DSpace 9
DSpace is the world leading open source repository platform that enables organisations to:
- easily ingest documents, audio, video, datasets and their corresponding Dublin Core metadata
- open up this content to local and global audiences, thanks to the OAI-PMH interface and Google Scholar optimizations
- issue permanent urls and trustworthy identifiers, including optional integrations with handle.net and DataCite DOI
Join an international community of leading institutions using DSpace.
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- Demo Site Administrator = dspacedemo+admin@gmail.com
- Demo Community Administrator = dspacedemo+commadmin@gmail.com
- Demo Collection Administrator = dspacedemo+colladmin@gmail.com
- Demo Submitter = dspacedemo+submit@gmail.com
Communities in DSpace
Select a community to browse its collections.
- W-STEM
- Supporting Culturally Responsive Leadership and Evaluation in Schools
- A Digital Ecosystem Framework for an Interoperable NEtwork-based Society (DEFINES)
- Evaluation environment for fostering intercultural mentoring tools and practices at school
Recent Submissions
¿Cómo realizar una revisión sistemática de literatura?
(Grupo GRIAL, 2025-06-05) García-Peñalvo, Francisco José
Curso impartido en el ICE de la Universidad Politécnica de Madrid (ETSI Caminos) el 5 de junio de 2025 dentro del Plan de Formación del Profesorado del Curso 2024-2025.
El sentido principal de esta acción formativa es introducir a los investigadores en la realización de revisiones sistemáticas de literatura o SLR (Systematic Literature Review). Se parte de la necesidad de realizar revisiones de literatura para conocer el estado de la cuestión, distinguiendo el concepto de revisión del de revisión sistemática. Hay varios tipos de revisiones sistemáticas que se presentan y se inciden en los dos tipos más utilizados, la revisión sistemática y los mapeos de literatura. Una vez que se tienen los conceptos básicos se introducen los marcos metodológicos de referencia para realizar las revisiones sistemáticas. Se describen en detalle las tres grandes fases de una revisión sistemática (planificación, realización e informe). Se termina con un sencillo caso de estudio de un mapeo sistemática de literatura.
Los objetivos específicos del curso son:
1. Conocer qué se entiende por revisión sistemática de literatura.
2. Evaluar el esfuerzo necesario para realizar una revisión sistemática de literatura.
3. Planificar una revisión sistemática de literatura.
4. Realizar una revisión sistemática de literatura.
5. Plasmar el trabajo realizado en un informe o artículo de investigación.
Los contenidos del seminario son:
1. Introducción a las revisiones sistemáticas
2. Revisiones sistemáticas de literatura vs. Revisiones de mapeo de literatura y Revisiones de alcance
3. Marcos metodológicos de referencia para la realización de revisiones sistemáticas de literatura
4. Fase de planificación
5. Fase de realización
6. Fase de informe
7. Caso de estudio
8. Bibliometrix
9. Colección de flujos de trabajo y herramientas para realizar revisiones de literatura
10. Conclusiones
Research conversation with CLEHN Lab
(GRIAL reserarch group, 2025-05-16) García-Peñalvo, Francisco José; Rodríguez-Conde, María José
Research coversation with Le Laboratoire Communication, Linguistique, Éducation et Humanités (CLEHN) of the Mohamed Premiere University at Oujda.
Mediated Approach to Addressing Reading Diversity in German Classrooms
(2025-04-27) Therón, Roberto; Vázquez-Ingelmo, Andrea; García-Holgado, Alicia; García-Peñalvo, Francisco José; Shoeibi, Nastaran
The LATILL (Level-Adequate Texts in Language Learning) project was initiated to address these educational needs, primarily focusing on German as a Foreign Language (GFL) and Second Language (GSL) teachers. This initiative is particularly timely given the academic commitment to improving reading comprehension within German language curricula. One of the fundamental challenges in language education is the sourcing of suitable authentic texts. Educators often turn to news articles, blogs, or literary excerpts, but these sources may have complex syntactic structures, specialized jargon, or cultural references that exceed the learners’ proficiency levels. Moreover, copyright laws restrict the reproduction and distribution of many high-quality materials, limiting the diversity of texts educators can offer to their students. Recognizing these challenges, LATILL offers a personalized learning platform designed to enhance German language reading comprehension among European youth. Developed around a centralized corpus of texts sourced from public domains and open-access materials, the platform addresses the limitations of traditional teaching methods. LATILL integrates various AI technologies to streamline the creation of educational resources, especially utilizing generative AI to provide real-time translations, summaries, and visual aids. This paper explores the design, implementation, and evaluation of LATILL, with a specific focus on its use of generative AI and human-computer interaction (HCI) to address these challenges. It will highlight the design decisions, the integration of AI features, and the user feedback that informed its iterative development.
