2016
Bustillo, J.; Garaizar, Pablo
Using Scratch to foster creativity behind bars: two positive experiences in jail Journal Article
In: vol. 19, pp. 60-72, 2016.
Abstract | Links | BibTeX | Tags: Creativity, Offenders, Prison, Programming, Scratch, Skills
@article{Bustillo2015,
title = {Using Scratch to foster creativity behind bars: two positive experiences in jail},
author = {J. Bustillo and Pablo Garaizar},
url = {http://home/learninglabdeust/public_html.sciencedirect.com/science/article/pii/S1871187115300249},
doi = {10.1016/j.tsc.2015.08.003},
year = {2016},
date = {2016-03-01},
volume = {19},
pages = {60-72},
abstract = {In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.},
keywords = {Creativity, Offenders, Prison, Programming, Scratch, Skills},
pubstate = {published},
tppubtype = {article}
}
In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.
2015
Guenaga, Mariluz; Garaizar, Pablo
Editorial Especial Learning Analytics: Del Análisis del Aprendizaje a su Mejora: Retos y Oportunidades Journal Article
In: VAEP-RITA, vol. 3, no. 4, pp. 197-198, 2015.
Abstract | Links | BibTeX | Tags: Education, learning analytics, social network analysis
@article{Guenaga2015b,
title = {Editorial Especial Learning Analytics: Del Análisis del Aprendizaje a su Mejora: Retos y Oportunidades},
author = {Mariluz Guenaga and Pablo Garaizar},
url = {http://rita.det.uvigo.es/VAEPRITA/index.php?content=Num_Pub&idiom=Es&visualiza=4&volumen=3&numero=4},
year = {2015},
date = {2015-12-01},
journal = {VAEP-RITA},
volume = {3},
number = {4},
pages = {197-198},
abstract = {Abstract- Learning analytics (LA) is a multidisciplinary area of research where education, statistics, and technology experts collaborate with other disciplines to get insights from learning data sets. This involves a continuous cycle of gathering data from teachers' and students' interactions, filtering and translating it to proper formats, using a wide range of analysis techniques and starting again after taking advantage from results found. Considering the variety of expertise involved, the need of sharing knowledge and experiences is highlighted in relevant forums such as the Learning Analytics and Knowledge (LAK) Conference. The same happens at Spanish level with the Learning Analytics Summer Institute (LASI-Spain) and the Spanish Network of Learning Analytics-(SNOLA).Research works presented in this special issue show the ability of analysing and improving learning and teaching processes through LA. These three papers address different educational challenges such as assessing massive collaborative projects, evaluating the accessibility and usability of open educational resources and mapping them with the IMS Caliper standard, and using social network analysis to evaluate the socio-regulation skills among students.},
keywords = {Education, learning analytics, social network analysis},
pubstate = {published},
tppubtype = {article}
}
Abstract- Learning analytics (LA) is a multidisciplinary area of research where education, statistics, and technology experts collaborate with other disciplines to get insights from learning data sets. This involves a continuous cycle of gathering data from teachers' and students' interactions, filtering and translating it to proper formats, using a wide range of analysis techniques and starting again after taking advantage from results found. Considering the variety of expertise involved, the need of sharing knowledge and experiences is highlighted in relevant forums such as the Learning Analytics and Knowledge (LAK) Conference. The same happens at Spanish level with the Learning Analytics Summer Institute (LASI-Spain) and the Spanish Network of Learning Analytics-(SNOLA).Research works presented in this special issue show the ability of analysing and improving learning and teaching processes through LA. These three papers address different educational challenges such as assessing massive collaborative projects, evaluating the accessibility and usability of open educational resources and mapping them with the IMS Caliper standard, and using social network analysis to evaluate the socio-regulation skills among students.
Olivares-Rodriguez, Cristian; Guenaga, Mariluz
Detection of the Student Creative Behavior Based on Diversity of Queries Book
Cham Springer, 2015, ISBN: 978-3-319-26400-4.
Abstract | Links | BibTeX | Tags: Creativity, students experiments
@book{Olivares-Rodriguez2015b,
title = {Detection of the Student Creative Behavior Based on Diversity of Queries},
author = {Cristian Olivares-Rodriguez and Mariluz Guenaga},
url = {https://doi.org/10.1007/978-3-319-26401-1_18},
doi = {10.1007/978-3-319-26401-1_18},
isbn = {978-3-319-26400-4},
year = {2015},
date = {2015-12-01},
volume = {9454},
publisher = {Cham Springer},
abstract = {Creativity is a skill of the twenty-first century, because in today's society both solving problems such as changing environmental conditions are part of everyday life. However, evaluation of this skill is done through explicit methods which take a long time to implementation, not part of a daily task of students or have a high level of subjectivity. Therefore, we propose an implicit model for detecting student creative behavior based on the diversity of queries issued by students during a task search information to solve a problem. The diversity of the queries is calculated through the opportunities for such queries linked to each point of view. The method has shown very promising results ona small group of students. This shows that the diversity of queries is a good indicator of student creative behavior, so it is feasible to establish an implicit model for the detection of this ability, which is in daily use by students and, therefore, not need additional time to complete.},
keywords = {Creativity, students experiments},
pubstate = {published},
tppubtype = {book}
}
Creativity is a skill of the twenty-first century, because in today's society both solving problems such as changing environmental conditions are part of everyday life. However, evaluation of this skill is done through explicit methods which take a long time to implementation, not part of a daily task of students or have a high level of subjectivity. Therefore, we propose an implicit model for detecting student creative behavior based on the diversity of queries issued by students during a task search information to solve a problem. The diversity of the queries is calculated through the opportunities for such queries linked to each point of view. The method has shown very promising results ona small group of students. This shows that the diversity of queries is a good indicator of student creative behavior, so it is feasible to establish an implicit model for the detection of this ability, which is in daily use by students and, therefore, not need additional time to complete.
Bustillo, J.; Garaizar, Pablo
Using Scratch to foster creativity behind bars: Two positive experiences in jail Journal Article
In: Thinking Skills and Creativity , vol. 19, pp. 60-72, 2015.
Abstract | Links | BibTeX | Tags: Creativity, Offenders, Prison, Programming, Scratch, Skills
@article{Bustillo2015b,
title = {Using Scratch to foster creativity behind bars: Two positive experiences in jail},
author = {J. Bustillo and Pablo Garaizar },
doi = {10.1016/j.tsc.2015.08.003},
year = {2015},
date = {2015-08-01},
journal = {Thinking Skills and Creativity },
volume = {19},
pages = {60-72},
abstract = {In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.
},
keywords = {Creativity, Offenders, Prison, Programming, Scratch, Skills},
pubstate = {published},
tppubtype = {article}
}
In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.
Olivares-Rodriguez, Cristian; Guenaga, Mariluz
Learning the Creative Potential of Students by Mining a Word Association Task Conference
International Conference on Educational Data Mining (EDM) , 2015.
Abstract | Links | BibTeX | Tags: accuracy, Creativity, models
@conference{Olivares-Rodriguez2015,
title = {Learning the Creative Potential of Students by Mining a Word Association Task},
author = {Cristian Olivares-Rodriguez and Mariluz Guenaga},
url = {http://home/learninglabdeust/public_html.educationaldatamining.org/EDM2015/uploads/papers/paper_55.pdf},
year = {2015},
date = {2015-06-29},
booktitle = {International Conference on Educational Data Mining (EDM) },
abstract = {Creativity is a relevant skill for human beings in order to
overcome complex problems and reach novel solutions based
on unexpected associations of concepts. Thus, the education
of creativity becomes relevant, but there are not tools to automatically
track the creative potential of learners over time.
This work provides a novel set of behavioural features about
creativity based on associative skills. These associations are
processed to define two models that depict students’ creative
potential. This way, we have reached an acceptable accuracy
rate in the classification of creative potential, hence we have
found concrete evidence regarding the ability to automatically
predict the creative potential of students based on their
association capabitilies.},
keywords = {accuracy, Creativity, models},
pubstate = {published},
tppubtype = {conference}
}
Creativity is a relevant skill for human beings in order to
overcome complex problems and reach novel solutions based
on unexpected associations of concepts. Thus, the education
of creativity becomes relevant, but there are not tools to automatically
track the creative potential of learners over time.
This work provides a novel set of behavioural features about
creativity based on associative skills. These associations are
processed to define two models that depict students’ creative
potential. This way, we have reached an acceptable accuracy
rate in the classification of creative potential, hence we have
found concrete evidence regarding the ability to automatically
predict the creative potential of students based on their
association capabitilies.
overcome complex problems and reach novel solutions based
on unexpected associations of concepts. Thus, the education
of creativity becomes relevant, but there are not tools to automatically
track the creative potential of learners over time.
This work provides a novel set of behavioural features about
creativity based on associative skills. These associations are
processed to define two models that depict students’ creative
potential. This way, we have reached an acceptable accuracy
rate in the classification of creative potential, hence we have
found concrete evidence regarding the ability to automatically
predict the creative potential of students based on their
association capabitilies.
Casado-Mansilla, Pablo; de Armentia, Juan López; Ventura, Daniela; Garaizar, Pablo; Lopez-de-Ipiña, Diego
Embedding Intelligent Eco-aware Systems within Everyday Things to Increase People’s Energy Awareness Journal Article
In: Soft Computing Journal, vol. 20, no. 5, pp. 1695-1711, 2015, ISSN: 1433-7479.
Abstract | Links | BibTeX | Tags: ARIMA models, Eco-aware everyday things, Energy awareness, machine learning, Persuasive eco-feedback, Time series
@article{Casado-Mansilla2015,
title = {Embedding Intelligent Eco-aware Systems within Everyday Things to Increase People’s Energy Awareness},
author = {Pablo Casado-Mansilla and Juan López de Armentia and Daniela Ventura and Pablo Garaizar and Diego Lopez-de-Ipiña},
url = {https://link.springer.com/content/pdf/10.1007%2Fs00500-015-1751-0.pdf},
doi = {10.1007/s00500-015-1751-0},
issn = {1433-7479},
year = {2015},
date = {2015-06-26},
journal = {Soft Computing Journal},
volume = {20},
number = {5},
pages = {1695-1711},
abstract = {There is a lack of energy consumption awareness in working spaces. People in their workplaces do not receive energy consumption feedback nor do they pay a monthly invoice to electricity providers. In order to enhance workers’ energy awareness, we have transformed everyday shared electrical appliances which are placed in common spaces (e.g. beamer projectors, coffee-makers, printers, screens, portable fans, kettles, and so on) into persuasive eco-aware everyday things. The proposed approach lets these appliances report their usage patterns to a Cloud-server where the data are transformed into time-series and then processed to obtain the appliances’ next-week usage forecast. Autoregressive integrated moving average model has been selected as the potentially most accurate method for processing such usage predictions when compared with the performance exhibited by three different configurations of Artificial neural networks. Our major contribution is the application of soft computing techniques to the field of sustainable persuasive technologies. Thus, consumption predictions are used to trigger timely persuasive interactions to help device users to operate the appliances as efficiently, energy-wise, as possible. Qualitative and quantitative results were gathered in a between-three-groups study related with the use of shared electrical coffee-makers at workplace. The goal of these studies was to assess the effectiveness of the proposed eco-aware design in a workplace environment in terms of energy saving and the degree of affiliation between people and the smart appliances to create a green-team relationship.},
keywords = {ARIMA models, Eco-aware everyday things, Energy awareness, machine learning, Persuasive eco-feedback, Time series},
pubstate = {published},
tppubtype = {article}
}
There is a lack of energy consumption awareness in working spaces. People in their workplaces do not receive energy consumption feedback nor do they pay a monthly invoice to electricity providers. In order to enhance workers’ energy awareness, we have transformed everyday shared electrical appliances which are placed in common spaces (e.g. beamer projectors, coffee-makers, printers, screens, portable fans, kettles, and so on) into persuasive eco-aware everyday things. The proposed approach lets these appliances report their usage patterns to a Cloud-server where the data are transformed into time-series and then processed to obtain the appliances’ next-week usage forecast. Autoregressive integrated moving average model has been selected as the potentially most accurate method for processing such usage predictions when compared with the performance exhibited by three different configurations of Artificial neural networks. Our major contribution is the application of soft computing techniques to the field of sustainable persuasive technologies. Thus, consumption predictions are used to trigger timely persuasive interactions to help device users to operate the appliances as efficiently, energy-wise, as possible. Qualitative and quantitative results were gathered in a between-three-groups study related with the use of shared electrical coffee-makers at workplace. The goal of these studies was to assess the effectiveness of the proposed eco-aware design in a workplace environment in terms of energy saving and the degree of affiliation between people and the smart appliances to create a green-team relationship.
Garcia-Zubia, Javier; Angulo, Ignacio; Martínez-Pieper, G.; Lopez-de-Ipiña, Diego; Hernández, U.; Orduña, Pablo; Dziabenko, Olga; Rodríguez-Gil, L.; van Riesen, Siswa A. N.; Anjewierden, Anjo; Kamp, Ellen T.; de Jong, Ton
Archimedes Remote Lab for Secondary Schools Conference
IEEE, 2015, ISBN: 978-1-4673-7717-1.
Abstract | Links | BibTeX | Tags: buoyancy, Remote Labs, secondary school education, virtual labs
@conference{García‐Zubía2015,
title = {Archimedes Remote Lab for Secondary Schools},
author = {Javier Garcia-Zubia and Ignacio Angulo and G. Martínez-Pieper and Diego Lopez-de-Ipiña and U. Hernández and Pablo Orduña and Olga Dziabenko and L. Rodríguez-Gil and Siswa A. N. van Riesen and Anjo Anjewierden and Ellen T. Kamp and Ton de Jong},
url = {https://morelab.deusto.es/media/publications/2015/conferencepaper/archimedes-remote-lab-for-secondary-schools.pdf},
doi = {10.1109/EXPAT.2015.7463215},
isbn = {978-1-4673-7717-1},
year = {2015},
date = {2015-06-04},
journal = {Experiment@ International Conference},
publisher = {IEEE},
abstract = { This paper presents a remote lab designed for teaching the Archimedes' principle to secondary school students, as well as an online virtual lab on the general domain of buoyancy. The Archimedes remote lab is integrated into WebLab-Deusto. Both labs are promoted for usage in frame of the Go-Lab European project.
},
keywords = {buoyancy, Remote Labs, secondary school education, virtual labs},
pubstate = {published},
tppubtype = {conference}
}
This paper presents a remote lab designed for teaching the Archimedes' principle to secondary school students, as well as an online virtual lab on the general domain of buoyancy. The Archimedes remote lab is integrated into WebLab-Deusto. Both labs are promoted for usage in frame of the Go-Lab European project.
Garaizar, Pablo; Guenaga, Mariluz; Eguiluz, Andoni; Olivares-Rodriguez, Cristian
The Kodetu dataset: A timestamped evolution of early programmers’ workspaces using Blockly Conference
2015.
