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Item 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.Item Promoting Computational Thinking in K-12 students by applying unplugged methods and robotics(ACM, 2017-10-18) Conde-González, M. Á.; Ferández-Llamas, C.; Rodríguez-Sedano, F. J.; Guerrero-Higueras, Á. M.; Matellán-Olivera, V.; García-Peñalvo, Francisco J.Nowadays students live in the digital age and they do not only should learn to speak, write or develop speciic skills. Students needs to be successful in their context and a possible way to achieve this is by developing the computational thinking. In the last few years there are several initiatives to promote computational thinking and to deine approaches and methods to support it. One of this is the unplugged methods, in which students develop computational thinking skills without using the technology. This paper presents an experiment to promote computational thinking by using unplugged methods and employing robots as teachers as an engagement factor for the students. During the experiment, they have been distributed in two groups. One has carried out unplugged activities to develop computational thinking while the other did not. From the experiment, it is possible to see that results are better for those students that have completed unplugged activities and there are differences depending on age.Item Improving the OEEU’s data-driven technological ecosystem’s interoperability with GraphQL(ACM, 2017-10-18) Vázquez-Ingelmo, A.; Cruz-Benito, Juan; García-Peñalvo, Francisco J.A crucial part of data-driven ecosystems is the management and processing of complex data structures, as well as the proper handling of the data flows within the ecosystem. To manage these data flows, data-driven ecosystems need high levels of interoperability, as it allows the collaboration and independence of both internal and external components. REST APIs are a common solution to achieve interoperability, but sometimes they lack flexibility and performance. The arising of GraphQL APIs as a flexible, fast and stable protocol for data fetching makes it an interesting approach for data-intensive and complex data-driven (eco)systems. This paper outlines the GraphQL protocol and the benefits derived from its use, as well as it presents a case of study of the improvement experienced by the Observatory of Employment and Employability (also known as OEEU) ecosystem after including GraphQL as main API in several components. The results of the paper show promising improvements regarding the flexibility, maintainability and performance, among other benefits.Item Introducción y bienvenida a la cuarta edición Premios de Investigación e Innovación en ESO, Bachillerato y Formación Profesional, PIIECYL 2017(Instituto Universitario de Ciencias de la Educación (IUCE), 2017-11-08) Rodríguez-Conde, M. J.; García-Peñalvo, Francisco J.; García-Holgado, Alicia; García-Holgado, Lucía; Cruz-Benito, JuanEs un orgullo para el Instituto Universitario de Ciencias de la Educación (IUCE), el Grupo de Investigación en InterAcción y eLearning (GRIAL) y la Universidad de Salamanca acoger la resolución y el evento de presentación de proyectos y entrega de premios de la cuarta edición Premios de Investigación e Innovación en ESO, Bachillerato y Formación Profesional, PIIECYL 2017. Es motivo de orgullo no solamente por acoger una actividad innovadora como la presente, sino también por poder participar en la difusión y promoción de la vocación científica, investigadora e innovadora en alumnos de Educación Secundaria Obligatoria, Bachillerato y Formación Profesional de Castilla y León. También es una satisfacción organizar dicho evento habiendo sido la propia Junta de Castilla y León la que depositó la confianza en las citadas instituciones; ser seleccionados es considerado por los miembros de la organización como un reconocimiento a la actividad que vienen realizando desde hace años en pos de la innovación, la investigación y el avance de la ciencia desde un punto de vista multidisciplinar y multicultural, tanto a nivel local, nacional como internacional.Item Actas de los Premios de Investigación e Innovación de Educación Secundaria Obligatoria, Bachillerato y Formación Profesional de Castilla y León 2017 (PIIECYL 2017)(Universidad de Salamanca (España). Instituto de Ciencias de la Educación, 2017-05) Rodríguez Conde, María José; García-Peñalvo, Francisco J.; García-Holgado, Lucía; García-Holgado, Alicia; Cruz-Benito, JuanLibro de Actas de los Premios de Investigación e Innovación de Educación Secundaria Obligatoria, Bachillerato y Formación Profesional de Castilla y León 2017 (PIIECYL 2017), organizados por la Junta de Castilla y León en colaboración con el Instituto Universitario de Ciencias de la Educación (IUCE) y el Grupo de Investigación en InteraAcción y eLearning (GRIAL) de la Universidad de Salamanca.Item Pretest y postest para evaluar