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HCI related papers of Interacción 2004

Raquel Navarro-Prieto ; Jesús Lorés Vidal (eds.)

Resumen/Descripción – provisto por la editorial

No disponible.

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Disponibilidad
Institución detectada Año de publicación Navegá Descargá Solicitá
No detectada 2006 SpringerLink

Información

Tipo de recurso:

libros

ISBN impreso

978-1-4020-4204-1

ISBN electrónico

978-1-4020-4205-8

Editor responsable

Springer Nature

País de edición

Reino Unido

Fecha de publicación

Información sobre derechos de publicación

© Springer 2006

Tabla de contenidos

An Expert-Based Usability Evaluation of the EvalAccess Web Service

Julio Abascal; Myriam Arrue; Inmaculada Fajardo; Nestor Garay

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

Pp. 1-17

Adaptive and Context-Aware Hypermedia Model for Users with Communication Disabilities

M. Gea; M.J. Rodríguez; M.L. Rodríguez; N. Medina; R. López-Cózar; P. Paderewski; F.L. Gutiérrez

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

Pp. 19-28

Decoupling Personalization Aspects in Mobile Applications

Arturo Zambrano; Silvia Gordillo; Luis Norberto Polasek

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

Pp. 29-40

Empirical User Studies in the Design of Mobile Distributed Collaborative Applications

Raquel Navarro-Prieto; Eva Patrícia Gil Rodríguez

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

Pp. 41-54

Remote Support to Plastic User Interfaces: a Semantic View

M. Sendín; J. Lorés

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

Pp. 55-70

HyCo Authoring Features

Francisco J. García; Adriana Berlanga; Jorge Carabias; Ana Gil; Joaquín García

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

Pp. 71-79

Design and evaluation of a simple eLearning authoring tool

S. Sayago; J. Martínez; J. Blat; R. García; D. Griffiths; F. Casado

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

Pp. 81-88

Setting Up a Multimodal Dialogue System for Ubiquitous Environmen

Ramón López-Cózar; Zoraida Callejas; Miguel Gea; José L. Garrido; Marcelino Cabrera

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

Pp. 89-101

Usability Effort: a new concept to measure the usability of an interactive system based on UCD

T. Granollers; J. Lorés

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

Pp. 103-117

Groupware Task Analysis and Distributed Cognition: Task Modeling In a Case of Multiple Users and Multiple Organizations

Mari Carmen Puerta Melguizo; Cristina Chisalita; Gerrit C. van der Veer

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

Pp. 119-135