@conference{Garaizar2015,
title = {The Kodetu dataset: A timestamped evolution of early programmers’ workspaces using Blockly},
author = {Pablo Garaizar and Mariluz Guenaga and Andoni Eguiluz and Cristian Olivares-Rodriguez },
url = {http://paginaspersonales.deusto.es/garaizar/papers/LAK2015-PG-MLG-AE-CO.pdf},
year = {2015},
date = {2015-03-20},
keywords = {Kodetu},
pubstate = {published},
tppubtype = {conference}
}
Barredo, Alejandro; Garaizar, Pablo
Flow Paths: A standalone tangible board system to create educational games Conference
Global Engineering Education Conference (EDUCON),, IEEE, 2015, ISBN: 978-1-4799-1908-6.
Abstract | Links | BibTeX | Tags: Education, educational programs, games
@conference{Barredo2015,
title = {Flow Paths: A standalone tangible board system to create educational games},
author = {Alejandro Barredo and Pablo Garaizar },
url = {http://online-journals.org/index.php/i-jet/article/view/4640/3583},
doi = {10.1109/EDUCON.2015.7095987},
isbn = {978-1-4799-1908-6},
year = {2015},
date = {2015-03-20},
booktitle = {Global Engineering Education Conference (EDUCON),},
journal = { Global Engineering Education Conference (EDUCON),},
publisher = {IEEE},
abstract = {Educational mobile apps are ubiquitous these days. Despite of their huge commercial success, parents and children realized that physical objects manipulation requires a different set of skills, often developed using traditional toys. A century ago, Montessori proposed a methodology that emphasizes the use of physical materials to facilitate self-learning of abstract concepts. Self-correcting Montessori's materials allow learners to improve autonomously in a structured environment. In the same vein, Flow Paths provides a standalone tangible board system to create educational games.
},
keywords = {Education, educational programs, games},
pubstate = {published},
tppubtype = {conference}
}
Educational mobile apps are ubiquitous these days. Despite of their huge commercial success, parents and children realized that physical objects manipulation requires a different set of skills, often developed using traditional toys. A century ago, Montessori proposed a methodology that emphasizes the use of physical materials to facilitate self-learning of abstract concepts. Self-correcting Montessori's materials allow learners to improve autonomously in a structured environment. In the same vein, Flow Paths provides a standalone tangible board system to create educational games.
Guenaga, Mariluz; Longarte, Jon Kepa; Jerez, Alex Rayón
Global Engineering Education Conference (EDUCON), IEEE, 2015, ISBN: 978-1-4799-1908-6.
Abstract | Links | BibTeX | Tags: competency assessment, knowledge discovery, learning analytics
@conference{Guenaga2015b,
title = {Standardized enriched rubrics to support competeney-assessment through the SCALA methodology and dashboard},
author = {Mariluz Guenaga and Jon Kepa Longarte and Alex Rayón Jerez },
url = {https://ieeexplore.ieee.org/document/7095994/},
doi = {10.1109/EDUCON.2015.7095994},
isbn = {978-1-4799-1908-6},
year = {2015},
date = {2015-03-20},
booktitle = {Global Engineering Education Conference (EDUCON)},
journal = { Global Engineering Education Conference (EDUCON)},
publisher = {IEEE},
abstract = {Universities have increasingly emphasized competencies as central elements of students' development. However, the assessment of these competencies is not an easy task. The availability of data that learners generate in computer mediated learning offers great potential to study how learning takes place, and thus, to gather evidences for competency-assessment using enriched rubrics. These are the so-called electronic assessment instruments. Among them, the enriched rubrics arises as a tool to improve the assessment process. However, the lack of data interoperability and the decentralization of those educational applications set out a challenge to exploit trace data. To face these problems we have designed and developed SCALA (Supporting Competency-Assessment through a Learning Analytics approach), an analytics system that integrates usage -how the user interacts with resources- and social -how students and teachers interact among them- trace data to support competency assessment. After presenting the components of SCALA (process, model and platform), we evaluate them presenting six scenarios to know whether it is viable in terms of time, sustainability and quality assurance to normalize the heterogeneous data present in technology-rich learning environments. The results show and confirm the viability of the proposed solution and the possibility to offer real-time feedback to the teachers to assess students'.
},
keywords = {competency assessment, knowledge discovery, learning analytics},
pubstate = {published},
tppubtype = {conference}
}
Universities have increasingly emphasized competencies as central elements of students' development. However, the assessment of these competencies is not an easy task. The availability of data that learners generate in computer mediated learning offers great potential to study how learning takes place, and thus, to gather evidences for competency-assessment using enriched rubrics. These are the so-called electronic assessment instruments. Among them, the enriched rubrics arises as a tool to improve the assessment process. However, the lack of data interoperability and the decentralization of those educational applications set out a challenge to exploit trace data. To face these problems we have designed and developed SCALA (Supporting Competency-Assessment through a Learning Analytics approach), an analytics system that integrates usage -how the user interacts with resources- and social -how students and teachers interact among them- trace data to support competency assessment. After presenting the components of SCALA (process, model and platform), we evaluate them presenting six scenarios to know whether it is viable in terms of time, sustainability and quality assurance to normalize the heterogeneous data present in technology-rich learning environments. The results show and confirm the viability of the proposed solution and the possibility to offer real-time feedback to the teachers to assess students'.
Dziabenko, Olga; Garcia-Zubia, Javier
The “IT Innovative Practices in Secondary Schools: Remote Experiments” Journal Article
In: IEEE Industrial Electronics Magazine, pp. 92-93, 2015, ISBN: 978-84-15772-01-9.
Abstract | Links | BibTeX | Tags: book reviews, education courses, industrial electronics education
@article{Dziabenko2015,
title = {The “IT Innovative Practices in Secondary Schools: Remote Experiments”},
author = {Olga Dziabenko and Javier Garcia-Zubia},
url = {http://home/learninglabdeust/public_html.deusto-publicaciones.es/deusto/pdfs/otraspub/otraspub04.pdf},
doi = {10.1109/MIE.2014.2388011},
isbn = { 978-84-15772-01-9},
year = {2015},
date = {2015-03-18},
journal = {IEEE Industrial Electronics Magazine},
pages = {92-93},
abstract = {This book presents an overview of how to apply emerging and innovative technologies in industrial electronics teaching and learning processes. It deals specifically with remote labs for secondary schools and was written by key researchers in cooperation with editors Olga Dziabenko and Javier García-Zubía from the DeustoTech Learning Research Group, University of Deusto. The publishing was supported by the Lifelong Learning Programme of the European Union project OLAREX: Open Learning Approach with Remote Experiments. The editors apply information and communications technology (ICT) modern trends to education with an emphasis on secondary and primary levels. The textbook brings together individuals and teams from a wide range of technology and education fields to look into the future and to share visions and ideas about the use of learning experiences and educational technologies in the science classroom of the future. It includes a rich collection of examples of futuristic scenarios. Extended pilot implementations are presented and discussed in detail. The text is divided in three main sections and 13 chapters.
},
keywords = {book reviews, education courses, industrial electronics education},
pubstate = {published},
tppubtype = {article}
}
This book presents an overview of how to apply emerging and innovative technologies in industrial electronics teaching and learning processes. It deals specifically with remote labs for secondary schools and was written by key researchers in cooperation with editors Olga Dziabenko and Javier García-Zubía from the DeustoTech Learning Research Group, University of Deusto. The publishing was supported by the Lifelong Learning Programme of the European Union project OLAREX: Open Learning Approach with Remote Experiments. The editors apply information and communications technology (ICT) modern trends to education with an emphasis on secondary and primary levels. The textbook brings together individuals and teams from a wide range of technology and education fields to look into the future and to share visions and ideas about the use of learning experiences and educational technologies in the science classroom of the future. It includes a rich collection of examples of futuristic scenarios. Extended pilot implementations are presented and discussed in detail. The text is divided in three main sections and 13 chapters.
Menchaca, Iratxe; Romero, Susana; Guenaga, Mariluz
Mobile devices, powerful teaching tools in the engineering classroom Conference
Conference: Global Engineering Education Conference (EDUCON), 2015.
Abstract | Links | BibTeX | Tags: engineering, mobile devices
@conference{Mentxaka2015,
title = {Mobile devices, powerful teaching tools in the engineering classroom},
author = {Iratxe Menchaca and Susana Romero and Mariluz Guenaga },
url = {https://home/learninglabdeust/public_html.researchgate.net/profile/Mariluz_Guenaga/publication/282074069_Mobile_devices_powerful_teaching_tools_in_the_engineering_classroom/links/5602541108aecb0ce881b6b9/Mobile-devices-powerful-teaching-tools-in-the-engineering-classroom.pdf?origin=publication_detail},
doi = {10.1109/EDUCON.2015.7096027 },
year = {2015},
date = {2015-03-18},
booktitle = { Conference: Global Engineering Education Conference (EDUCON)},
abstract = {The use of mobile devices in the classroom generates a continuous debate. Even if it involves some risks, there is no doubt that they are part of daily lifes of students, as well as the educational community. At higher education the use of these resources is even more relevant, as they all have at least one smart device. In this paper we show four experiences in the use of mobile devices for learning and teaching at the Faculty of Engineering (University of Deusto, Spain). We present four cases where mobile devices were used with educational purpose: generic activities for the learning management, activities in a laboratory, project management and ordinary activities in the classroom. We also provide the results of a questionnaire students answered about how they use mobile devices (in and out the classroom) and how they value their use in their learning.
},
keywords = {engineering, mobile devices},
pubstate = {published},
tppubtype = {conference}
}
The use of mobile devices in the classroom generates a continuous debate. Even if it involves some risks, there is no doubt that they are part of daily lifes of students, as well as the educational community. At higher education the use of these resources is even more relevant, as they all have at least one smart device. In this paper we show four experiences in the use of mobile devices for learning and teaching at the Faculty of Engineering (University of Deusto, Spain). We present four cases where mobile devices were used with educational purpose: generic activities for the learning management, activities in a laboratory, project management and ordinary activities in the classroom. We also provide the results of a questionnaire students answered about how they use mobile devices (in and out the classroom) and how they value their use in their learning.
Guenaga, Mariluz; Romero, Susana; Garcia-Zubia, Javier; Orduña, Pablo
Automatic Assessment of Progress Using Remote Laboratories Journal Article
In: International Journal of Online Engineering (iJOE), vol. 11, no. 2, 2015, ISSN: 1861-2121.
Abstract | Links | BibTeX | Tags: Automatic Assessment, Competencies, learning analytics, Remote laboratories
@article{Guenaga2015,
title = {Automatic Assessment of Progress Using Remote Laboratories},
author = {Mariluz Guenaga and Susana Romero and Javier Garcia-Zubia and Pablo Orduña },
url = {http://online-journals.org/index.php/i-joe/article/view/4379/3433},
doi = {10.3991/ijoe.v11i2.4379},
issn = {1861-2121},
year = {2015},
date = {2015-03-01},
journal = {International Journal of Online Engineering (iJOE)},
volume = {11},
number = {2},
abstract = {In this paper we present an automatic assessment model for the development of competencies in a physics course using VISIR remote experiment, based on a rubric, and using learning analytics techniques to process data automatically collected from students’ activity using Weblab-Deusto platform.},
keywords = {Automatic Assessment, Competencies, learning analytics, Remote laboratories},
pubstate = {published},
tppubtype = {article}
}
In this paper we present an automatic assessment model for the development of competencies in a physics course using VISIR remote experiment, based on a rubric, and using learning analytics techniques to process data automatically collected from students’ activity using Weblab-Deusto platform.
Orduña, Pablo; Gómez-Goiri, Aitor; Rodríguez-Gil, L.; Diego, Javier; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier
Remote Engineering and Virtual Instrumentation (REV), IEEE, 2015, ISBN: 978-1-4799-7839-7.
Abstract | Links | BibTeX | Tags: databases, Remote laboratories, robots, Servers, virtual machining
@conference{Orduña2015,
title = {WCloud: Automatic generation of WebLab-Deusto deployments in the Cloud. 12th Remote Engineering and Virtual Instrumentatioc},
author = {Pablo Orduña and Aitor Gómez-Goiri and L. Rodríguez-Gil and Javier Diego and Diego Lopez-de-Ipiña and Javier Garcia-Zubia},
url = {https://ieeexplore.ieee.org/abstract/document/7087296/},
doi = {10.1109/REV.2015.7087296},
isbn = {978-1-4799-7839-7},
year = {2015},
date = {2015-02-27},
booktitle = {Remote Engineering and Virtual Instrumentation (REV)},
publisher = {IEEE},
abstract = {Educational remote laboratories are software and hardware tools that allow students to remotely access real equipment located in universities as if they were in a hands-on-lab session. Since most remote labs share certain management tasks (authentication, Learning Analytics, scheduling, etc.), software systems implementing them on top of which remote labs could be implemented were developed and called Remote Lab Management Systems (RLMS). A key feature provided by certain RLMSs is sharing a remote laboratory between two systems deployed in two institutions. This way, it becomes possible to have multiple RLMS instances (which are pure software) in a Cloud environment, customized for different schools or universities. Each school would have its own RLMS, with all the management features (e.g., managing its own students), and in the end, the RLMS would connect to the RLMS which has the physical equipment. The focus of this contribution is to detail how this “RLMS as a Service” is being implemented in the case of WebLab-Deusto as part of the mCloud project, from a technical point of view.
},
keywords = {databases, Remote laboratories, robots, Servers, virtual machining},
pubstate = {published},
tppubtype = {conference}
}
Educational remote laboratories are software and hardware tools that allow students to remotely access real equipment located in universities as if they were in a hands-on-lab session. Since most remote labs share certain management tasks (authentication, Learning Analytics, scheduling, etc.), software systems implementing them on top of which remote labs could be implemented were developed and called Remote Lab Management Systems (RLMS). A key feature provided by certain RLMSs is sharing a remote laboratory between two systems deployed in two institutions. This way, it becomes possible to have multiple RLMS instances (which are pure software) in a Cloud environment, customized for different schools or universities. Each school would have its own RLMS, with all the management features (e.g., managing its own students), and in the end, the RLMS would connect to the RLMS which has the physical equipment. The focus of this contribution is to detail how this “RLMS as a Service” is being implemented in the case of WebLab-Deusto as part of the mCloud project, from a technical point of view.
Kalúz, Martin; Garcia-Zubia, Javier; and Miroslav Fikar,; Čirka, Ľuboš
A Flexible and Configurable Architecture for Automatic Control Remote Laboratories Journal Article
In: IEEE Transactions on Learning Technologies , vol. 8, no. 3, pp. 299 - 310, 2015, ISSN: 1939-1382.