la implementación de una metodología activa en la docencia de Ingeniería del Software(Grupo GRIAL, 2017-10-13) Rodríguez-Conde, María José; García-Peñalvo, Francisco J.; García-Holgado, AliciaItem Innovación en la enseñanza de la Interacción Persona-Ordenador: interfaces imaginadas, ciencia-ficción y trabajo con usuarios reales(Servicio de Publicaciones Universidad de Zaragoza, 2017-10-04) Therón, R.; Cruz-Benito, Juan; García-Sánchez, F.; Santamaría, R.; García-Peñalvo, Francisco J.La idea de las interfaces imaginadas y el uso de los recursos y contenidos recogidos en obras de ciencia ficción no es nuevo en la búsqueda de motivación, temáticas e inspiración en el mundo de la informática. La historia del cine y la televisión, en multitud de obras que se podrían adscribir al género de la Ciencia-Ficción, han mostrado a los espectadores imaginativas formas de satisfacer necesidades humanas a través de la intervención de poderosas máquinas dotadas de inteligencia artificial que se comunicaban con las personas de muy diversas formas. En este artículo se presenta una experiencia de innovación docente para la asignatura Interacción Persona-Ordenador del Grado en Ingeniería Informática. En esta experiencia se utiliza este concepto de interfaces imaginadas y el trabajo con usuarios reales como base para incrementar la motivación y el aprendizaje de la asignatura por parte de los estudiantes. Estos conceptos y formas de trabajo se aplican a través de la adaptación de los trabajos prácticos a sus preferencias temáticas y contexto personal, o trabajando con usuarios reales en todas aquellas prácticas que lo permitan, de modo que se pueda llegar a un contexto práctico quasi-real que mejore el aprendizaje y los resultados.Item Study of the flexibility of a Learning Analytics tool to evaluate teamwork competence acquisition in different contexts(CEUR-WS.org, 2017-07-04) Conde-González, M. Á.; García-Peñalvo, Francisco J.; Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.Learning analytics tools and methodologies aim to facilitate teachers and/or decision makers with information and knowledge about what is happening in virtual learning environments in a straightforward and effortless way. However, it is necessary to apply these tools and methodologies in different contexts with a similar success, that is, that they should be flexible and portable enough. There exist several learning analytics tools that only works properly with very specific versions of learning platforms. In this paper, the authors aim to evaluate the flexibility and portability of a methodology and a learning analytics tool that supports individual assessment of teamwork competence. In order to do so the methodology and the tool are applied in a similar course from two different academic contexts. After the experiment, it is possible to see that the learning analytics tool seems to work properly and the suggested new functionalities are similar in both contexts. The methodology can be also applied but results could be improved if some meetings are carried out to check how team works are progressing with their tasks.Item SIA’s asymmetric rules approximation to hierarchical clustering in Learning Analytics: mathematical issues(2017-07-17) Pazmiño, R. A.; García-Peñalvo, Francisco J.; Conde-González, M. Á.Bichsel, proposes an analytics maturity model used to evaluate the progress in the use of academic and learning analytics. In the progress, there are positive results but, most institutions are below 80% level. Most institutions also scored low for data analytics tools, reporting, and expertise"]. In addition, a task with the methods of Data Mining and Learning Analytics is analyze them (precision, accuracy, sensitivity, coherence, fitness measures, cosine, confidence, lift, similarity weights) for optimize and adapt them]. Learning Analytics was and continues to be an emerging technology. The time to adoption Horizon is one year or less but, how many institutions, teachers, learners and data analytics tools, are ready? Statistical Implicative Analysis (SIA) was created for Regis Gras , 45 years ago, SIA is a statistical theory which provides a group of data analytics tools to extract knowledge. The approach is performed starting from the generation of asymmetric rules similar to dendrograms used in the hierarchical clusters. But, the asymmetric rules can be used like a hierarchical clusters? The principal aim of this paper is to give mathematical issues of asymmetric rules to hierarchical clustering in Learning Analytics.Item Survey resource based on UTAUT model for acceptance of mobile learning among students and teachers (Portuguese Version) Version 2(Grupo GRIAL, 2017-08-21) Briz Ponce, Laura; Juanes-Méndez, J. A.; García-Peñalvo, Francisco J.; Pereira, A.Survey resource based on UTAUT model for acceptance of mobile learning among students and teachers (Portuguese Version) Version 2