GRIAL resources
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Item 2016 International Symposium on Computers in Education (SIIE) Preface(2016) García-Peñalvo, Francisco J.; Mendes, J. A.Item 21st Century Challenges in Engineering and Technological learning(ACM, 2017-10-18) Viegas, C.; Marques, A.; Alves, Gustavo R.The success of 21st century engineers1 depends on demanding challenges, involving a large scope of scientific and social competences. College education must help students to develop those competences in collaborative environments and better address these needs. Developing students’ knowledge and skills in contextualized engineering environments, practicing teamwork, leadership, decision-making, experimental work and critical thinking are some of the important aspects addressed in this track.Item 360º vision applications for medical training(ACM, 2017-10-18) González Izard, S.; Juanes Méndez, J. A.; García-Peñalvo, F. J.; Jiménez López, M.; Pastor Vázquez, F.; Ruisoto, P.In recent years, 360º videos combined with virtual reality (VR) techniques have been developed so that users can experience the content and interact with the environment, rather than just watch them. These technological resources offer an immersive vision in which each person can choose where to look at. Therefore, we began to move away from the classic forms of traditional recording and reproduction to focus on the most innovative production and video viewing in 360 degrees as a more real-world technology experience that allows the visualization of panoramic images in 360º, which facilitates a complete perspective of an object or environment with a surprising luxury of details, through images captured from different angles. We present a teaching experience of 360 degree immersive visualization of an operating room and an anatomical dissection room, with the aim of generating a virtual environment for learning, training and valuing the equipment that exists in these medical rooms.Item 4 elements proposed to offer personalized education(Malaysia Technical Scientist Association, 2017-11-07) Rojas-López, A.; García-Peñalvo, F. J.The personalized education represents a further advance in recognition of the individual within educational context; several are actions that can be performed in classroom to recognize the uniqueness and autonomy of learning of each student. In higher education, and particularly for the system of technological universities in Mexico, 4 elements were proposed which, without going against current trend of educational model, may favor personalized learning. The contents, work modes, rhythms and timing, and evaluation options were worked during course methodology programming of quarter September - December 2016 in two control groups. The paper describes the four elements proposed in higher education which is a novelty; the number of accredited students, average grade of groups and using a qualitative methodology of surveys are presented positive results obtained from proposal with control and experimental groups, as well as the opportunities that can improve the offer of personalized education for following quarterItem 8th International Workshop on Software Engineering for E-learning (ISELEAR’17)(ACM, 2017-10-18) Conde-González, M. Á.; Sarasa-Cabezuelo, A.; Sierra, J. L.This paper introduces the TEEM 17 track for the 8th International Workshop on Software Engineering for E-Learning (ISELEÁR’17). The ISELEÁR workshop focuses on the systematic construction of E-Learning ecosystems by using appropriate methods, techniques and tools. Thus, and contrarily to other venues in E-Learning, which highlight the pedagogical dimension of the E-Learning ecosystems, ISELEÁR highlights the development aspects of the software that supports these ecosystems. This introduction describes the workshop’s mission, history, and review and selection process, and summarizes the papers accepted for the 2017 edition of the workshop.Item A B2B/B2C Hybrid E-Commerce Model(2002) García-Peñalvo, Francisco J.; Gil, A. B.; Moreno, M. N.; Hernández, J. A.Item A brief overview of the Education in the Knowledge Society PhD Programme(2015-06-16) García Peñalvo, Francisco J.Presentation of the Education in the Knowledge Society PhD Programme of the University of Salamanca in the Erasmus+ KA1 School Education Staff Mobility “Improving the use of IT tools in English, Science and Maths Courses” meeting that was held at the Research Institute for Educational Sciences of the University of Salamanca, Spain on June 16th, 2015.Item A focus on teaching and learning sustainability and social commitment skills(2015) Alier Forment, Marc; Caetano, N.; García-Peñalvo, Francisco J.; Amante, B.; Martínez, R.Item A open model to define adaptive educational hypermedia systems based on learning technology specifications(2004-09) Berlanga Flores, Adriana; García-Peñalvo, Francisco J.This paper outlines an ongoing research focus on the definition of an open model to authoring adaptive educational hypermedia systems. The goal is to make it possible to design adaptive environments for any knowledge field, educational level, instructional design or learning style as well as giving the teachers the possibility of creating their own adaptive rules. Moreover, standardized metadata, namely IMS, is used to define the semantic of the elements and guarantee their reusability and interoperability.Item A