Abstract | Links | BibTeX | Tags: architecture, industrial hardware, PLC laboratories, Remote laboratories
@article{Kalúz2015,
title = {A Flexible and Configurable Architecture for Automatic Control Remote Laboratories},
author = {Martin Kalúz and Javier Garcia-Zubia and and Miroslav Fikar and Ľuboš Čirka},
url = {https://home/learninglabdeust/public_html.computer.org/csdl/trans/lt/2015/03/07004856.pdf},
doi = {10.1109/TLT.2015.2389251},
issn = {1939-1382},
year = {2015},
date = {2015-01-08},
journal = {IEEE Transactions on Learning Technologies },
volume = {8},
number = {3},
pages = {299 - 310},
abstract = {In this paper, we propose a novel approach in hardware and software architecture design for implementation of remote laboratories for automatic control. In our contribution, we show the solution with flexible connectivity at back-end, providing features of multipurpose usage with different types of experimental devices, and fully configurable client side application at front-end. The physical setup and communication principles of hardware architecture are based on two types of devices: the programmable logic controllers and industrial network routers. The user interface of client application is designed as a Web page, powered by optimized JavaScript, using the sophisticated on-the-fly content generation. To prove the suitability of the architecture, we compare it with other existing approaches of remote laboratory design. We evaluate their benefits and weaknesses, especially in terms of expense, implementation difficulty, and versatility of usage. In this paper, we also show a detailed example of remote laboratory implementation based on new architecture for thermo-optical educational system and provide three other examples of developed remote laboratories. Evaluation of remote laboratory usage and its benefits is provided to demonstrate the learning value of proposed architecture in education process.
},
keywords = {architecture, industrial hardware, PLC laboratories, Remote laboratories},
pubstate = {published},
tppubtype = {article}
}
In this paper, we propose a novel approach in hardware and software architecture design for implementation of remote laboratories for automatic control. In our contribution, we show the solution with flexible connectivity at back-end, providing features of multipurpose usage with different types of experimental devices, and fully configurable client side application at front-end. The physical setup and communication principles of hardware architecture are based on two types of devices: the programmable logic controllers and industrial network routers. The user interface of client application is designed as a Web page, powered by optimized JavaScript, using the sophisticated on-the-fly content generation. To prove the suitability of the architecture, we compare it with other existing approaches of remote laboratory design. We evaluate their benefits and weaknesses, especially in terms of expense, implementation difficulty, and versatility of usage. In this paper, we also show a detailed example of remote laboratory implementation based on new architecture for thermo-optical educational system and provide three other examples of developed remote laboratories. Evaluation of remote laboratory usage and its benefits is provided to demonstrate the learning value of proposed architecture in education process.
Guenaga, Mariluz; Menchaca, Iratxe; Solabarrieta, J.
Project-Based Learning: Methodology and Assessment Learning Technologies and Assessment Criteria Conference
Using Educational Analytics to Improve Test Performance, 2015, ISBN: 978-3-319-24257-6.
Abstract | Links | BibTeX | Tags: aprendizaje automático, learning analytics, machine learning, mining educational data
@conference{Guenaga2015b,
title = {Project-Based Learning: Methodology and Assessment Learning Technologies and Assessment Criteria},
author = {Mariluz Guenaga and Iratxe Menchaca and J. Solabarrieta},
url = {https://home/learninglabdeust/public_html.researchgate.net/publication/283535054_Project-Based_Learning_Methodology_and_Assessment_Learning_Technologies_and_Assessment_Criteria},
doi = {10.1007/978-3-319-24258-3_68},
isbn = {978-3-319-24257-6},
year = {2015},
date = {2015-01-01},
booktitle = {Using Educational Analytics to Improve Test Performance},
pages = {601-604},
abstract = {This paper uses a project-based learning methodology in higher education to analyse its relation to a theoretical framework of competency. Based on this analysis, we propose a set of technological tools to support the development of competency at the university level as well as a set of indicators to systematize the assessment process. Finally, indicators are related to data that can be obtained from these technological tools. This is the basis for additional work on learning analytics that is used to support the assessment of a project-based learning approach. },
keywords = {aprendizaje automático, learning analytics, machine learning, mining educational data},
pubstate = {published},
tppubtype = {conference}
}
This paper uses a project-based learning methodology in higher education to analyse its relation to a theoretical framework of competency. Based on this analysis, we propose a set of technological tools to support the development of competency at the university level as well as a set of indicators to systematize the assessment process. Finally, indicators are related to data that can be obtained from these technological tools. This is the basis for additional work on learning analytics that is used to support the assessment of a project-based learning approach.
Guenaga, Mariluz; Eguiluz, Andoni; Jerez, Alex Rayón; Torientes, Elena Quevedo
Un juego Serio para Desarrollar y Evaluar la Competencia de Trabajo en Equipo Journal Article
In: Revista Iberoamericana de Informática Educativa, vol. 21, pp. 3-11, 2015, ISSN: 1699-4574.
Abstract | Links | BibTeX | Tags: assessment, learning analytics, Serious games, teamwork competency
@article{Guenaga2015b,
title = {Un juego Serio para Desarrollar y Evaluar la Competencia de Trabajo en Equipo},
author = {Mariluz Guenaga and Andoni Eguiluz and Alex Rayón Jerez and Elena Quevedo Torientes},
editor = {Asociación para el Desarrollo de la Informática Educativa},
url = {https://dialnet.unirioja.es/servlet/articulo?codigo=5113264},
issn = {1699-4574},
year = {2015},
date = {2015-01-01},
journal = {Revista Iberoamericana de Informática Educativa},
volume = {21},
pages = {3-11},
abstract = { In this paper we present the main basis of teamwork competency, and how we integrate its
development and assessment in a serious game. We describe the game-design process, the pedagogical decisions, the methodology used and how these factors affects the final design. The paper explains the use of Learning Analytics techniques to monitor and assess teamwork competency. The game collects, without interfering with the user, the necessary data to measure the competency, and to enable the complete analysis of the system within the company in which it is used.},
keywords = {assessment, learning analytics, Serious games, teamwork competency},
pubstate = {published},
tppubtype = {article}
}
In this paper we present the main basis of teamwork competency, and how we integrate its
development and assessment in a serious game. We describe the game-design process, the pedagogical decisions, the methodology used and how these factors affects the final design. The paper explains the use of Learning Analytics techniques to monitor and assess teamwork competency. The game collects, without interfering with the user, the necessary data to measure the competency, and to enable the complete analysis of the system within the company in which it is used.
development and assessment in a serious game. We describe the game-design process, the pedagogical decisions, the methodology used and how these factors affects the final design. The paper explains the use of Learning Analytics techniques to monitor and assess teamwork competency. The game collects, without interfering with the user, the necessary data to measure the competency, and to enable the complete analysis of the system within the company in which it is used.
2014
Ventura, Daniela; Casado-Mansilla, Diego; de Armentia, Juan López; Garaizar, Pablo; Lopez-de-Ipiña, Diego; Catania, Vincenzco
ARIIMA: A Real IoT Implementation of a Machine-Learning Architecture for Reducing Energy Consumption Conference
vol. 8867, Springer, Cham, 2014, ISBN: 978-3-319-13102-3.
Abstract | Links | BibTeX | Tags: ARIMA models, energy efficiency, IOT, machine learning
@conference{Ventura2014,
title = {ARIIMA: A Real IoT Implementation of a Machine-Learning Architecture for Reducing Energy Consumption},
author = {Daniela Ventura and Diego Casado-Mansilla and Juan López de Armentia and Pablo Garaizar and Diego Lopez-de-Ipiña and Vincenzco Catania},
url = {https://link.springer.com/chapter/10.1007/978-3-319-13102-3_72},
doi = {10.1007/978-3-319-13102-3_72},
isbn = {978-3-319-13102-3},
year = {2014},
date = {2014-12-01},
journal = {Lecture Notes in Computer Science },
volume = {8867},
publisher = {Springer, Cham},
abstract = {As the inclusion of more devices and appliances within the IoT ecosystem increases, methodologies for lowering their energy consumption impact are appearing. On this field, we contribute with the implementation of a RESTful infrastructure that gives support to Internet-connected appliances to reduce their energy waste in an intelligent fashion. Our work is focused on coffee machines located in common spaces where people usually do not care on saving energy, e.g. the workplace. The proposed approach lets these kind of appliances report their usage patterns and to process their data in the Cloud through ARIMA predictive models. The aim such prediction is that the appliances get back their next-week usage forecast in order to operate autonomously as efficient as possible. The underlying distributed architecture design and implementation rationale is discussed in this paper, together with the strategy followed to get an accurate prediction matching with the real data retrieved by four coffee machines.
},
keywords = {ARIMA models, energy efficiency, IOT, machine learning},
pubstate = {published},
tppubtype = {conference}
}
As the inclusion of more devices and appliances within the IoT ecosystem increases, methodologies for lowering their energy consumption impact are appearing. On this field, we contribute with the implementation of a RESTful infrastructure that gives support to Internet-connected appliances to reduce their energy waste in an intelligent fashion. Our work is focused on coffee machines located in common spaces where people usually do not care on saving energy, e.g. the workplace. The proposed approach lets these kind of appliances report their usage patterns and to process their data in the Cloud through ARIMA predictive models. The aim such prediction is that the appliances get back their next-week usage forecast in order to operate autonomously as efficient as possible. The underlying distributed architecture design and implementation rationale is discussed in this paper, together with the strategy followed to get an accurate prediction matching with the real data retrieved by four coffee machines.
Guenaga, Mariluz; Eguiluz, Andoni; Jerez, Alex Rayón; Núñez, Asier; Torientes, Elena Quevedo
A serious game to develop and assess teamwork competency Journal Article
In: Computers in Education (SIIE), 2014 International Symposium on, 2014, ISBN: 978-1-4799-4428-6.
Abstract | Links | BibTeX | Tags: formal and informal learning, lifelong learning, Serious game, teamwork competency
@article{Guenaga2014,
title = {A serious game to develop and assess teamwork competency},
author = {Mariluz Guenaga and Andoni Eguiluz and Alex Rayón Jerez and Asier Núñez and Elena Quevedo Torientes},
doi = {10.1109/SIIE.2014.7017727},
isbn = {978-1-4799-4428-6},
year = {2014},
date = {2014-11-14},
journal = {Computers in Education (SIIE), 2014 International Symposium on},
abstract = {Abstract:
In this paper we present the main basis of teamwork competency, and how we integrate its development and assessment in a serious game we are developing at the University of Deusto. We describe the game-design process, methodology used, and how it affects the final design. Some of the analyzed aspects of gamification are also pointed out. It describes how we include development mechanisms to assess and monitor teamwork competency. The game collects, without interfering with the user, the necessary data to measure teamwork competency, and to enable the complete analysis of the project within the company in which it is used.
},
keywords = {formal and informal learning, lifelong learning, Serious game, teamwork competency},
pubstate = {published},
tppubtype = {article}
}
Abstract:
In this paper we present the main basis of teamwork competency, and how we integrate its development and assessment in a serious game we are developing at the University of Deusto. We describe the game-design process, methodology used, and how it affects the final design. Some of the analyzed aspects of gamification are also pointed out. It describes how we include development mechanisms to assess and monitor teamwork competency. The game collects, without interfering with the user, the necessary data to measure teamwork competency, and to enable the complete analysis of the project within the company in which it is used.
In this paper we present the main basis of teamwork competency, and how we integrate its development and assessment in a serious game we are developing at the University of Deusto. We describe the game-design process, methodology used, and how it affects the final design. Some of the analyzed aspects of gamification are also pointed out. It describes how we include development mechanisms to assess and monitor teamwork competency. The game collects, without interfering with the user, the necessary data to measure teamwork competency, and to enable the complete analysis of the project within the company in which it is used.
Romero, Susana; Guenaga, Mariluz; Garcia-Zubia, Javier; Orduña, Pablo
Computers in Education (SIIE), IEEE, 2014, ISBN: 978-1-4799-4428-6.
Abstract | Links | BibTeX | Tags: Bolonia Process, learning analytics, Remote laboratories
@conference{Romero2014b,
title = {New challenges in the Bologna Process using Remote Laboratories and Learning Analytics to support teachers in continuous assessment},
author = {Susana Romero and Mariluz Guenaga and Javier Garcia-Zubia and Pablo Orduña },
url = {https://ieeexplore.ieee.org/document/7017735/},
doi = {10.1109/SIIE.2014.7017735},
isbn = {978-1-4799-4428-6},
year = {2014},
date = {2014-11-14},
booktitle = {Computers in Education (SIIE)},
publisher = {IEEE},
abstract = {Even if we want or not, whatever the consequences are, we are in Bologna and we have to carry out certain tasks, among them the development of competencies and the coherent and continuous evaluation. Within competencies we can find the instrumental ones, where Remote Laboratories may play a relevant role complementing theory and practice. Assessment can be carried out using the same tool, and integrating Learning Analytics techniques to support the evaluation and make it automatic.
},
keywords = {Bolonia Process, learning analytics, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
Even if we want or not, whatever the consequences are, we are in Bologna and we have to carry out certain tasks, among them the development of competencies and the coherent and continuous evaluation. Within competencies we can find the instrumental ones, where Remote Laboratories may play a relevant role complementing theory and practice. Assessment can be carried out using the same tool, and integrating Learning Analytics techniques to support the evaluation and make it automatic.
Romero, Susana; Guenaga, Mariluz; Garcia-Zubia, Javier; Orduña, Pablo
An automatic assessment model for remote laboratories Conference
Frontiers in Education Conference (FIE), IEEE, 2014, ISBN: 978-1-4799-3922-0.
Abstract | Links | BibTeX | Tags: Automatic Assessment, learning analytics, Remote laboratories
@conference{Romero2014,
title = {An automatic assessment model for remote laboratories},
author = {Susana Romero and Mariluz Guenaga and Javier Garcia-Zubia and Pablo Orduña },
url = {https://ieeexplore.ieee.org/document/7044174/},
doi = {10.1109/FIE.2014.7044174},
isbn = {978-1-4799-3922-0},
year = {2014},
date = {2014-10-25},
booktitle = {Frontiers in Education Conference (FIE)},
publisher = {IEEE},
abstract = {In this paper we present an automatic assessment model for competences developed in a physics course using VISIR remote experiment, based on a rubric and using learning analytics techniques to process data automatically collected from students' activity using Weblab-Deusto platform.
},
keywords = {Automatic Assessment, learning analytics, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
In this paper we present an automatic assessment model for competences developed in a physics course using VISIR remote experiment, based on a rubric and using learning analytics techniques to process data automatically collected from students' activity using Weblab-Deusto platform.
Jerez, Alex Rayón; Guenaga, Mariluz; Nuñez, Asier
Frontiers in Education Conference , IEEE, 2014, ISBN: 978-1-4799-3922-0.
