonstrates the positive impact that this methodology had, allowing us to conclude that it is not only project-based learning that is suitable for these kinds of courses.

  • Supporting the genealogical document transcription process

     Mayol Sarroca, Enric; Casañ Guerrero, Maria Jose
    International journal of social and organizational dynamics in IT
    Vol. 3, num. 4, p. 1-18
    DOI: 10.4018/ijsodit.2013100101
    Date of publication: 2013
    Journal article

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    Lately, genealogy has been becoming a new popular activity and has increasing interest due to the easy access to heritage documentation on internet and digital documentation. The main interesting information sources for genealogy research are different kinds of genealogical documents (census, church vital records, wills, ¿). In Spain, several projects to digitalize heritage and genealogical documentation have developed recently, in order to improve its access and to preserve its conservation state. Such digital information is useful, but it would be even more useful to have its transcription in a persistent and searchable support like databases or web repositories. However, there not exist any standard proposal of what must be the contents of these database repositories. In this paper the authors describe main characteristics of a tool to support the transcription process of genealogical documentation. This tool allows for easy, intuitive and fast transcription of genealogical documentation, in agreement with the contents of each different kind of genealogical documents. Given an model describing a genealogical document structure and contents, our tool supports the user to transcribe the document contents. The authors also propose a conceptual schema to model and to describe, in a generic and uniform way, the main contents of such genealogical documentation of interest for genealogy and family history research. This model should be a first step to have a reference model to describe heritage documents, to facilitate the transcription process and to share transcribed data among different researchers and databases.

  • 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
    p. 1-17
    DOI: 10.1080/10494820.2012.745433
    Date of publication: 2012-12-03
    Journal article

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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
    p. 151-156
    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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    IT or not to be: the impact of Moodle in the education of developing countries  Open access

     Garcia Almiñana, Jordi; Somé, Michel; Ayguade Parra, Eduard; Cabre Garcia, Jose Maria; Casañ Guerrero, Maria Jose; Frigola Bourlon, Manel; Galanis ., Nikolaos; Garcia-cervigon Gutierrez, Manuel; Guerrero Zapata, Manel; Muñoz Gracia, Maria del Pilar
    Moodle Research Conference
    p. 182-185
    Presentation's date: 2012-09-15
    Presentation of work at congresses

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    E-learning environments, such as Moodle, provide a technology that fosters the improvement of the educational system in developed countries, where education is traditionally performed with relatively high standards of quality. A large number of case studies and research have been conducted to demonstrate how e-learning technologies can be applied to improve both training and learning processes. However, these technologies have not been proved efficient when applied to developing countries. The challenges that must be addressed in developing countries, both technological and societal, are much more complex and the possible solution margins are more constrained than those existing in the context where these technologies have been created. In this paper we show how Moodle can be used to improve the quality of education in developing countries and, even more important, how can be used to turn the educational system more sustainable and effective in the long-term. We describe our experience in implementing a programming course in Moodle for the Higher School of Informatics at the Université Polytechnique de Bobo-Dioulasso, in Burkina Faso (West Africa), joining efforts with local professors in designing and implementing the learning system. The case example has been designed having in mind a number of contextual problems: lack of lecturers, excessive teaching hours per lecturer, massive classes, and curricula organization and stability, among others. We finally discuss how the teaching effort is reduced, the students’ knowledge and capacity improves, and the institutional academic model can be guaranteed with the proposal. For this reason, we claim that information technologies in developing countries are a cost-effective way to guarantee the objectives originally defined in the academic curricula and, therefore, deal with the problem of the education.

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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
    p. 148-156
    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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    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
    p. 35-40
    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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    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
    p. 24-28
    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.

