Catálogo de publicaciones - libros

iDTV is a promising platform for education, since it can reach a large number of people and provide computing and communication interactivity. However, a number of key issues have yet to be faced, in a variety of fields, such as pedagogy, digital signal processing, and Human-Computer Interaction. Starting from pedagogical principles rooted in the constructionism theory, the ELU IST project presents a t-learning framework where learners are involved in compelling educational games through iDTV and engaged in their actual construction as well.

This paper offers an overview on the concept of “personalization” applied to learning processes in a context of mobility, through an analysis of both the related open issues and the expected benefits that would come from the introduction of mobile technologies as a support to individual learning experiences. Relevant technical aspects are discussed too and a framework for creating pedagogically sound mobile services suitable to support ubiquitous enriched learning experiences is presented. This work mainly refers to the major outcomes from three very relevant EU projects – MOBIlearn, WearIT@Work and Natacha – where real users have been involved since the beginning in the research activities, thus helping in defining relevant generic mobile knowledge management use cases and pedagogical models. Some examples of potential learning/training applications and real-life use scenarios are provided to show how in practice mobile technologies can be fruitfully exploited to promote innovative, user-dependent, learning, training and edutainment strategies.

Nowadays, engineering studies are characterized by high mobility of students, lecturers and workforce and by the dynamics of multinational companies where “classes” or “students’ teams” composed of persons with different competencies and backgrounds, working together in projects to solve complex problems. Such an environment will become increasingly relevant in multinational universities and companies, and it has brought a number of challenges to existing e-learning technologies. COOPER is an ongoing project that focuses on developing and testing such a collaborative and project-centred leaning environment. This paper proposes a COOPER framework and shows its approaches to address the various research challenges.

This study proposes the designing concepts of developing a comprehensive financial learning environment which is valuable for business schools as a reference to construct their learning platforms. Modern education stresses both theory and field experience. However, students are unlikely to obtain sufficient investment field experience in the present educational environment because of the enormous capital needs of financial operations. Thus, a key limitation of financial education is the removal of investment risks associated with money flow during investment practice. In order to remove these educational limitations, this paper proposes an investment simulations environment to exercise real market practices in financial and investment courses and proposes a referential application of scenario-based learning for investment learning. The investigation results indicate that IFILE learning is more effective, interesting and realistic than learning in the traditional classrooms.

The analysis phase constitutes an essential step in the development of information systems. This fact is perhaps even more important in the development of learning software: the process of creating learning materials must take into account the range of abilities, needs, and interests of different stakeholders, adapting itself to a variety of contexts and pedagogical paradigms. It is therefore a complex process that must consider diverse perspectives and levels of abstraction.

Currently, there are two trends among others in Software Engineering engaged in optimizing the process of information systems development: Aspect-Oriented Software Development and Model-Driven Architecture. The combination of both mechanisms can facilitate the development of complex information systems like computer-supported learning systems. The intention of this paper is to propose an analysis method in learning material development process based on Aspect-Oriented Analysis and Model-Driven Architecture.

The LEAD project stresses that one of the important challenges with regard to technology-enhanced learning is to develop effective networked-computing support for face-to-face collaborative learning. To achieve this one has to gain a deeper understanding of face-to-face collaborative learning the technology that supports the communicative processes that are involved. The LEAD project will enhance state-of-the-art research by studying this complex interplay within a collaborative classroom setting, an arrangement that has hardly been addressed in educational research and practice.

In this study, 165 undergraduate students were assigned to online tutorial discussion groups of 8 or 9 students per group, and during 9 weeks of the semester, these groups used discussion forums to discuss assigned readings, present opinions, debate issues and summarise papers or information they had researched for their weekly tutorial assignment. Student’s postings were peer rated for their contribution to the discussion. Statistically significant (p<0.01) high correlations were found between performance, posting frequency and peer rating. During the semester, two attitude survey questionnaires were conducted, and within-survey correlations showed moderate correlations in Survey I, and high correlations in Survey II. Although this blended learning approach was successful in encouraging individual participation, resistance to change was still evident.

This contribution introduces a new concept for the cooperative visual structuring of knowledge. We distinguish this from traditional methods of knowledge organisation. We will show through an example of use, based on virtual knowledge spaces, how our procedure can be used productively in teaching. First experiences support the potential of this concept, and raise associated new challenges. In the age of cooperative distributed knowledge organisation we estimate a growing importance for this type of structuring knowledge as a part of media supported learning processes.

The poster introduces PROLIX, an integrated project funded by the European Commission. PROLIX overall objective is to align learning with business processes in order to enable organisations to faster improve the competencies of their employees according to continuous changes of business requirements. To reach this goal, PROLIX is developing an open, integrated reference architecture for process-oriented learning and information exchange. The key innovation in PROLIX consists of a process- and competency driven framework for interlinking business process intelligence tools on the one hand with knowledge management and learning environments on the other.

The poster introduces the design principles and practices for the Knowledge-Practices Laboratory (KP-Lab) project. KP-Lab is based on technological, theoretical, pedagogical, and social innovations aimed at facilitating innovative practices of working with knowledge, "knowledge practices", in education and workplaces. In order to be truly productive, collaborative technologies cannot fully be specified beforehand but need to co-evolve with social practices and be further modifiable according to the users’ emerging needs and practices.