Abstract | Links | BibTeX | Tags: learning analytics, learning events
@conference{Jerez2014b,
title = {Ensuring the integrity and interoperability of educational usage and social data through Caliper framework to support competency-assessment},
author = {Alex Rayón Jerez and Mariluz Guenaga and Asier Nuñez},
url = {https://ieeexplore.ieee.org/document/7044448/},
doi = {10.1109/FIE.2014.7044448},
isbn = {978-1-4799-3922-0},
year = {2014},
date = {2014-10-25},
booktitle = {Frontiers in Education Conference },
publisher = {IEEE},
abstract = {The acquisition of knowledge is no longer enough to succeed in a society characterized by a constant change and high levels of uncertainty. Accordingly, universities have increasingly emphasized skills and competencies as central elements of students' development. However, the assessment of these competencies is not an easy task. The availability of data that learners generate in educational application offer great potential to study how learning takes place, and thus, to gather evidences for competency-assessment. The lack of interoperability and the decentralization of those educational applications poses a challenge to exploit those trace data. To face these problems we have designed and developed SCALA (Scalable Competence Assessment through a Learning Analytics approach), an analytics system that integrates usage (how the user interacts with resources and platforms) and social (how students and teachers interact among them) trace data to support competency assessment. In this paper, we are going to focus in how we have Extracted, Transformed and Loaded (ETL) those heterogeneous data sources in a single data model following the Caliper framework for ensuring the integrity and interoperability. Finally, we show some initial results of the graphs and learning analytics techniques to support the competency-based assessment.
},
keywords = {learning analytics, learning events},
pubstate = {published},
tppubtype = {conference}
}
The acquisition of knowledge is no longer enough to succeed in a society characterized by a constant change and high levels of uncertainty. Accordingly, universities have increasingly emphasized skills and competencies as central elements of students' development. However, the assessment of these competencies is not an easy task. The availability of data that learners generate in educational application offer great potential to study how learning takes place, and thus, to gather evidences for competency-assessment. The lack of interoperability and the decentralization of those educational applications poses a challenge to exploit those trace data. To face these problems we have designed and developed SCALA (Scalable Competence Assessment through a Learning Analytics approach), an analytics system that integrates usage (how the user interacts with resources and platforms) and social (how students and teachers interact among them) trace data to support competency assessment. In this paper, we are going to focus in how we have Extracted, Transformed and Loaded (ETL) those heterogeneous data sources in a single data model following the Caliper framework for ensuring the integrity and interoperability. Finally, we show some initial results of the graphs and learning analytics techniques to support the competency-based assessment.
Orduña, Pablo; Caminero, Agustín C.; Lequerica, I.; Zutin, Danilo G.; Bailey, Philip; Sancristobal, Elio; Rodríguez-Gil, L.; Robles-Gómez, Antonio; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier; Ros, Salvador; Tobarra, Ll.
Frontiers in Education Conference (FIE), 2014 IEEE, IEEE, 2014, ISBN: 978-1-4799-3922-0.
Abstract | Links | BibTeX | Tags: educational insititutions, least squares approximations, logic gates, Remote laboratories
@conference{Orduña2014d,
title = {Generic integration of remote laboratories in public learning tools: organizational and technical challenges},
author = {Pablo Orduña and Agustín C. Caminero and I. Lequerica and Danilo G. Zutin and Philip Bailey and Elio Sancristobal and L. Rodríguez-Gil and Antonio Robles-Gómez and Diego Lopez-de-Ipiña and Javier Garcia-Zubia and Salvador Ros and Ll. Tobarra },
url = {https://ieeexplore.ieee.org/document/7044025/},
doi = {10.1109/FIE.2014.7044025},
isbn = {978-1-4799-3922-0},
year = {2014},
date = {2014-10-25},
booktitle = {Frontiers in Education Conference (FIE), 2014 IEEE},
publisher = {IEEE},
abstract = {Educational remote laboratories are software and hardware tools that allow students to remotely access real equipment located in universities as if they were in a hands-on-lab session. Federations of these remote laboratories have existed for years, focused on allowing two universities to share their equipment. Additionally, the integration of remote laboratories in Learning Tools-LT-(Learning Management Systems, Content Management Systems or Personal Learning Environments) has been achieved in the past in order to integrate remote laboratories as part of the learning curricula, being part of the practice exercises or even as a tool of evaluation. An cross-institutional initiative called gateway4labs has been created to perform this integration through federation protocols. In this contribution, this initiative adds support for OpenSocial as a new protocol for Learning Tools (in particular, for EPFL Graasp), as well as for the iLab Shared Architecture (in addition to WebLab-Deusto and UNR FCEIA laboratories already supported). Supporting OpenSocial opens a number of new technical and organizational challenges since public labs should be supported without registering students, teachers or schools. The focus of this contribution is to show these challenges and how they are tackled in the proposed open source implementation.
},
keywords = {educational insititutions, least squares approximations, logic gates, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
Educational remote laboratories are software and hardware tools that allow students to remotely access real equipment located in universities as if they were in a hands-on-lab session. Federations of these remote laboratories have existed for years, focused on allowing two universities to share their equipment. Additionally, the integration of remote laboratories in Learning Tools-LT-(Learning Management Systems, Content Management Systems or Personal Learning Environments) has been achieved in the past in order to integrate remote laboratories as part of the learning curricula, being part of the practice exercises or even as a tool of evaluation. An cross-institutional initiative called gateway4labs has been created to perform this integration through federation protocols. In this contribution, this initiative adds support for OpenSocial as a new protocol for Learning Tools (in particular, for EPFL Graasp), as well as for the iLab Shared Architecture (in addition to WebLab-Deusto and UNR FCEIA laboratories already supported). Supporting OpenSocial opens a number of new technical and organizational challenges since public labs should be supported without registering students, teachers or schools. The focus of this contribution is to show these challenges and how they are tackled in the proposed open source implementation.
Bustillo, J.; Garaizar, Pablo
Scratching the surface of digital literacy… but we need to go deeper Conference
Frontiers in Education Conference (FIE), 2014 IEEE, IEEE, 2014, ISBN: 978-1-4799-3922-0.
Abstract | Links | BibTeX | Tags: Computational Thinking, digital literacy, Education, Programming, Scratch
@conference{Bustillo2014,
title = {Scratching the surface of digital literacy… but we need to go deeper},
author = {J. Bustillo and Pablo Garaizar},
url = {https://ieeexplore.ieee.org/document/7044224/},
doi = {10.1109/FIE.2014.7044224},
isbn = {978-1-4799-3922-0},
year = {2014},
date = {2014-10-25},
booktitle = {Frontiers in Education Conference (FIE), 2014 IEEE},
publisher = {IEEE},
abstract = {The popularization of digital educational devices with low barriers to entry has encouraged the development of many training activities oriented towards the incorporation of technology in schools. In some cases, the introduction of technology has led to the development of new educational practices that support the development of computational thinking. However, the supposed benefits of these approaches have not been properly assessed. Moreover, having taught over 30 workshops with the Scratch programming tool to teachers at different educational levels (primary, secondary, university), we found no evidence of subsequent methodological changes in schools. This study tries to understand the dissonance between the alleged success of initiatives around digital literacy and the lack of continuity in the use of user-friendly programming environments like Scratch. For this purpose, we analyzed the evolution of the grades of Scratch programming achieved by the students of the School of Education of Vitoria-Gasteiz and their engagement with Scratch. We also interviewed teachers from different schools who have participated in Scratch workshops with us. After this study, we identified some of the circumstances that facilitate and hinder the development of computational thinking. Since we consider Scratch as a resource that allows the development of new methodological approaches in the classroom as well as the acquisition of skills related to computational thinking, we propose a framework that will help to overcome the current status.
},
keywords = {Computational Thinking, digital literacy, Education, Programming, Scratch},
pubstate = {published},
tppubtype = {conference}
}
The popularization of digital educational devices with low barriers to entry has encouraged the development of many training activities oriented towards the incorporation of technology in schools. In some cases, the introduction of technology has led to the development of new educational practices that support the development of computational thinking. However, the supposed benefits of these approaches have not been properly assessed. Moreover, having taught over 30 workshops with the Scratch programming tool to teachers at different educational levels (primary, secondary, university), we found no evidence of subsequent methodological changes in schools. This study tries to understand the dissonance between the alleged success of initiatives around digital literacy and the lack of continuity in the use of user-friendly programming environments like Scratch. For this purpose, we analyzed the evolution of the grades of Scratch programming achieved by the students of the School of Education of Vitoria-Gasteiz and their engagement with Scratch. We also interviewed teachers from different schools who have participated in Scratch workshops with us. After this study, we identified some of the circumstances that facilitate and hinder the development of computational thinking. Since we consider Scratch as a resource that allows the development of new methodological approaches in the classroom as well as the acquisition of skills related to computational thinking, we propose a framework that will help to overcome the current status.
Garaizar, Pablo; Vadillo, Miguel A.; Lopez-de-Ipiña, Diego
Presentation accuracy of the Web revisited: Animation methods in the HTML5 era Journal Article
In: Plos One, 2014.
Abstract | Links | BibTeX | Tags: animation, Obsolete - EditStatus
@article{Garaizar2014b,
title = {Presentation accuracy of the Web revisited: Animation methods in the HTML5 era},
author = {Pablo Garaizar and Miguel A. Vadillo and Diego Lopez-de-Ipiña },
editor = {Hussein Suleman, University of Cape Town, South Africa},
url = {https://kulslide.com/download/presentation-accuracy-of-the-web-revisited-animation-methods-in-the-html5-era-_59fded64d64ab2f105d833f4_pdf},
doi = {10.1371/journal.pone.0109812},
year = {2014},
date = {2014-10-10},
journal = {Plos One},
abstract = {Using the Web to run behavioural and social experiments quickly and efficiently has become increasingly popular in recent years, but there is some controversy about the suitability of using the Web for these objectives. Several studies have analysed the accuracy and precision of different web technologies in order to determine their limitations. This paper updates the extant evidence about presentation accuracy and precision of the Web and extends the study of the accuracy and precision in the presentation of multimedia stimuli to HTML5-based solutions, which were previously untested. The accuracy and precision in the presentation of visual content in classic web technologies is acceptable for use in online experiments, although some results suggest that these technologies should be used with caution in certain circumstances. Declarative animations based on CSS are the best alternative when animation intervals are above 50 milliseconds. The performance of procedural web technologies based on the HTML5 standard is similar to that of previous web technologies. These technologies are being progressively adopted by the scientific community and have promising futures, which makes their use advisable to utilizing more obsolete technologies.
},
keywords = {animation, Obsolete - EditStatus},
pubstate = {published},
tppubtype = {article}
}
Using the Web to run behavioural and social experiments quickly and efficiently has become increasingly popular in recent years, but there is some controversy about the suitability of using the Web for these objectives. Several studies have analysed the accuracy and precision of different web technologies in order to determine their limitations. This paper updates the extant evidence about presentation accuracy and precision of the Web and extends the study of the accuracy and precision in the presentation of multimedia stimuli to HTML5-based solutions, which were previously untested. The accuracy and precision in the presentation of visual content in classic web technologies is acceptable for use in online experiments, although some results suggest that these technologies should be used with caution in certain circumstances. Declarative animations based on CSS are the best alternative when animation intervals are above 50 milliseconds. The performance of procedural web technologies based on the HTML5 standard is similar to that of previous web technologies. These technologies are being progressively adopted by the scientific community and have promising futures, which makes their use advisable to utilizing more obsolete technologies.
Jerez, Alex Rayón; Guenaga, Mariluz; Núñez, Asier
Supporting competency-assessment through a learning analytics approach using enriched rubrics Conference
2014, ISBN: 978-1-4503-2896-8.
Abstract | Links | BibTeX | Tags: data integration, Education, large-scale interoperability, learning analytics, learning dashboard
@conference{Jerez2014,
title = {Supporting competency-assessment through a learning analytics approach using enriched rubrics},
author = {Alex Rayón Jerez and Mariluz Guenaga and Asier Núñez},
doi = {10.1145/2669711.2669913},
isbn = {978-1-4503-2896-8},
year = {2014},
date = {2014-10-03},
pages = {291-298},
abstract = {Universities have increasingly emphasized competencies as central elements of students' development. However, the assessment of these competencies is not an easy task. The availability of data that learners generate in computer mediated learning offers great potential to study how learning takes place, and thus, to gather evidences for competency-assessment using enriched rubrics. The lack of data interoperability and the decentralization of those educational applications set out a challenge to exploit trace data. To face these problems we have designed and developed SCALA (Scalable Competence Assessment through a Learning Analytics approach), an analytics system that integrates usage -how the user interacts with resources-and social -how students and teachers interact among them-trace data to support competency assessment. The case study of SCALA presents teachers a dashboard with enriched rubrics of blended datasets obtained from six assessment learning activities, performed with a group of 28 students working teamwork competency. In terms of knowledge discovery, we obtain results applying clustering and association rule mining algorithms. Thus, we provide a visual analytics tool ready to support competency-assessment.
Supporting Competency-Assessment through a Learning Analytics Approach Using Enriched Rubrics (PDF Download Available). Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/267266928_Supporting_Competency-Assessment_through_a_Learning_Analytics_Approach_Using_Enriched_Rubrics [accessed Mar 08 2018].},
keywords = {data integration, Education, large-scale interoperability, learning analytics, learning dashboard},
pubstate = {published},
tppubtype = {conference}
}
Universities have increasingly emphasized competencies as central elements of students' development. However, the assessment of these competencies is not an easy task. The availability of data that learners generate in computer mediated learning offers great potential to study how learning takes place, and thus, to gather evidences for competency-assessment using enriched rubrics. The lack of data interoperability and the decentralization of those educational applications set out a challenge to exploit trace data. To face these problems we have designed and developed SCALA (Scalable Competence Assessment through a Learning Analytics approach), an analytics system that integrates usage -how the user interacts with resources-and social -how students and teachers interact among them-trace data to support competency assessment. The case study of SCALA presents teachers a dashboard with enriched rubrics of blended datasets obtained from six assessment learning activities, performed with a group of 28 students working teamwork competency. In terms of knowledge discovery, we obtain results applying clustering and association rule mining algorithms. Thus, we provide a visual analytics tool ready to support competency-assessment.
Supporting Competency-Assessment through a Learning Analytics Approach Using Enriched Rubrics (PDF Download Available). Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/267266928_Supporting_Competency-Assessment_through_a_Learning_Analytics_Approach_Using_Enriched_Rubrics [accessed Mar 08 2018].
Supporting Competency-Assessment through a Learning Analytics Approach Using Enriched Rubrics (PDF Download Available). Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/267266928_Supporting_Competency-Assessment_through_a_Learning_Analytics_Approach_Using_Enriched_Rubrics [accessed Mar 08 2018].
Garaizar, Pablo; Guenaga, Mariluz
A multimodal learning analytics view of HTML5 APIs: technical benefits and privacy risks Conference
2014.