  • 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
    Vol. 18, num. 11, p. 1483-1500
    Date of publication: 2012-08
    Journal article

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    Avaluació de la incorporació d'activitats d'aprenentatge actiu i cooperatiu a les assignatures de bases de dades de la Facultat d'Informàtica de Barcelona  Open access

     Martin Escofet, Carme; Urpi Tubella, Antoni; Abello Gamazo, Alberto; Burgues Illa, Xavier; Casañ Guerrero, Maria Jose; Quer, Carme; Rodriguez Gonzalez, M. Elena
    Congrés Internacional de Docència Universitària i Innovació
    p. 1-38
    Presentation's date: 2012-07-04
    Presentation of work at congresses

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    Una de les idees principals del canvi al nou Espai Europeu d'Educació Superior és que les assignatures no es redueixin simplement a un conjunt de classes magistrals, sinó que les classes incorporin activitats d'aprenentatge on el paper de l'estudiant sigui molt més actiu. L'objectiu és que els estudiants no adquireixin simplement uns coneixements teòrics sinó una sèrie de competències que millorin les seves actituds i que d'aquesta manera surtin més preparats per adaptar-se fàcilment al mercat laboral. En aquest sentit hem introduït a les assignatures de l'àmbit de bases de dades, tècniques d'aprenentatge cooperatiu fent servir activitats en equip, presencials i semi-presencials, incrementant, d'aquesta manera, el tant per cent de classes on s'està fent aquest tipus d'aprenentage. Els autors hem desenvolupat una eina de software, anomenada LEARN-SQL, que permet el treball semi-presencial supervisat, l'autoavaluació de l'estudiant i l'aprenentatge actiu i individualitzat. En aquest article presentem l¿adaptació de LEARN-SQL per donar suport, complert i còmode, a la gestió d'equips d'estudiants i dels treballs fets per part de l'equip per a que siguin accessibles a tots els membres de l'equip i als professors. Com a indicadors dels beneficis de les millores introduïdes fins al moment, tenim: les notes dels estudiants que han cursat les assignatures amb i sense les noves tècniques d¿aprenentatge; els resultats de les enquestes que hem fet als estudiants i les opinions dels professors. Amb les notes de les assignatures hem realitzat un estudi estadístic on es pot comprovar que els resultats obtinguts amb tècniques d'aprenentatge cooperatiu són quantitativament millors que sense. Els resultats de les enquestes i les opinions dels professors corroboren la part de satisfacció més qualitativa. D'altra banda, també hem ampliat LEARN-SQL amb suport automatitzat per als exercicis de programació amb accés a bases de dades, càlcul de costos de consultes i àlgebra relacional.

    Una de les idees principals del canvi al nou Espai Europeu d'Educació Superior és que les assignatures no es redueixin simplement a un conjunt de classes magistrals, sinó que les classes incorporin activitats d'aprenentatge on el paper de l'estudiant sigui molt més actiu. L'objectiu és que els estudiants no adquireixin simplement uns coneixements teòrics sinó una sèrie de competències que millorin les seves actituds i que d'aquesta manera surtin més preparats per adaptar-se fàcilment al mercat laboral. En aquest sentit hem introduït a les assignatures de l'àmbit de bases de dades, tècniques d'aprenentatge cooperatiu fent servir activitats en equip, presencials i semi-presencials, incrementant, d'aquesta manera, el tant per cent de classes on s'està fent aquest tipus d'aprenentage. Els autors hem desenvolupat una eina de software, anomenada LEARN-SQL, que permet el treball semi-presencial supervisat, l'autoavaluació de l'estudiant i l'aprenentatge actiu i individualitzat. En aquest article presentem l’adaptació de LEARN-SQL per donar suport, complert i còmode, a la gestió d'equips d'estudiants i dels treballs fets per part de l'equip per a que siguin accessibles a tots els membres de l'equip i als professors. Com a indicadors dels beneficis de les millores introduïdes fins al moment, tenim: les notes dels estudiants que han cursat les assignatures amb i sense les noves tècniques d’aprenentatge; els resultats de les enquestes que hem fet als estudiants i les opinions dels professors. Amb les notes de les assignatures hem realitzat un estudi estadístic on es pot comprovar que els resultats obtinguts amb tècniques d'aprenentatge cooperatiu són quantitativament millors que sense. Els resultats de les enquestes i les opinions dels professors corroboren la part de satisfacció més qualitativa. D'altra banda, també hem ampliat LEARN-SQL amb suport automatitzat per als exercicis de programació amb accés a bases de dades, càlcul de costos de consultes i àlgebra relacional.