repository of students’ resources to improve the teamwork competence acquisition(2016-11) Sein-Echaluce Lacleta, M. L.; Fidalgo-Blanco, Á.; García-Peñalvo, Francisco J.Item A Social Framework for Supporting, Evaluating and Validating Informal Learning(2014-10) Galanis, N.; Mayol, E.; Alier Forment, Marc; García-Peñalvo, Francisco J.Item A systematic review of using mobile devices in medical education(2014-12-10) Briz Ponce, Laura; Juanes Méndez, J. A.; García-Peñalvo, Francisco J.Item A TAM based tool for the assessment of the acceptance of mobile technologies among teachers(2016) Sánchez Prieto, José Carlos; Olmos Migueláñez, Susana; García-Peñalvo, Francisco J.This document presents an instrument based on the TAM model (Davis, 1989), adapted to assess the acceptance of mobile technologies among primary education teachers by adding construct from other theoriesItem A technology-based approach to revitalise indigenous languages and cultures in learning online environments(2016-11) Ovide, E.; García-Peñalvo, Francisco J.Item A Web Mining Methodology for Personalized Recommendations in E-Commerce(2003) Moreno, M. N.; García-Peñalvo, Francisco J.; López, V.; Polo, M. J.Item A1. Course Prep.(2014-05-08) Seoane Pardo, Antonio M.Cualquier entidad que pretenda desarrollar iniciativas de formación en modalidad de eLearning se enfrenta a una serie de decisiones estratégicas que van desde la dotación de una infraestructura tecnológica (tanto software como hardware) hasta el establecimiento de un marco de evaluación o reconocimiento del aprendizaje, pasando por la definición de un modelo de eLearning para la entidad, un catálogo de competencias, etc. En este patrón de arquitectura se definen los elementos críticos que toda institución que realice formación en línea debe afrontar, junto con unas indicaciones de cómo proceder a su resolución. Cada uno de estos nueve elementos se desarrollará en forma de patrones de diseño (D1-D9) con sus correspondientes idioms (I1-I13).Item Acceso ordenado a tics: CMS de video, y app propia(Servicio de Publicaciones Universidad de Zaragoza, 2019-10-09) Ramírez Masferrer, J. A.; Kindelán Echevarría, P.; Escolano Sánchez, F.Cuando los profesores se involucran en Innovación docente en asignaturas desarrolladas en evaluación continua, con actividades semanales diferentes, puede acabar habiendo por un lado muchos recursos (videos, libros, apuntes digitales, audios, etc), y por otro varias herramientas generalmente informáticas (Moodle, Telegram, Kahoot, foros, etc). Esto produce que muchas veces los alumnos no las presten atención al encontrarse saturados. Este fenómeno puede ser mayor en las asignaturas que procuran acumular conocimiento de profesores y alumnos (neuroasignaturas). Para evitar este abandono se procura diseñan herramientas aglutinadoras. En este estudio se presentan dos. El primero es una web para acceso a los videos docentes ordenados, que evita que aparezcan videos no docentes que distraigan al alumno, y el segundo es una app para dispositivos móviles, a través de la cual se puede acceder a todos los recursos y herramientas de la asignatura. Los resultados son alentadores, pues los alumnos atienden mejor al ser más fácil estar pendiente de todos los recursos y herramientas a la vez accediendo a ellos desde un mismo lugar gracias a la concentración de los mismos.Item Acciones para la adaptación de la docencia a la modalidad online en la Universidad de Salamanca ante la pandemia de la COVID-19(Grupo GRIAL, 2020-08-26) García-Peñalvo, F. J.Participación en las Jornadas Docentes USM: Nuevos tiempos exigen Modelos Docentes Innovadores, celebradas en la Universidad Técnica Federico Santa María (Valparaíso, Chile) el 26 de agosto de 2020.Item Acciones para la adaptación de la docencia a la modalidad online en la Universidad de Salamanca ante la pandemia de la COVID-19(Grupo GRIAL, 2020-08-26) García-Peñalvo, F. J.Participación en las Jornadas Docentes USM: Nuevos tiempos exigen Modelos Docentes Innovadores, celebradas en la Universidad Técnica Federico Santa María (Valparaíso, Chile) el 26 de agosto de 2020.Item Achievements and challenges in learning analytics in Spain: The view of SNOLA(2020-04-22) Martínez-Monés, A.; Dimitriadis, Y.; Acquila-Natale, E.; Álvarez, A.; Caerio-Rodríguez, M.; Cobos, R.; Conde-González, M. Á.; García-Peñalvo, F. J.; Hernández-Leo, D.; Menchaca, I.; Muñoz-Merino, P. J.; Ros, S.; Sancho-Vinuesa, T.As in other research fields, the development of learning analytics is influenced by the networks of researchers that contribute to it. This paper describes one of such networks: the Spanish Network of Learning Analytics (SNOLA). The paper presents the research lines of the members of SNOLA, as well as the main challenges that learning analytics has to address in the next few years as perceived by these researchers. This analysis is based on SNOLA’s archival data and on a survey carried out to the current members of the network. Although this approach does not cover all the activity related to learning analytics in Spain, the results provide a representative overview of the current state of research related to learning analytics in this context. The paper describes these trends and the main challenges, among which we can point out the need to adopt an ethical commitment with data, to develop systems that respond to the requirements of the end users, and to reach a wider institutional impact