Abstract | Links | BibTeX | Tags: API, Education, Ethics, HTML 5, learning analytics, multimodal, privacy
@conference{Garaizar2014,
title = {A multimodal learning analytics view of HTML5 APIs: technical benefits and privacy risks},
author = {Pablo Garaizar and Mariluz Guenaga},
doi = {10.1145/2669711.2669911},
year = {2014},
date = {2014-10-01},
abstract = {During the last decade, students and teachers have been using a wide variety of web platforms to enhance education. Traditional forums, blogs, wikis, Learning Management Systems or social networks coexist with an astonishing volume of mobile learning apps. All of these platforms provide insightful logs of users' interactions. This is especially true when educational researchers take advantage of smartphones to gather and analyze learning processes in a multimodal manner (not only users' clicks or touch events, but also audio, video, location, motion, temperature, humidity or luminosity, among others). This paper describes the potential advantages of using HTML5 APIs to enhance education using web apps in mobile environments from a Multimodal Learning Analytics perspective, and discusses the privacy risks of this new scenario.
A Multimodal Learning Analytics View of HTML5 APIs: Technical Benefits and Privacy Risks (PDF Download Available). Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/267266823_A_Multimodal_Learning_Analytics_View_of_HTML5_APIs_Technical_Benefits_and_Privacy_Risks [accessed Mar 08 2018].},
keywords = {API, Education, Ethics, HTML 5, learning analytics, multimodal, privacy},
pubstate = {published},
tppubtype = {conference}
}
During the last decade, students and teachers have been using a wide variety of web platforms to enhance education. Traditional forums, blogs, wikis, Learning Management Systems or social networks coexist with an astonishing volume of mobile learning apps. All of these platforms provide insightful logs of users' interactions. This is especially true when educational researchers take advantage of smartphones to gather and analyze learning processes in a multimodal manner (not only users' clicks or touch events, but also audio, video, location, motion, temperature, humidity or luminosity, among others). This paper describes the potential advantages of using HTML5 APIs to enhance education using web apps in mobile environments from a Multimodal Learning Analytics perspective, and discusses the privacy risks of this new scenario.
A Multimodal Learning Analytics View of HTML5 APIs: Technical Benefits and Privacy Risks (PDF Download Available). Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/267266823_A_Multimodal_Learning_Analytics_View_of_HTML5_APIs_Technical_Benefits_and_Privacy_Risks [accessed Mar 08 2018].
A Multimodal Learning Analytics View of HTML5 APIs: Technical Benefits and Privacy Risks (PDF Download Available). Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/267266823_A_Multimodal_Learning_Analytics_View_of_HTML5_APIs_Technical_Benefits_and_Privacy_Risks [accessed Mar 08 2018].
Jerez, Alex Rayón; Guenaga, Mariluz; Núñez, Asier
vol. 8719, Springer, Cham, 2014, ISBN: 978-3-319-11199-5.
Abstract | Links | BibTeX | Tags: competency-assessment, dashboard, learning analytics, learning metrics
@conference{Jerez2014b,
title = {Heterogeneous Educational Data Integration and Knowledge Discovery to Supporting Competency Assessment in SCALA Web Tool},
author = {Alex Rayón Jerez and Mariluz Guenaga and Asier Núñez },
doi = {10.1007/978-3-319-11200-8_81},
isbn = {978-3-319-11199-5},
year = {2014},
date = {2014-09-19},
volume = {8719},
pages = {584-585},
publisher = {Springer, Cham},
abstract = {The lack of data interoperability among different educational systems imposes a challenge to data analytics. To face these problems, we have developed SCALA (Scalable Competency Assessment web platform through a Learning Analytics approach), an integrated analytics system that employs Learning Analytics techniques to visualize in a single interface enriched indicators to teachers and learners, gaining insights into their habits and the impact of their learning activities.},
keywords = {competency-assessment, dashboard, learning analytics, learning metrics},
pubstate = {published},
tppubtype = {conference}
}
The lack of data interoperability among different educational systems imposes a challenge to data analytics. To face these problems, we have developed SCALA (Scalable Competency Assessment web platform through a Learning Analytics approach), an integrated analytics system that employs Learning Analytics techniques to visualize in a single interface enriched indicators to teachers and learners, gaining insights into their habits and the impact of their learning activities.
Rodriguez-Gil, Luis; Latorre, M.; Orduña, Pablo; Robles-Gómez, Antonio; Sancristobal, Elio; Govaerts, Sten; Gillet, Denis; Lequerica, Irene; Caminero, Agustin C.; Hernández, R.; Ros, Salvador; Castro, Manuel; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier
Opensocial application builder and customizer for school teachers Conference
Advanced Learning Technologies (ICALT), 2014 IEEE 14th International Conference on, IEEE, 2014, ISBN: 978-1-4799-4038-7.
Abstract | Links | BibTeX | Tags: application builder, distance education, K-12 education
@conference{Rodriguez-Gil2014b,
title = {Opensocial application builder and customizer for school teachers},
author = {Luis Rodriguez-Gil and M. Latorre and Pablo Orduña and Antonio Robles-Gómez and Elio Sancristobal and Sten Govaerts and Denis Gillet and Irene Lequerica and Agustin C. Caminero and R. Hernández and Salvador Ros and Manuel Castro and Diego Lopez-de-Ipiña and Javier Garcia-Zubia},
url = {https://ieeexplore.ieee.org/document/6901390/},
doi = {10.1109/ICALT.2014.20},
isbn = {978-1-4799-4038-7},
year = {2014},
date = {2014-07-10},
booktitle = {Advanced Learning Technologies (ICALT), 2014 IEEE 14th International Conference on},
publisher = {IEEE},
abstract = {Nowadays, a large number of online laboratories are available and deployed throughout the world. Most of them are sponsored by universities and often only used by their home institution, because they tend to be dedicated to the needs of their creators. However, in many cases these labs provide successful experiences and other teachers would wish to incorporate them into their classroom activities and to embrace Learning-by-Experience methodologies. Currently, they cannot do that effectively without first tailoring the lab experience to their own teaching style and the educational background of their students. This can be a complicated affair, due the closed nature of many online labs and the steep learning curve of the few tools that allow customization. This paper describes the work on an application builder, named App Composer, which aims to make it easy for school teachers to create their own customized applications from existing ones. Different customization levels are provided, each one powered by a different type of composer. For instance, teachers will be able to easily translate an application into a new language, or to start with a template and create a customized version of an application. The App Composer makes use of Graasp and Open Social - a widely-used, interoperable and open technology.
},
keywords = {application builder, distance education, K-12 education},
pubstate = {published},
tppubtype = {conference}
}
Nowadays, a large number of online laboratories are available and deployed throughout the world. Most of them are sponsored by universities and often only used by their home institution, because they tend to be dedicated to the needs of their creators. However, in many cases these labs provide successful experiences and other teachers would wish to incorporate them into their classroom activities and to embrace Learning-by-Experience methodologies. Currently, they cannot do that effectively without first tailoring the lab experience to their own teaching style and the educational background of their students. This can be a complicated affair, due the closed nature of many online labs and the steep learning curve of the few tools that allow customization. This paper describes the work on an application builder, named App Composer, which aims to make it easy for school teachers to create their own customized applications from existing ones. Different customization levels are provided, each one powered by a different type of composer. For instance, teachers will be able to easily translate an application into a new language, or to start with a template and create a customized version of an application. The App Composer makes use of Graasp and Open Social - a widely-used, interoperable and open technology.
Casado-Mansilla, Diego; de Armentia, Juan López; Garaizar, Pablo; Lopez-de-Ipiña, Diego
Team Up with Eco-Aware Everyday Things to Green Your Workplace!. Conference
Innovative Mobile and Internet Services in Ubiquitous Computing (IMIS), IEEE, 2014, ISBN: 978-1-4799-4331-9.
Abstract | Links | BibTeX | Tags: Eco-aware everyday things, eco-feedback, Persuasive Technology, teammates
@conference{Casado-Mansilla2014b,
title = {Team Up with Eco-Aware Everyday Things to Green Your Workplace!.},
author = {Diego Casado-Mansilla and Juan López de Armentia and Pablo Garaizar and Diego Lopez-de-Ipiña },
url = {https://ieeexplore.ieee.org/document/6975498/},
doi = {10.1109/IMIS.2014.55},
isbn = { 978-1-4799-4331-9},
year = {2014},
date = {2014-07-04},
booktitle = {Innovative Mobile and Internet Services in Ubiquitous Computing (IMIS)},
publisher = {IEEE},
abstract = {The lack of energy consumption awareness in public spaces is a fact. There, people do not receive energy consumption feedback nor do they pay a monthly invoice to electricity providers. Thus, there is practically a non-existent perception of energy waste, and hence, there is low motivation to reduce it. To tackle this problem we transform everyday shared electrical appliances which are placed in common spaces into collaborative eco-aware everyday things. These eco-appliances make people aware that they are not alone to save energy, but the everyday things can team up with them to achieve this task. Qualitative and quantitative results were gathered in three case studies performed with shared coffee machines at workplace. The objective was to assess the effectiveness of the proposed eco-aware design in terms of energy saving and the degree of affiliation between workers and the smart appliance to create a green-team relationship.
},
keywords = {Eco-aware everyday things, eco-feedback, Persuasive Technology, teammates},
pubstate = {published},
tppubtype = {conference}
}
The lack of energy consumption awareness in public spaces is a fact. There, people do not receive energy consumption feedback nor do they pay a monthly invoice to electricity providers. Thus, there is practically a non-existent perception of energy waste, and hence, there is low motivation to reduce it. To tackle this problem we transform everyday shared electrical appliances which are placed in common spaces into collaborative eco-aware everyday things. These eco-appliances make people aware that they are not alone to save energy, but the everyday things can team up with them to achieve this task. Qualitative and quantitative results were gathered in three case studies performed with shared coffee machines at workplace. The objective was to assess the effectiveness of the proposed eco-aware design in terms of energy saving and the degree of affiliation between workers and the smart appliance to create a green-team relationship.
Garaizar, Pablo; Martínez, Lander
Learning Physics down a slide: A set of experiments to measure reality through smartphone sensors Conference
International Journal of Interactive Mobile Technologies (iJIM), vol. 8, no. 3, 2014.
Abstract | Links | BibTeX | Tags: educational programs, educational technology, physics education, sensors;
@conference{Garaizar2014e,
title = {Learning Physics down a slide: A set of experiments to measure reality through smartphone sensors},
author = {Pablo Garaizar and Lander Martínez},
url = {http://online-journals.org/index.php/i-jim/article/view/3873/3206},
doi = {10.3991/ijim.v8i3.3873},
year = {2014},
date = {2014-07-01},
booktitle = {International Journal of Interactive Mobile Technologies (iJIM)},
volume = {8},
number = {3},
abstract = {During the last decade, the use of smartphones among teenagers in their daily life has grown significantly. Despite the efforts to use tablets in learning processes, these teenagers are often prompted to switch off their personal devices before entering a classroom. Moreover, most mobile learning applications do not take advantage of the device sensors (e.g., touchscreen, accelerometer, or gyroscope). In order to overcome this situation, we have developed Serious Physics, a free mobile app that allows using smartphones as measuring tools to conduct experiments on Physics.
},
keywords = {educational programs, educational technology, physics education, sensors;},
pubstate = {published},
tppubtype = {conference}
}
During the last decade, the use of smartphones among teenagers in their daily life has grown significantly. Despite the efforts to use tablets in learning processes, these teenagers are often prompted to switch off their personal devices before entering a classroom. Moreover, most mobile learning applications do not take advantage of the device sensors (e.g., touchscreen, accelerometer, or gyroscope). In order to overcome this situation, we have developed Serious Physics, a free mobile app that allows using smartphones as measuring tools to conduct experiments on Physics.
Orduña, Pablo; Caminero, Agustín C.; Robles-Gómez, Antonio; Ros, Salvador; Tobarra, Ll.; Hernández, R.; Lequerica, I.; Garcia-Zubia, Javier; Lopez-de-Ipiña, Diego; Zutin, Danilo G.; Cristobal, Elio San; Castro, Manuel
On the integration of remote laboratories in collaborative social media platforms Conference
Tecnologias Aplicadas a la Ensenanza de la Electronica (Technologies Applied to Electronics Teaching) (TAEE), 2014 XI, IEEE, 2014, ISBN: 978-1-4799-6002-6.
Abstract | Links | BibTeX | Tags: educational institutions, least squares approximations, logic gates, Remote laboratories
@conference{Orduña2014f,
title = {On the integration of remote laboratories in collaborative social media platforms},
author = {Pablo Orduña and Agustín C. Caminero and Antonio Robles-Gómez and Salvador Ros and Ll. Tobarra and R. Hernández and I. Lequerica and Javier Garcia-Zubia and Diego Lopez-de-Ipiña and Danilo G. Zutin and Elio San Cristobal and Manuel Castro},
url = {https://ieeexplore.ieee.org/abstract/document/6900138/},
doi = { 10.1109/TAEE.2014.6900138},
isbn = {978-1-4799-6002-6},
year = {2014},
date = {2014-06-13},
booktitle = {Tecnologias Aplicadas a la Ensenanza de la Electronica (Technologies Applied to Electronics Teaching) (TAEE), 2014 XI},
publisher = {IEEE},
abstract = {Considering the wide-spread use of social platforms, and the need to use real equipment in education in order to obtain scientific skills (e.g. critical thinking, hypothesis formulation), the integration of remote laboratories and social platforms is of real interest for the teaching community. This paper describes our work on how the integration of real scientific laboratories in social media platforms based on OpenSocial has been performed.
},
keywords = {educational institutions, least squares approximations, logic gates, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
Considering the wide-spread use of social platforms, and the need to use real equipment in education in order to obtain scientific skills (e.g. critical thinking, hypothesis formulation), the integration of remote laboratories and social platforms is of real interest for the teaching community. This paper describes our work on how the integration of real scientific laboratories in social media platforms based on OpenSocial has been performed.
Garaizar, Pablo; Reips, Ulf
Visual DMDX: A web-based authoring tool for DMDX, a Windows display program with millisecond accuracy Journal Article
In: Behavior Research Methods, vol. 47, no. 3, pp. 620-631, 2014, ISSN: 1554-3528.