  • 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
    p. 173-184
    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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    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
    p. 205-223
    DOI: 10.4230/OASIsc.SLATE.2012.205.
    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.

  • 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
    Vol. 44, num. 2, p. 129-149
    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
    Vol. 14, num. 2, p. 28-30
    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
    Vol. 28, num. 6, p. 1347-1352
    Date of publication: 2012
    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
    Vol. 18, num. 1, p. 106-122
    DOI: 10.3217/jucs-017-01-0106
    Date of publication: 2012-01
    Journal article

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  • 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
    Vol. 10, num. 4, p. 72-81
    DOI: 10.4018/jdet.2012100106
    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.

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

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

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  • Integration of Google Docs as a collaborative activity within the LMS using IMS BasicLTI

     Alier Forment, Marc; Piguillem Poch, Jordi; Galanis ., Nikolaos; Casañ Guerrero, Maria Jose; Mayol Sarroca, Enric; Conde García, Miguel Ángel; García Peñalvo, Francisco Javier
    World Summit on the Knowledge Society
    p. 677-683
    DOI: 10.1007/978-3-642-35879-1_84
    Presentation's date: 2011-09
    Presentation of work at congresses

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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
    p. 244-250
    DOI: 10.1007/978-3-642-35879-1_29
    Presentation's date: 2011-09
    Presentation of work at congresses

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  • 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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  • Collaborations between international projects for eLearning interoperability

     Alier Forment, Marc; Piguillem Poch, Jordi; Mayol Sarroca, Enric; Casañ Guerrero, Maria Jose; Galanis ., Nikolaos; Merriman, Jeffrey; Santanach, Francesc; Conde García, Miguel Ángel; García Peñalvo, Francisco Javier
    International Conference on Technology Enhanced Learning, Quality of Teaching and Reforming of Education
    Presentation's date: 2011-05
    Presentation of work at congresses

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  • Adaptació de LEARN-SQL a l'Espai Europeu d'Educació Superior (EEES)  Open access

     Urpi Tubella, Antoni; Abello Gamazo, Alberto; Burgues Illa, Xavier; Casañ Guerrero, Maria Jose; Martin Escofet, Carme; Quer, Carme; Rodriguez Gonzalez, M. Elena
    Jornada d'Innovació Docent UPC
    Presentation's date: 2011-02-02
    Presentation of work at congresses

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  • El llenguatge SQL II

     Casañ Guerrero, Maria Jose; Rodriguez Gonzalez, M. Elena; Urpi Tubella, Antoni
    Date of publication: 2011-02
    Book chapter

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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
    Vol. 17, num. 9, p. 1222-1240
    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.

  • How to apply open learning environments to Software Engineering subject

     Conde García, Miguel Ángel; Casañ Guerrero, Maria Jose; Alier Forment, Marc; García Peñalvo, Francisco Javier
    IEEE Global Engineering Education Conference
    p. 703-711
    Presentation of work at congresses

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    The Software Engineering learning, as one of the main subjects of Computer Engineering degree, requires constant technological innovation. New tools must be added to the subject. But this is not easy with present LMS (Learning Management System). Faced with this situation we will try to open the platform used in the subject to personalized learning environments, using a service-oriented architecture and widget engine to define learning portable components.

  • Learning assessment using wikis: integrated or LMS independent?

     Alier Forment, Marc; Pedro, Xavier de; Casañ Guerrero, Maria Jose; Piguillem Poch, Jordi; Galanis ., Nikolaos
    World Summit on the Knowledge Society
    p. 150-158
    DOI: 10.1007/978-3-642-16318-0_17
    Presentation's date: 2010-09-23
    Presentation of work at congresses

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  • Requirements for successful Wikis in collaborative educational scenarios

     Alier Forment, Marc; Pedro, Xavier de; Casañ Guerrero, Maria Jose; Piguillem Poch, Jordi; Galanis ., Nikolaos
    International journal of knowledge society research
    Vol. 1, num. 3, p. 44-58
    DOI: 10.4018/jksr.2010070104
    Date of publication: 2010-09
    Journal article

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    Adaptació d'assignatures de bases de dades a l'EEES  Open access