Aprendizaje activo y juegos en la formación docente: Promoviendo ciudadanía activa, igualdad e inclusión
(Octaedro, 2025-05-12) García-Holgado, Alicia; Verdugo-Castro, Sonia; García-Peñalvo, Francisco José; García-Holgado, Lucía; Olmos-Migueláñez, Susana
La Unión Europea incorpora entre sus objetivos para 2030 potenciar el compromiso cívico, con especial atención a los jóvenes. Uno de los principales desafíos es la integración de valores cívicos en la educación contemporánea, enfocándose en la promoción de la ciudadanía activa, la igualdad y la inclusión entre los jóvenes. El presente capítulo propone una metodología innovadora que combina juegos y estrategias de aprendizaje activo en la formación de educadores y futuros docentes, tanto en España como en Latinoamérica. Utilizando como herramienta principal el juego serio ENGAME y el manual didáctico INGAME, este enfoque busca sensibilizar y comprometer a los participantes en temas cruciales como la igualdad de género, la inclusión social y la ciudadanía activa. Los resultados de la experiencia indican que el empleo de estas herramientas lúdicas y educativas resulta ser una estrategia efectiva para fomentar la implicación y el pensamiento crítico de los participantes en el pro-ceso de cambio social
From Vision to Reality: AI at the Heart of University Digital Transformation
(Grupo GRIAL, 2025-05-17) García-Peñalvo, Francisco José
Keynote at the 2ème Edition du Colloque International Communication et Transformation Numérique: Enjeux, Dynamiques Pratiques Innovantes, held 15-17 May 2025 in Oujda and Berkane, Maroc.
The digital transformation of higher education has evolved from a technical aspiration into an institutional imperative. Catalysed by the COVID-19 pandemic, universities worldwide were forced into a rapid digital shift, revealing profound structural, pedagogical, and social vulnerabilities. While technology was essential to continuity, the most critical insight from this experience is that digital transformation is not just about tools or platforms—it is, fundamentally, about people, culture, and mindset.
This keynote explores how artificial intelligence (AI), and more specifically, generative AI (GenAI), has become both a catalyst and a challenge in the evolving landscape of higher education. The arrival of tools like ChatGPT and other GenAI models has created an inflection point between vision and reality. No longer confined to specialized research domains, AI has entered the everyday fabric of teaching, learning, and governance. It generates new possibilities for personalization, creativity, and operational efficiency, but also introduces complex ethical, social, and strategic dilemmas.
A central thesis of this keynote is that AI adoption must be governed by a values-driven, participatory, and strategic approach. Drawing on international frameworks, including the EU Artificial Intelligence Act, UNESCO recommendations, and the Safe AI in Education Manifesto, the presentation outlines how universities can move from fragmented experimentation to coherent AI governance. This involves aligning institutional strategies with legal and ethical standards, promoting human oversight, and ensuring transparency, inclusivity, and innovation.
The presentation also examines the perceptions, concerns, and aspirations of key university stakeholders (teachers, students, researchers, and decision-makers) in relation to AI. For teachers, GenAI offers support in creating content, diversifying assessments, and facilitating personalized learning. Yet it also raises concerns about authorship, evaluation integrity, and overdependence on technology. Students benefit from AI-enhanced creativity, productivity, and language support, but face risks related to superficial learning, equity, and ethical boundaries. Researchers gain efficiency through automation and synthetic data, but must contend with challenges around source reliability, academic honesty, and privacy. Meanwhile, university leadership is tasked with balancing innovation and competitiveness with accountability and sustainability.
To address these complexities, the keynote proposes a structured governance framework for AI in universities, built on four core principles:
1. Legality: AI must comply with existing regulations such as the GDPR and the EU AI Act.
2. Neutrality: Systems must be designed to mitigate algorithmic and data biases.
3. Transparency: All processes involving AI should be explainable and open to scrutiny.
4. Innovation: Responsible experimentation must be encouraged to foster institutional growth.
These principles translate into practical governance structures, including the creation or reinforcement of:
• An AI Commission for strategic direction and institutional coordination.
• An Ethics Committee to oversee fairness and human dignity in AI use.
• A Data Protection Officer with AI-specific responsibilities.
• A Technical Services Unit to ensure operational alignment.
• An Expert Advisory Group with interdisciplinary insight to assess evolving challenges.
This ecosystemic approach enables universities to integrate AI into their digital transformation strategies while protecting their academic mission and institutional integrity.
Finally, the keynote emphasizes that universities must not merely react to AI but lead its ethical integration and pedagogical reimagination. The goal is not to build AI-powered systems, but to cultivate an AI-augmented academic culture, a culture in which critical thinking, collaboration, and human-centred innovation remain at the core of educational practice.
In conclusion, this keynote is a call to action for universities to move from vision to reality by embracing AI not only as a technological opportunity but as a profound responsibility. By investing in governance structures, training programs, and ethical foresight, universities can position themselves as stewards of the digital era, ensuring that the rise of AI strengthens, rather than disrupts, the foundational values of education.