Abstract | Links | BibTeX | Tags: DMDX, HTML5, Internet-based research, JSON
@article{Garaizar2014b,
title = {Visual DMDX: A web-based authoring tool for DMDX, a Windows display program with millisecond accuracy},
author = {Pablo Garaizar and Ulf Reips },
url = {https://link.springer.com/article/10.3758%2Fs13428-014-0493-8},
doi = {10.3758/s13428-014-0493-8},
issn = { 1554-3528},
year = {2014},
date = {2014-06-10},
journal = {Behavior Research Methods},
volume = {47},
number = {3},
pages = {620-631},
abstract = {DMDX is a software package for the experimental control and timing of stimulus display for Microsoft Windows systems. DMDX is reliable, flexible, millisecond accurate, and can be downloaded free of charge; therefore it has become very popular among experimental researchers. However, setting up a DMDX-based experiment is burdensome because of its command-based interface. Further, DMDX relies on RTF files in which parts of the stimuli, design, and procedure of an experiment are defined in a complicated (DMASTR-compatible) syntax. Other experiment software, such as E-Prime, Psychopy, and WEXTOR, became successful as a result of integrated visual authoring tools. Such an intuitive interface was lacking for DMDX. We therefore created and present here Visual DMDX (http://visualdmdx.com/), a HTML5-based web interface to set up experiments and export them to DMDX item files format in RTF. Visual DMDX offers most of the features available from the rich DMDX/DMASTR syntax, and it is a useful tool to support researchers who are new to DMDX. Both old and modern versions of DMDX syntax are supported. Further, with Visual DMDX, we go beyond DMDX by having added export to JSON (a versatile web format), easy backup, and a preview option for experiments. In two examples, one experiment each on lexical decision making and affective priming, we explain in a step-by-step fashion how to create experiments using Visual DMDX. We release Visual DMDX under an open-source license to foster collaboration in its continuous improvement.
},
keywords = {DMDX, HTML5, Internet-based research, JSON},
pubstate = {published},
tppubtype = {article}
}
DMDX is a software package for the experimental control and timing of stimulus display for Microsoft Windows systems. DMDX is reliable, flexible, millisecond accurate, and can be downloaded free of charge; therefore it has become very popular among experimental researchers. However, setting up a DMDX-based experiment is burdensome because of its command-based interface. Further, DMDX relies on RTF files in which parts of the stimuli, design, and procedure of an experiment are defined in a complicated (DMASTR-compatible) syntax. Other experiment software, such as E-Prime, Psychopy, and WEXTOR, became successful as a result of integrated visual authoring tools. Such an intuitive interface was lacking for DMDX. We therefore created and present here Visual DMDX (http://visualdmdx.com/), a HTML5-based web interface to set up experiments and export them to DMDX item files format in RTF. Visual DMDX offers most of the features available from the rich DMDX/DMASTR syntax, and it is a useful tool to support researchers who are new to DMDX. Both old and modern versions of DMDX syntax are supported. Further, with Visual DMDX, we go beyond DMDX by having added export to JSON (a versatile web format), easy backup, and a preview option for experiments. In two examples, one experiment each on lexical decision making and affective priming, we explain in a step-by-step fashion how to create experiments using Visual DMDX. We release Visual DMDX under an open-source license to foster collaboration in its continuous improvement.
Jerez, Alex Rayón; Guenaga, Mariluz; Núñez, Asier
A web platform for the assessment of competences in Mobile Learning Contexts Conference
Global Engineering Education Conference (EDUCON), IEEE, 2014, ISBN: 978-1-4799-3191-0.
Abstract | Links | BibTeX | Tags: competence assessment, knowledge and learning technologies, mobile learning
@conference{Jerez2014b,
title = {A web platform for the assessment of competences in Mobile Learning Contexts},
author = {Alex Rayón Jerez and Mariluz Guenaga and Asier Núñez },
url = {https://ieeexplore.ieee.org/document/6826111/},
doi = {10.1109/EDUCON.2014.6826111},
isbn = {978-1-4799-3191-0},
year = {2014},
date = {2014-06-05},
booktitle = {Global Engineering Education Conference (EDUCON)},
publisher = {IEEE},
abstract = {Society demands new competences from professionals, who require having specific skills and abilities. Universities, accordingly, have changed from a content-based towards a competency-based educational model. However, the assessment of these competences is not a scalable task, has a subjective nature and must consider data from many different sources. This paper describes the model, architecture and objectives of an on-going research project aimed at developing a web platform called LACAMOLC, to provide teachers and students a dashboard which gathers usage and social data from different Knowledge and Learning Technologies such as Moodle, Google Apps for Education and MediaWiki to provide visual and learning analytics visualizations to support learning and assessment process. We select Pentaho as our analytics specific tool, based on its characteristics in order to effectively scale learning analytics systems and achieve long-term sustainability and scalability, and we design an experiment to carry out for teamwork competence.
},
keywords = {competence assessment, knowledge and learning technologies, mobile learning},
pubstate = {published},
tppubtype = {conference}
}
Society demands new competences from professionals, who require having specific skills and abilities. Universities, accordingly, have changed from a content-based towards a competency-based educational model. However, the assessment of these competences is not a scalable task, has a subjective nature and must consider data from many different sources. This paper describes the model, architecture and objectives of an on-going research project aimed at developing a web platform called LACAMOLC, to provide teachers and students a dashboard which gathers usage and social data from different Knowledge and Learning Technologies such as Moodle, Google Apps for Education and MediaWiki to provide visual and learning analytics visualizations to support learning and assessment process. We select Pentaho as our analytics specific tool, based on its characteristics in order to effectively scale learning analytics systems and achieve long-term sustainability and scalability, and we design an experiment to carry out for teamwork competence.
Orduña, Pablo; Almeida, Aitor; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier
Learning Analytics on federated remote laboratories: tips and techniques Conference
Global Engineering Education Conference (EDUCON), 2014 IEEE, IEEE, 2014, ISBN: 978-1-4799-3191-0.
Abstract | Links | BibTeX | Tags: context, educational institutions, Engineering Education, Internet, protocols, Remote laboratories
@conference{Orduña2014e,
title = {Learning Analytics on federated remote laboratories: tips and techniques},
author = {Pablo Orduña and Aitor Almeida and Diego Lopez-de-Ipiña and Javier Garcia-Zubia},
url = {https://ieeexplore.ieee.org/document/6826107/},
doi = {10.1109/EDUCON.2014.6826107},
isbn = {978-1-4799-3191-0},
year = {2014},
date = {2014-04-05},
booktitle = {Global Engineering Education Conference (EDUCON), 2014 IEEE},
publisher = {IEEE},
abstract = {A remote laboratory is a software and hardware tool which enables students to use real equipment -located in an educational institution- through the Internet. This way, students can experiment as if they were using the laboratories with their own hands. And, depending on the design, instructors can later see the results of these students. During the last decade, federation protocols to share remote laboratories have emerged. The focus of these protocols is to be make remote laboratories of one institution available in other in an automated manner, through institutional contracts. And these federation protocols usually rely on existing Remote Laboratory Management Systems (RLMS), which usually provide APIs for tracking student usage. At the same time, the interest on Learning Analytics is increasing. Learning Analytics focuses on the measurement and analysis of data about learners in their context. In the particular context of federated remote laboratories, new challenges arise: on the one hand, remote laboratories must be prepared to track insightful information from the student session so as to extract patterns, and on the other hand, the usage of a federated environment requires different degrees of anonymity. This contribution describes the new Learning Analytics dashboard of WebLab-Deusto, detailing what information can be extracted and how the usage of a RLMS simplifies the development of such tools in a federated environment.
},
keywords = {context, educational institutions, Engineering Education, Internet, protocols, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
A remote laboratory is a software and hardware tool which enables students to use real equipment -located in an educational institution- through the Internet. This way, students can experiment as if they were using the laboratories with their own hands. And, depending on the design, instructors can later see the results of these students. During the last decade, federation protocols to share remote laboratories have emerged. The focus of these protocols is to be make remote laboratories of one institution available in other in an automated manner, through institutional contracts. And these federation protocols usually rely on existing Remote Laboratory Management Systems (RLMS), which usually provide APIs for tracking student usage. At the same time, the interest on Learning Analytics is increasing. Learning Analytics focuses on the measurement and analysis of data about learners in their context. In the particular context of federated remote laboratories, new challenges arise: on the one hand, remote laboratories must be prepared to track insightful information from the student session so as to extract patterns, and on the other hand, the usage of a federated environment requires different degrees of anonymity. This contribution describes the new Learning Analytics dashboard of WebLab-Deusto, detailing what information can be extracted and how the usage of a RLMS simplifies the development of such tools in a federated environment.
Casado-Mansilla, Diego; de Armentia, Juan López; Garaizar, Pablo; Lopez-de-Ipiña, Diego
To Switch off the Coffee-maker or Not: That is the Question to be Energy-efficient at Work Conference
2014, ISBN: 978-1-4503-2474-8.
Abstract | Links | BibTeX | Tags: Eco-aware everyday things, eco-feedback, Energy-Efficiency, Persuasive Technology, Sustainability
@conference{Casado-Mansilla2014,
title = {To Switch off the Coffee-maker or Not: That is the Question to be Energy-efficient at Work},
author = {Diego Casado-Mansilla and Juan López de Armentia and Pablo Garaizar and Diego Lopez-de-Ipiña},
doi = {10.1145/2559206.2581152},
isbn = {978-1-4503-2474-8},
year = {2014},
date = {2014-04-01},
pages = {2425-2430},
abstract = {There are some barriers to reduce energy consumption in shared spaces where many people use common electronic devices (e.g. dilution of responsibility, the trade-off between comfort and necessity, absentmindedness, or the lack of support to foster energy-efficiency). The workplace is a challenging scenario since the economic incentives are not present to increase energy awareness. To tackle some of these issues we have augmented a shared coffee-maker with eco-feedback to turn it into a green ally of the workers. Its design rationale is twofold: Firstly, to make the coffee-maker able to learn its own usage pattern. Secondly, to communicate persuasively and in real-time to users whether it is more efficient to leave the appliance on or off during certain periods of time along the workday. The goal is to explore a human-machine team towards energy efficiency and awareness, i.e. whether giving the initiative to users to decide how to operate the common appliances, but being assisted by them, is a better choice than automation or mere informative eco-feedback.},
keywords = {Eco-aware everyday things, eco-feedback, Energy-Efficiency, Persuasive Technology, Sustainability},
pubstate = {published},
tppubtype = {conference}
}
There are some barriers to reduce energy consumption in shared spaces where many people use common electronic devices (e.g. dilution of responsibility, the trade-off between comfort and necessity, absentmindedness, or the lack of support to foster energy-efficiency). The workplace is a challenging scenario since the economic incentives are not present to increase energy awareness. To tackle some of these issues we have augmented a shared coffee-maker with eco-feedback to turn it into a green ally of the workers. Its design rationale is twofold: Firstly, to make the coffee-maker able to learn its own usage pattern. Secondly, to communicate persuasively and in real-time to users whether it is more efficient to leave the appliance on or off during certain periods of time along the workday. The goal is to explore a human-machine team towards energy efficiency and awareness, i.e. whether giving the initiative to users to decide how to operate the common appliances, but being assisted by them, is a better choice than automation or mere informative eco-feedback.
Latorre, M.; Robles-Gómez, Antonio; L.Rodríguez,; Orduña, Pablo; Cristobal, Elio San; Caminero, Agustín C.; Tobarra, Ll.; Lequerica, I.; Ros, Salvador; Hernández, R.; Castro, Manuel; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier
A review of webapp authoring tools for e-learning Conference
Conference: 2014 IEEE Global Engineering Education Conference (EDUCON), 2014.
Abstract | Links | BibTeX | Tags: e-learning, webapp
@conference{Latorre2014,
title = {A review of webapp authoring tools for e-learning},
author = {M. Latorre and Antonio Robles-Gómez and L.Rodríguez and Pablo Orduña and Elio San Cristobal and Agustín C. Caminero and Ll. Tobarra and I. Lequerica and Salvador Ros and R. Hernández and Manuel Castro and Diego Lopez-de-Ipiña and Javier Garcia-Zubia},
url = {https://morelab.deusto.es/media/publications/2014/conferencepaper/a-review-of-webapp-authoring-tools-for-e-learning.pdf},
doi = {10.1109/EDUCON.2014.6826181},
year = {2014},
date = {2014-04-01},
booktitle = {Conference: 2014 IEEE Global Engineering Education Conference (EDUCON)},
abstract = {The lack of tracking and storing capabilities for the results of Web-based learning activities is an issue that remains unsolved. Transitions or interactions defined by teachers through a set of conditions still require programming skills that stay far beyond the desired final results. In addition to this, authoring tools should be powerful enough to let lecturers generate contents which are high-quality, interactive, and tuned to each student's cognitive preferences and progress. Availability and processing capabilities, or motivation, relevance, etc., must also be aspects to address in this context. For these reasons, this paper aims to review the existing Web application authoring toolkits focusing on distance education. In particular, we analize their main features, requirements and issues, as well as the most promising areas for future improvemenst in this field.
},
keywords = {e-learning, webapp},
pubstate = {published},
tppubtype = {conference}
}
The lack of tracking and storing capabilities for the results of Web-based learning activities is an issue that remains unsolved. Transitions or interactions defined by teachers through a set of conditions still require programming skills that stay far beyond the desired final results. In addition to this, authoring tools should be powerful enough to let lecturers generate contents which are high-quality, interactive, and tuned to each student's cognitive preferences and progress. Availability and processing capabilities, or motivation, relevance, etc., must also be aspects to address in this context. For these reasons, this paper aims to review the existing Web application authoring toolkits focusing on distance education. In particular, we analize their main features, requirements and issues, as well as the most promising areas for future improvemenst in this field.
Menchaca, Iratxe; Jerez, Alex Rayón; Garcia-Zubia, Javier; Bardinet, Bénédicte; Guenaga, Mariluz
Competence Development and Assessment Using a Game-based Strategy Journal Article
In: International Journal of Online Engineering (iJOE), 2014, ISSN: 1861-2121.
Abstract | Links | BibTeX | Tags: assessment, game-based learning, generic competence
@article{Mentxaka2014,
title = {Competence Development and Assessment Using a Game-based Strategy},
author = {Iratxe Menchaca and Alex Rayón Jerez and Javier Garcia-Zubia and Bénédicte Bardinet and Mariluz Guenaga},
doi = {10.3991/ijoe.v10i2.3377},
issn = { 1861-2121},
year = {2014},
date = {2014-03-01},
journal = {International Journal of Online Engineering (iJOE)},
abstract = {This paper presents a serious game that aims to develop and assess oral and interpersonal communication competences. Based on the University of Deusto?s Learning model we implement a multiplayer adventure environment using HTML5 and Javascript technologies. It includes several activities; each of them covers usually more than one of the three levels of mastery described for each competence, and provides data that match indicators to evaluate students? performance. The main challenge, assessment, is achieved integrating automatic data collected by the system and peer and self-review using standard criteria and standards described in a rubric.},
keywords = {assessment, game-based learning, generic competence},
pubstate = {published},
tppubtype = {article}
}
This paper presents a serious game that aims to develop and assess oral and interpersonal communication competences. Based on the University of Deusto?s Learning model we implement a multiplayer adventure environment using HTML5 and Javascript technologies. It includes several activities; each of them covers usually more than one of the three levels of mastery described for each competence, and provides data that match indicators to evaluate students? performance. The main challenge, assessment, is achieved integrating automatic data collected by the system and peer and self-review using standard criteria and standards described in a rubric.