     Martin Escofet, Carme; Abello Gamazo, Alberto; Burgues Illa, Xavier; Casañ Guerrero, Maria Jose; Quer, Carme; Rodriguez Gonzalez, M. Elena; Urpi Tubella, Antoni
    Congrés Internacional de Docència Universitària i Innovació
    Presentation's date: 2010-07-01
    Presentation of work at congresses

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    Els canvis recents en els plans d'estudis de la UPC i la UOC tenen en compte el nou espai europeu d'educació superior (EEES). Una de les conseqüències directes d'aquests canvis és la necessitat d'afitar i optimitzar el temps dedicat a les activitats d'aprenentatge que requereixen la participació activa de l'estudiant i que es realitzen de manera continuada durant el semestre. A més, l'EEES destaca la importància de les pràctiques, les relacions interpersonals i la capacitat de treballar en equip, suggerint la reducció de classes magistrals i l'augment d'activitats que fomentin tant el treball personal de l'estudiant com el cooperatiu. En l'àmbit de la docència informàtica d'assignatures de bases de dades el problema és especialment complex degut a que els enunciats de les proves no acostumen a tenir una solució única. Nosaltres hem desenvolupat una eina, anomenada LEARN-SQL, l'objectiu de la qual és corregir automàticament qualsevol tipus de sentència SQL (consultes, actualitzacions, procediments emmagatzemats, disparadors, etc ...) i discernir si la resposta aportada per l'estudiant és o no és correcta amb independència de la solució concreta que aquest proposi. D'aquesta manera potenciem l'autoaprenentatge i l'autoavaluació, fent possible la semipresencialitat supervisada i facilitant l'aprenentatge individualitzat segons les necessitats de cada estudiant. Addicionalment, aquesta eina ajuda als professors a dissenyar les proves d'avaluació, permetent també la opció de revisar qualitativament les solucions aportades pels estudiants. Per últim, el sistema proporciona ajuda als estudiants per a que aprenguin dels seus propis errors, proporcionant retroalimentació de qualitat. En aquest article presentem una proposta d’adaptació per les assignatures de bases de dades a l’EEES amb l’ús de LEARN-SQL a les sessions de laboratori i d’algunes tècniques d’aprenentatge cooperatiu a les sessions de problemes.

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    Adapting LEARN-SQL to database computer supported cooperative learning  Open access

     Burgues Illa, Xavier; Martin Escofet, Carme; Quer, Carme; Abello Gamazo, Alberto; Casañ Guerrero, Maria Jose; Urpi Tubella, Antoni; Rodríguez, M. Elena
    Workshop on Methods and Cases in Computing Education
    p. 22-29
    Presentation's date: 2010-06-30
    Presentation of work at congresses

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    LEARN-SQL is a tool that we are using since three years ago in several database courses, and that has shown its positive effects in the learning of different database issues. This tool allows proposing remote questionnaires to students, which are automatically corrected giving them a feed-back and promoting their self-learning and self-assessment of their work. However, this tool as it is currently used does not has the possibility to propose structured exercises to teams that promote their cooperative learning. In this paper, we present our adaptation of the LEARN-SQL tool for allowing some Computer-Supported Collaboration Learning techniques.

  • Learning Apps

     Casañ Guerrero, Maria Jose; Piguillem Poch, Jordi; Mayol Sarroca, Enric; Alier Forment, Marc
    Competitive project

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  • Layers4Moodle

     Piguillem Poch, Jordi; Casañ Guerrero, Maria Jose; Mayol Sarroca, Enric; Alier Forment, Marc
    Competitive project

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  • Subvenció recerca google

     Alier Forment, Marc; Piguillem Poch, Jordi; Mayol Sarroca, Enric; Casañ Guerrero, Maria Jose
    Competitive project

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  • Creating wiki communities in blended learning environment and the creation of the Moodle new Wiki

     Alier Forment, Marc; Casañ Guerrero, Maria Jose; Piguillem Poch, Jordi; Lapuente, Raimon
    International journal of social and humanistic computing (online)
    Vol. 1, num. 3, p. 300-313
    DOI: 10.1504/IJSHC.2010.032690
    Date of publication: 2010-03-31
    Journal article

