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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34

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2013 - 20177

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Author: search.filters.author.García-Holgado, AliciaSubject: search.filters.subject.Knowledge management

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    Preliminary validation of the metamodel for developing learning ecosystems
    (ACM, 2017-10-18) García-Holgado, Alicia; García-Peñalvo, Francisco J.
    Learning ecosystems are positioned as a technological solution able to provide learning environments that evolve over time to cover the changing needs of users or include new tools for knowledge management. The definition, development and deployment of this type of software solutions is complex and involves several problems identified and analyzed in previous works. In order to solve these problems, an architectural pattern based on Buschmann's Layers pattern has been defined. The accumulated experience developing learning ecosystems along with the problems analysis using Business Process Model and Notation and the architectural pattern, have provided a knowledge base to define an ecosystems metamodel. The proposed metamodel provides a framework for Model-Driven Development of learning ecosystems. The main objective of the present work is to validate the ecosystems metamodel from modeling a learning ecosystem.
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    Analysis of Knowledge Management Experiences in Spanish Public Administration
    (2016-11) García-Holgado, Alicia; Cruz-Benito, Juan; García-Peñalvo, Francisco J.
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    Preface of Open Source Solutions for Knowledge Management and Technological Ecosystems
    (2016-11) García-Peñalvo, Francisco J.; García-Holgado, Alicia
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    Análisis comparativo de la gestión del conocimiento en la administración pública española
    (2015-10) García-Holgado, Alicia; Cruz-Benito, Juan; García-Peñalvo, Francisco J.
    En el marco del desarrollo de la Sociedad Digital y con el objetivo de lograr una verdadera transición de la Sociedad de la Información a la Sociedad del Conocimiento, las TIC desempeñan un importante papel en los procesos educativos y de gestión del conocimiento en cualquier tipo de entidad, desde las Pequeñas y Medianas Empresas hasta la Administración Pública. La Administración Pública española está compuesta por una gran cantidad de organismos públicos heterogéneos que van desde los centros de investigación hasta las empresas públicas. El propósito de este trabajo es proporcionar un análisis acerca de la gestión del conocimiento en la Administración Pública española a través de dos casos de estudio reales desarrollados en el contexto de dos organismos públicos bien diferenciados, analizándolos desde el punto de vista de la Arquitectura Suricata y mostrando como éstos cumplen con ella desde diferentes perspectivas a fin de identificar factores de éxito que puedan replicarse en otros contextos públicos.
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    Analysis and Improvement of Knowledge Management Processes in Organizations Using the Business Process Model Notation
    (D. Palacios-Marqués, D. Ribeiro Soriano, K. H. Huarng (Eds.), New Information and Communication Technologies for Knowledge Management in Organizations. 5th Global Innovation and Knowledge Academy Conference, GIKA 2015, Valencia, Spain, July 14-16, 2015, Proceedings. Lecture Notes in Business Information Processing. Vol. 222. Pages 93-101. Switzerland: Springer International Publishing., 2015) García-Holgado, Alicia; García-Peñalvo, Francisco J.; Hernández-García, Ángel; Llorens-Largo, Faraón
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    Enhancing informal learning recognition through TRAILER project
    (2013-09-24) Conde-González, M. Á.; García-Peñalvo, Francisco J.; Zangrando, Valentina; García-Holgado, Alicia; Seoane Pardo, Antonio M.; Alier Forment, Marc; Galanis, Nikolas; Griffiths, Dai; Johnson, Mark; Janssen, Jose; Brouns, Francis; Vogten, Hubert; Finders, Anton; Sloep, Peter; Marques, Maria Arcelina; Viegas, Maria C.; Alves, Gustavo R.; Waszkiewicz, Elwira; Mykowska, Aleksandra; Minovic, Miroslav; Milovanovic, Milos
    The evolution of new technology and its increasing use, has 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. The project aims to facilitate first the identification by the learner (as the last responsible of the learning process), and then the recognition by the institution, in dialogue with the learner, of this learning. To do so a methodology and a technological framework to support it have been implemented. This project have been tested in several context and it is possible to say that an informal learning dialogue between learners and people in chargé of the institutions is possible