Orduña, Pablo; Rodríguez-Gil, L.; Angulo, Ignacio; Dziabenko, Olga; Hernández, U.; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier
Towards a microRLMS approach for shared development of remote laboratories Conference
Remote Engineering and Virtual Instrumentation (REV), IEEE, 2014, ISBN: 978-1-4799-2024-2.
Abstract | Links | BibTeX | Tags: educational insititutions, Remote laboratories
@conference{Orduña2014b,
title = {Towards a microRLMS approach for shared development of remote laboratories},
author = {Pablo Orduña and L. Rodríguez-Gil and Ignacio Angulo and Olga Dziabenko and U. Hernández and Diego Lopez-de-Ipiña and Javier Garcia-Zubia},
url = {https://ieeexplore.ieee.org/document/6784192/},
doi = {10.1109/REV.2014.6784192},
isbn = {978-1-4799-2024-2},
year = {2014},
date = {2014-02-28},
booktitle = {Remote Engineering and Virtual Instrumentation (REV)},
publisher = {IEEE},
abstract = {Educational remote laboratories are a software and hardware tool that allows students to remotely access real equipment located in universities as if they were in a hands-on-lab session. They have been used for almost two decades. And most remote labs use at least a subset of the following features: authentication (verifying who is the user), authorization (granting permissions to laboatories), scheduling (usually a queue or a calendar), user tracking (registering students activities), federation or administrative tools. Systems that provided these features in a unified approach arose, called Remote Laboratory Management Systems (RLMSs). RLMS provide toolkits for making the development of remote labs easier: a remote lab developer uses one of these toolkits and all the features are automatically inherited. Furthermore, new versions of the same RLMS will provide new features. However, sometimes these RLMS do not allow remote lab developers to consume only certain features, implementing the rest themselves. This is a problem when integrating external laboratories, and increments the learning curve. The focus of this contribution is to describe a lighter approach based on multiple coupled small optional services called microRLMS.
},
keywords = {educational insititutions, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
Educational remote laboratories are a software and hardware tool that allows students to remotely access real equipment located in universities as if they were in a hands-on-lab session. They have been used for almost two decades. And most remote labs use at least a subset of the following features: authentication (verifying who is the user), authorization (granting permissions to laboatories), scheduling (usually a queue or a calendar), user tracking (registering students activities), federation or administrative tools. Systems that provided these features in a unified approach arose, called Remote Laboratory Management Systems (RLMSs). RLMS provide toolkits for making the development of remote labs easier: a remote lab developer uses one of these toolkits and all the features are automatically inherited. Furthermore, new versions of the same RLMS will provide new features. However, sometimes these RLMS do not allow remote lab developers to consume only certain features, implementing the rest themselves. This is a problem when integrating external laboratories, and increments the learning curve. The focus of this contribution is to describe a lighter approach based on multiple coupled small optional services called microRLMS.
Garcia-Zubia, Javier; de Velasco, J. M. Saenz Ruiz
Usando VISIR en el Aula: Experiencia CON Pre y Post Tests Conference
Remote Engineering and Virtual Instrumentation (REV), IEEE, 2014, ISBN: 978-1-4799-2024-2.
Abstract | Links | BibTeX | Tags: distance education, remote lab
@conference{García‐Zubía2014,
title = {Usando VISIR en el Aula: Experiencia CON Pre y Post Tests},
author = {Javier Garcia-Zubia and J. M. Saenz Ruiz de Velasco},
url = {https://ieeexplore.ieee.org/document/6784249/},
doi = {10.1109/REV.2014.6784249},
isbn = {978-1-4799-2024-2},
year = {2014},
date = {2014-02-28},
booktitle = {Remote Engineering and Virtual Instrumentation (REV)},
publisher = {IEEE},
abstract = {El laboratorio remoto VISIR es una realidad educativa en muchos centros educativos, tanto universitarios como escolares, pero más allá de la satisfactión propia de los profesores y alumnos, el sistema carece de una validación sistemática en el aprendizaje del alumno. Este trabajo describe una experiencia Pre y Post Test con alumnos universitarios.
},
keywords = {distance education, remote lab},
pubstate = {published},
tppubtype = {conference}
}
El laboratorio remoto VISIR es una realidad educativa en muchos centros educativos, tanto universitarios como escolares, pero más allá de la satisfactión propia de los profesores y alumnos, el sistema carece de una validación sistemática en el aprendizaje del alumno. Este trabajo describe una experiencia Pre y Post Test con alumnos universitarios.
Rodríguez-Gil, L.; Orduña, Pablo; Garcia-Zubia, Javier; Angulo, Ignacio; Lopez-de-Ipiña, Diego
Graphic Technologies for Virtual, Remote and Hybrid laboratories: WebLab-FPGA hybrid lab Conference
Remote Engineering and Virtual Instrumentation (REV), 2014 11th International Conference on, IEEE, 2014, ISBN: 978-1-4799-2024-2.
Abstract | Links | BibTeX | Tags: 3d, canvans, fpga, graphics, hybrid-labs, remote-labs, webgl
@conference{Rodriguez-gil2014,
title = {Graphic Technologies for Virtual, Remote and Hybrid laboratories: WebLab-FPGA hybrid lab},
author = {L. Rodríguez-Gil and Pablo Orduña and Javier Garcia-Zubia and Ignacio Angulo and Diego Lopez-de-Ipiña},
url = {https://ieeexplore.ieee.org/document/6784245/},
doi = {10.1109/REV.2014.6784245},
isbn = {978-1-4799-2024-2},
year = {2014},
date = {2014-02-28},
booktitle = {Remote Engineering and Virtual Instrumentation (REV), 2014 11th International Conference on},
publisher = {IEEE},
abstract = {Nowadays virtual, remote and hybrid (with both virtual and real remote components) laboratories depend on a large stack of technologies, and are almost always web-based. However, still today those laboratories which require relatively advanced graphics (3D or even 2D graphics) often rely on non-standard components and browser plugins, such as Adobe Flash or Java Applets. These components were necessary because of the severe limitations that standard Web technologies have traditionally had in regard to graphics and RIAs (Rich Internet Applications). This paper analyzes two of the most common non-standard technologies that are still used today in remote laboratories. It also proposes two alternatives which make use of modern Web technologies (Canvas and WebGL). Additionally, it illustrates one of the proposed alternatives (WebGL) with an example: Weblab-FPGA-Watertank, a hybrid laboratory implemented at the University of Deusto under the Weblab-Deusto RLMS (Remote Laboratory Management System), which lets users program a real FPGA device remotely to control a virtual environment. Users require only an up-to-date browser and require no plugins whatsoever. The fully-featured virtual environment is rendered through WebGL. Finally, conclusions are drawn from the analysis and from the WebLab-FPGA-Watertank experience.
},
keywords = {3d, canvans, fpga, graphics, hybrid-labs, remote-labs, webgl},
pubstate = {published},
tppubtype = {conference}
}
Nowadays virtual, remote and hybrid (with both virtual and real remote components) laboratories depend on a large stack of technologies, and are almost always web-based. However, still today those laboratories which require relatively advanced graphics (3D or even 2D graphics) often rely on non-standard components and browser plugins, such as Adobe Flash or Java Applets. These components were necessary because of the severe limitations that standard Web technologies have traditionally had in regard to graphics and RIAs (Rich Internet Applications). This paper analyzes two of the most common non-standard technologies that are still used today in remote laboratories. It also proposes two alternatives which make use of modern Web technologies (Canvas and WebGL). Additionally, it illustrates one of the proposed alternatives (WebGL) with an example: Weblab-FPGA-Watertank, a hybrid laboratory implemented at the University of Deusto under the Weblab-Deusto RLMS (Remote Laboratory Management System), which lets users program a real FPGA device remotely to control a virtual environment. Users require only an up-to-date browser and require no plugins whatsoever. The fully-featured virtual environment is rendered through WebGL. Finally, conclusions are drawn from the analysis and from the WebLab-FPGA-Watertank experience.
Garcia-Zubia, Javier; de Velasco, J. M. Saenz Ruiz
Using VISIR in the Classroom: Experience with Pre and Post Tests Conference
11th International Conference on Remote Engineering and Virtual Instrumentation (REV), 2014.
Abstract | Links | BibTeX | Tags: classroom, test, VISIR
@conference{Garcia-Zubia2014,
title = {Using VISIR in the Classroom: Experience with Pre and Post Tests},
author = {Javier Garcia-Zubia and J. M. Saenz Ruiz de Velasco},
url = {https://home/learninglabdeust/public_html.researchgate.net/publication/283646912_Using_VISIR_in_the_classroom_Experience_with_pre-test_and_post-test},
doi = {10.1109/REV.2014.6784249},
year = {2014},
date = {2014-02-28},
booktitle = {11th International Conference on Remote Engineering and Virtual Instrumentation (REV)},
abstract = {El laboratorio remoto VISIR es una realidad educativa en muchos centros educativos, tanto universitarios como escolares, pero mas alla de la satisfaction propia de los profesores y alumnos, el sistema carece de una validacion sistematica en el aprendizaje del alumno. Este trabajo describe una experiencia Pre y Post Test con alumnos universitarios.},
keywords = {classroom, test, VISIR},
pubstate = {published},
tppubtype = {conference}
}
El laboratorio remoto VISIR es una realidad educativa en muchos centros educativos, tanto universitarios como escolares, pero mas alla de la satisfaction propia de los profesores y alumnos, el sistema carece de una validacion sistematica en el aprendizaje del alumno. Este trabajo describe una experiencia Pre y Post Test con alumnos universitarios.
Garcia-Zubia, Javier; Hernández, U.
LOW COST and reconfigurable Analog Electronics Laboratory Conference
Remote Engineering and Virtual Instrumentation (REV), 2014 11th International Conference on, IEEE, 2014, ISBN: 978-1-4799-2024-2.
Abstract | Links | BibTeX | Tags: remote instrument and measurement control, Remote laboratories
@conference{García‐Zubía2014b,
title = {LOW COST and reconfigurable Analog Electronics Laboratory},
author = {Javier Garcia-Zubia and U. Hernández},
url = {https://ieeexplore.ieee.org/document/6784215/},
doi = {10.1109/REV.2014.6784215},
isbn = {978-1-4799-2024-2},
year = {2014},
date = {2014-02-18},
booktitle = {Remote Engineering and Virtual Instrumentation (REV), 2014 11th International Conference on},
publisher = {IEEE},
abstract = {In this paper we present a model to control the instruments and experiments in a remote laboratory using a low cost control architecture. This model is based on a LAN network and a control methodology through reusable drivers. The objective is to obtain a software control architecture independent of the hardware of the laboratory, so each institution can deploy its own solution according to the available devices and with minimal restrictions regarding to the hardware of the lab.
},
keywords = {remote instrument and measurement control, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
In this paper we present a model to control the instruments and experiments in a remote laboratory using a low cost control architecture. This model is based on a LAN network and a control methodology through reusable drivers. The objective is to obtain a software control architecture independent of the hardware of the laboratory, so each institution can deploy its own solution according to the available devices and with minimal restrictions regarding to the hardware of the lab.
Garaizar, Pablo; Vadillo, Miguel A.; Lopez-de-Ipiña, Diego; Matute, Helena
Measuring Software Timing Errors in the Presentation of Visual Stimulin Cognitive Neuroscience Experiments Journal Article
In: Plos One, 2014.
Abstract | Links | BibTeX | Tags: operating systems, software tools, vision
@article{Garaizar2014b,
title = {Measuring Software Timing Errors in the Presentation of Visual Stimulin Cognitive Neuroscience Experiments},
author = {Pablo Garaizar and Miguel A. Vadillo and Diego Lopez-de-Ipiña and Helena Matute },
editor = { Suliann Ben Hamed, Centre de Neuroscience Cognitive, France},
url = {http://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0085108&type=printable},
doi = {10.1371/journal.pone.0085108},
year = {2014},
date = {2014-01-07},
journal = {Plos One},
abstract = {Because of the features provided by an abundance of specialized experimental software packages, personal computers have become prominent and powerful tools in cognitive research. Most of these programs have mechanisms to control the precision and accuracy with which visual stimuli are presented as well as the response times. However, external factors, often related to the technology used to display the visual information, can have a noticeable impact on the actual performance and may be easily overlooked by researchers. The aim of this study is to measure the precision and accuracy of the timing mechanisms of some of the most popular software packages used in a typical laboratory scenario in order to assess whether presentation times configured by researchers do not differ from measured times more than what is expected due to the hardware limitations. Despite the apparent precision and accuracy of the results, important issues related to timing setups in the presentation of visual stimuli were found, and they should be taken into account by researchers in their experiments.
},
keywords = {operating systems, software tools, vision},
pubstate = {published},
tppubtype = {article}
}
Because of the features provided by an abundance of specialized experimental software packages, personal computers have become prominent and powerful tools in cognitive research. Most of these programs have mechanisms to control the precision and accuracy with which visual stimuli are presented as well as the response times. However, external factors, often related to the technology used to display the visual information, can have a noticeable impact on the actual performance and may be easily overlooked by researchers. The aim of this study is to measure the precision and accuracy of the timing mechanisms of some of the most popular software packages used in a typical laboratory scenario in order to assess whether presentation times configured by researchers do not differ from measured times more than what is expected due to the hardware limitations. Despite the apparent precision and accuracy of the results, important issues related to timing setups in the presentation of visual stimuli were found, and they should be taken into account by researchers in their experiments.
Bezanilla, María José; Arranz, Sonia; Jerez, Alex Rayón; Rubio, Isabel; Menchaca, Iratxe; Guenaga, Mariluz; Aguilar, Eduardo
A proposal for generic competence assessment in a serious game Journal Article
In: vol. 3, no. 1, 2014.