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    A remote laboratory to promote the interaction between university and secondary education  Open access

     Cabrera Bean, Margarita Asuncion; Bragos Bardia, Ramon; Pérez, Marimar; Sánchez Terrones, Benjamin; Guasch Petit, Antonio; Garófano, F.; Gomis Bellmunt, Oriol; Rius Casals, Juan-manuel; Casañ Guerrero, Maria Jose
    IEEE Annual Engineering Education Conference
    p. 1-5
    DOI: 10.1109/EDUCON.2010.5492559
    Presentation of work at congresses

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    iLabRS is a remote laboratory developed in Telecom BCN, the Telecom and Electronics Engineering School of the UPC with the key participation of a Secondary Education Technology teacher. Students and teachers can access to real experiments in the electronics and physics areas using a web browser. The remote experiments have been designed to partially cover the technology curriculum in the last two high school years with a triple goal: (1) to enrich the set of laboratory experiences available in High Schools, (2) to provide a clear example of the possibilities of internet-based technologies and (3) to promote the interaction between University and Secondary Education. Currently, there are 13 different experiments available. A pilot evaluation experience was carried out, in collaboration with 7 High Schools and around 100 students participating. In the experience assessment, the students gave a mark of 3.8/5 and the teachers of 4.4/5.

  • Moodle 2.0: shifting from a learning toolkit to a open learning platform

     Alier Forment, Marc; Casañ Guerrero, Maria Jose; Piguillem Poch, Jordi
    International Conference on Technology Enhanced Education and Quality of Teaching
    p. 1-10
    DOI: 10.1007/978-3-642-13166-0_1
    Presentation's date: 2010
    Presentation of work at congresses

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  • Open integrated personal learning environment: towards a new conception of the ICT-based learning processes

     Conde García, Miguel Ángel; Casañ Guerrero, Maria Jose; García Peñalvo, Francisco Javier; Alier Forment, Marc
    World Summit on the Knowledge Society
    p. 115-124
    DOI: 10.1007/978-3-642-16318-0_13
    Presentation's date: 2010
    Presentation of work at congresses

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  • Applying web services to define open learning environments

     Conde García, Miguel Ángel; García Peñalvo, Francisco Javier; Casañ Guerrero, Maria Jose; Alier Forment, Marc
    International Conference on Database and Expert Systems Applications
    p. 79-83
    DOI: 10.1109/DEXA.2010.36
    Presentation's date: 2010
    Presentation of work at congresses

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    GILABVIR: Virtual laboratories and remote laboratories in engineering. A teaching innovation group of interest  Open access

     Cabrera Bean, Margarita Asuncion; Bragos Bardia, Ramon; Pérez, Marimar; Mariño Acebal, Jose Bernardo; Rius Casals, Juan-manuel; Gomis Bellmunt, Oriol; Casañ Guerrero, Maria Jose; Gironella i Cobos, Framcesc Xavier
    IEEE Annual Engineering Education Conference
    p. 1-6
    Presentation of work at congresses

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    GILABVIR (Grup d’Interès en Laboratoris Virtuals i Remots) is a recently created Virtual and Remote Laboratory Group of Interest of UPC (Universitat Politècnica de Catalunya) and it is integrated in a more general teaching innovation project. RIMA [1], [2]. RIMA has been developed to promote research on the use of innovative learning methodologies applied to engineering education and it was specially created to assess in the new European higher education adaptation process.

  • Interoperability for LMS: the missing piece to become the common place for elearning innovation

     Alier Forment, Marc; Casañ Guerrero, Maria Jose; Conde González, Miguel Ángel; García Peñalvo, Francisco Javier; Severance, Charles
    World Summit on the Knowledge Society
    p. 286-295
    DOI: 10.1007/978-3-642-04754-1_30
    Presentation's date: 2009-11-19
    Presentation of work at congresses

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  • Dispositius mòbils contra la fractura digital

     Casañ Guerrero, Maria Jose
    Congrés UPC Sostenible 2015
    Presentation's date: 2009-07-10
    Presentation of work at congresses

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