Abstract | Links | BibTeX | Tags: assessment, competences, evaluation, Skills, video games
@article{Bezanilla2014,
title = {A proposal for generic competence assessment in a serious game},
author = {María José Bezanilla and Sonia Arranz and Alex Rayón Jerez and Isabel Rubio and Iratxe Menchaca and Mariluz Guenaga and Eduardo Aguilar},
doi = {10.7821/naer.3.1.42-51},
year = {2014},
date = {2014-01-01},
volume = {3},
number = {1},
abstract = {This paper focuses on the design of a serious game for the teaching and assessment of generic competences, placing particular emphasis on the competences assessment aspect. Taking into account important aspects of competence assessment such as context, feedback and transparency, among other aspects, and using the University of Deusto's Generic Competences Assessment Model based on the defining of levels, indicators and descriptors as a reference point, a serious game has been designed for the development and evaluation of two Generic Competences: Problem Solving and Entrepreneurship, aimed at final-year undergraduate and first-year postgraduate students. The design process shows that having a Competence Assessment Model based on levels, indicators and descriptors is of great help in defining the game's scenarios and learning and assessment activities. Serious games can also be excellent resources to help in the development and assessment of generic competences, but not as a unique tool, since the concept of competence in itself is highly complex (integrating knowledge, skills, attitudes and values) and some elements might require other methods and techniques for its development. It also reveals the difficulties of evaluating competences in general and through serious games in particular.},
keywords = {assessment, competences, evaluation, Skills, video games},
pubstate = {published},
tppubtype = {article}
}
This paper focuses on the design of a serious game for the teaching and assessment of generic competences, placing particular emphasis on the competences assessment aspect. Taking into account important aspects of competence assessment such as context, feedback and transparency, among other aspects, and using the University of Deusto's Generic Competences Assessment Model based on the defining of levels, indicators and descriptors as a reference point, a serious game has been designed for the development and evaluation of two Generic Competences: Problem Solving and Entrepreneurship, aimed at final-year undergraduate and first-year postgraduate students. The design process shows that having a Competence Assessment Model based on levels, indicators and descriptors is of great help in defining the game's scenarios and learning and assessment activities. Serious games can also be excellent resources to help in the development and assessment of generic competences, but not as a unique tool, since the concept of competence in itself is highly complex (integrating knowledge, skills, attitudes and values) and some elements might require other methods and techniques for its development. It also reveals the difficulties of evaluating competences in general and through serious games in particular.
Jerez, Alex Rayón; Menchaca, Iratxe; Guenaga, Mariluz
Collaborative teaching experience at the University of Deusto Journal Article
In: pp. 311-326, 2014.
Abstract | Links | BibTeX | Tags: Deusto, teaching
@article{Jerez2014b,
title = {Collaborative teaching experience at the University of Deusto},
author = {Alex Rayón Jerez and Iratxe Menchaca and Mariluz Guenaga},
doi = {10.4018/978-1-4666-5178-4.ch017},
year = {2014},
date = {2014-01-01},
pages = {311-326},
abstract = {In recent years, a new training model has been implemented at the University of Deusto, focused on the development of competences and on the integration of technology in the classroom. Within this framework, known as the University of Deusto’s Learning Model, the work has been oriented to the selection of the most suitable technologies, teachers training for their didactic use, dissemination and sharing of knowledge among professionals, experimentation in class, and evaluation of different experiences. To further facilitate the integration of educational technology, and after a thorough both pedagogical and technological research and analysis, a standardization tool of learning scenarios has been designed where Computer-Supported Collaborative Learning is aligned with the learning model to support collaborative learning, and thus promote co-creation of knowledge and mutual help among students. This chapter describes the process followed at the university to integrate collaborative technologies in the educational context, agents involved in the process, and how available technologies with competences are combined to achieve educational objectives.},
keywords = {Deusto, teaching},
pubstate = {published},
tppubtype = {article}
}
In recent years, a new training model has been implemented at the University of Deusto, focused on the development of competences and on the integration of technology in the classroom. Within this framework, known as the University of Deusto’s Learning Model, the work has been oriented to the selection of the most suitable technologies, teachers training for their didactic use, dissemination and sharing of knowledge among professionals, experimentation in class, and evaluation of different experiences. To further facilitate the integration of educational technology, and after a thorough both pedagogical and technological research and analysis, a standardization tool of learning scenarios has been designed where Computer-Supported Collaborative Learning is aligned with the learning model to support collaborative learning, and thus promote co-creation of knowledge and mutual help among students. This chapter describes the process followed at the university to integrate collaborative technologies in the educational context, agents involved in the process, and how available technologies with competences are combined to achieve educational objectives.
Orduña, Pablo; Almeida, Aitor; Ros, Salvador; Garcia-Zubia, Javier; Lopez-de-Ipiña, Diego
Leveraging Non-explicit Social Communities for Learning Analytics in Mobile Remote Laboratories Journal Article
In: Journal of universal computer science, vol. 20, no. 15, 2014.
Abstract | Links | BibTeX | Tags: data mining, learning analytics, Remote laboratories, social networks
@article{Orduña2014,
title = {Leveraging Non-explicit Social Communities for Learning Analytics in Mobile Remote Laboratories},
author = {Pablo Orduña and Aitor Almeida and Salvador Ros and Javier Garcia-Zubia and Diego Lopez-de-Ipiña},
url = {http://home/learninglabdeust/public_html.jucs.org/jucs_20_15/leveraging_non_explicit_social/jucs_20_15_2043_2053_orduna.pdf},
doi = {10.3217/jucs-020-15-2043},
year = {2014},
date = {2014-01-01},
journal = {Journal of universal computer science},
volume = {20},
number = {15},
abstract = {When performing analytics on educational datasets, the best scenario is where the dataset was designed to be analyzed. However, this is often not the case and the data extraction becomes more complicated. This contribution is focused on extracting social networks from a dataset which was not adapted for this type of extraction and where there was no relation among students: a set of remote laboratories where students individually test their experiments by submitting their data to a real remote device. By checking which files are shared among students and submitted individually by them, it is possible to know who is sharing how many files with who, automatically extracting what students are bigger sources. While it is impossible to extract the full real social network of these students, all the edges found are clearly part of it. These relations can indeed be used as a new input for performing the analytics on the dataset.
},
keywords = {data mining, learning analytics, Remote laboratories, social networks},
pubstate = {published},
tppubtype = {article}
}
When performing analytics on educational datasets, the best scenario is where the dataset was designed to be analyzed. However, this is often not the case and the data extraction becomes more complicated. This contribution is focused on extracting social networks from a dataset which was not adapted for this type of extraction and where there was no relation among students: a set of remote laboratories where students individually test their experiments by submitting their data to a real remote device. By checking which files are shared among students and submitted individually by them, it is possible to know who is sharing how many files with who, automatically extracting what students are bigger sources. While it is impossible to extract the full real social network of these students, all the edges found are clearly part of it. These relations can indeed be used as a new input for performing the analytics on the dataset.
Orduña, Pablo; Bailey, Philip; de Long, Kirky; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier
Towards federated interoperable bridges for sharing educational remote laboratories Journal Article
In: Computers in Human Behavior, vol. 30, pp. 389-395, 2014.
Abstract | Links | BibTeX | Tags: federation, Interoperability, Remote laboratories
@article{Orduña2014b,
title = {Towards federated interoperable bridges for sharing educational remote laboratories},
author = {Pablo Orduña and Philip Bailey and Kirky de Long and Diego Lopez-de-Ipiña and Javier Garcia-Zubia},
url = {https://morelab.deusto.es/media/publications/2014/journalarticle/towards-federated-interoperable-bridges-for-sharing-educational-remote-laboratories.pdf},
doi = {10.1016/j.chb.2013.04.029},
year = {2014},
date = {2014-01-01},
journal = {Computers in Human Behavior},
volume = {30},
pages = { 389-395},
abstract = {Educational remote laboratories are software and hardware tools that allow students to remotely access real equipment located in the university as if they were in a hands-on-lab session. Different initiatives have existed during the last two decades, and indeed toolkits (e.g. iLabs, WebLab-Deusto or Labshare Sahara) have been developed to ease their development by providing common management features (e.g. authentication or scheduling). Each of these systems was developed aiming particular constraints, so it could be difficult to migrate the labs built on top of one system to other. While there is certainly some overlap among these systems, with bridges among them they become complimentary. Given that these systems support web services based federation protocols for sharing labs, it is possible to achieve this goal, and share labs among different universities through different systems. The impact of this goal is that different institutions can increase the experiential activities of their students, potentially improving their learning goals. The focus is the integration of WebLab-Deusto labs inside the iLab Shared Architecture, as well as the integration of iLab batch labs inside WebLab-Deusto, detailing limitations and advantages of both integrations and showing particular cases.
},
keywords = {federation, Interoperability, Remote laboratories},
pubstate = {published},
tppubtype = {article}
}
Educational remote laboratories are software and hardware tools that allow students to remotely access real equipment located in the university as if they were in a hands-on-lab session. Different initiatives have existed during the last two decades, and indeed toolkits (e.g. iLabs, WebLab-Deusto or Labshare Sahara) have been developed to ease their development by providing common management features (e.g. authentication or scheduling). Each of these systems was developed aiming particular constraints, so it could be difficult to migrate the labs built on top of one system to other. While there is certainly some overlap among these systems, with bridges among them they become complimentary. Given that these systems support web services based federation protocols for sharing labs, it is possible to achieve this goal, and share labs among different universities through different systems. The impact of this goal is that different institutions can increase the experiential activities of their students, potentially improving their learning goals. The focus is the integration of WebLab-Deusto labs inside the iLab Shared Architecture, as well as the integration of iLab batch labs inside WebLab-Deusto, detailing limitations and advantages of both integrations and showing particular cases.
Garcia-Zubia, Javier; Angulo, Ignacio
Comparative analysis of low-cost embedded platforms for remote monitoring and control devices Conference
Scaling up the Lab: An Adaptable and Scalable Architecture for Embedded Systems Remote Labs, vol. 6, IEEE, 2014, ISBN: 2169-3536.
Abstract | Links | BibTeX | Tags: remote monitoring
@conference{Garcia-Zubia2014b,
title = {Comparative analysis of low-cost embedded platforms for remote monitoring and control devices},
author = {Javier Garcia-Zubia and Ignacio Angulo},
url = {https://ieeexplore.ieee.org/document/8307},
doi = {10.1109/ACCESS.2018.2812925},
isbn = {2169-3536},
year = {2014},
date = {2014-01-01},
booktitle = {Scaling up the Lab: An Adaptable and Scalable Architecture for Embedded Systems Remote Labs},
volume = {6},
publisher = {IEEE},
abstract = {Upgraded embedded systems and technologies are continuously appearing. Remote laboratories are an ever more promising technology that educators can use to train their students. However, they are still costly to develop and maintain. Most software and hardware architectures are tailored to specific hardware boards, and little can be reused when a laboratory for a different board is to be created. This paper proposes a novel remote laboratory architecture. It is specifically designed to support a wide range of embedded systems, so that laboratories for new or upgraded ones can be implemented and deployed easily and efficiently. In order to propose an appropriate architecture, some of the most significant deployed remote laboratories for embedded systems education are first analyzed, and the key design requirements are determined. In order to evaluate it, a new microcontroller-oriented remote laboratory that implements it has been created. Results suggest that the proposed architecture does indeed meet the requirements and that it is a step towards more cost-efficient and reusable remote laboratory architectures.
},
keywords = {remote monitoring},
pubstate = {published},
tppubtype = {conference}
}
Upgraded embedded systems and technologies are continuously appearing. Remote laboratories are an ever more promising technology that educators can use to train their students. However, they are still costly to develop and maintain. Most software and hardware architectures are tailored to specific hardware boards, and little can be reused when a laboratory for a different board is to be created. This paper proposes a novel remote laboratory architecture. It is specifically designed to support a wide range of embedded systems, so that laboratories for new or upgraded ones can be implemented and deployed easily and efficiently. In order to propose an appropriate architecture, some of the most significant deployed remote laboratories for embedded systems education are first analyzed, and the key design requirements are determined. In order to evaluate it, a new microcontroller-oriented remote laboratory that implements it has been created. Results suggest that the proposed architecture does indeed meet the requirements and that it is a step towards more cost-efficient and reusable remote laboratory architectures.
2013
Dziabenko, Olga; Garcia-Zubia, Javier
IT Innovative Practices in Secondary Schools: Remote Experiments. Universidad de Deusto Book
Universidad de Deusto, 2013, ISBN: 9788415772019.
Abstract | Links | BibTeX | Tags: IT, remote experiments, secondary schools
@book{Dziabenko2013b,
title = {IT Innovative Practices in Secondary Schools: Remote Experiments. Universidad de Deusto},
author = {Olga Dziabenko and Javier Garcia-Zubia},
url = {http://home/learninglabdeust/public_html.deusto-publicaciones.es/deusto/pdfs/otraspub/otraspub04.pdf},
isbn = {9788415772019},
year = {2013},
date = {2013-11-25},
publisher = {Universidad de Deusto},
abstract = {In modern e-Classrooms, students and scientists will be able to access Web
portals for scientific computer and data infrastructures, thus accessing large
collections of data and digital objects using metadata, knowledge management
techniques, and specific data services. Students and teachers will apply existing
scalable Web and grid technologies to access and share scientific data, using
educational and computing resources to run scientific application simulations.
Such an approach will allow the creation of enriched interactive and
multimedia learning modules that interactively support the exploration of
scientific phenomena. Advanced repository and collaboration services will
allow students to remotely and securely up- and download science and
engineering learning objects. The broader science community will add new
learning modules and computer simulation-based learning objects as they
become available. An open and Web-based community will capitalize on the
‘collective intelligence’ of students, educators, and scientists, using Web 2.0
communication and collaboration tools.
The Dawn of Distance Learning e-Infrastructure
By Wolfgang Gentzsch, DEISA and the Open Grid Forum},
keywords = {IT, remote experiments, secondary schools},
pubstate = {published},
tppubtype = {book}
}
In modern e-Classrooms, students and scientists will be able to access Web
portals for scientific computer and data infrastructures, thus accessing large
collections of data and digital objects using metadata, knowledge management
techniques, and specific data services. Students and teachers will apply existing
scalable Web and grid technologies to access and share scientific data, using
educational and computing resources to run scientific application simulations.
Such an approach will allow the creation of enriched interactive and
multimedia learning modules that interactively support the exploration of
scientific phenomena. Advanced repository and collaboration services will
allow students to remotely and securely up- and download science and
engineering learning objects. The broader science community will add new
learning modules and computer simulation-based learning objects as they
become available. An open and Web-based community will capitalize on the
‘collective intelligence’ of students, educators, and scientists, using Web 2.0
communication and collaboration tools.
The Dawn of Distance Learning e-Infrastructure
By Wolfgang Gentzsch, DEISA and the Open Grid Forum
portals for scientific computer and data infrastructures, thus accessing large
collections of data and digital objects using metadata, knowledge management
techniques, and specific data services. Students and teachers will apply existing
scalable Web and grid technologies to access and share scientific data, using
educational and computing resources to run scientific application simulations.
Such an approach will allow the creation of enriched interactive and
multimedia learning modules that interactively support the exploration of
scientific phenomena. Advanced repository and collaboration services will
allow students to remotely and securely up- and download science and
engineering learning objects. The broader science community will add new
learning modules and computer simulation-based learning objects as they
become available. An open and Web-based community will capitalize on the
‘collective intelligence’ of students, educators, and scientists, using Web 2.0
communication and collaboration tools.
The Dawn of Distance Learning e-Infrastructure
By Wolfgang Gentzsch, DEISA and the Open Grid Forum