How Electronic Learning and Social Reading Merges to a New Learning Experience

Date

2012-11-16

Speaker

Volker Zimmermann (IMC)

Summary

There are four big forces coming together that change the paradigms how we will learning in the future: (1) With upcoming interactive e-books, reading and learning in the classroom using internet technology enable new instructional design principles, but also simplify the life of pupils and lecturers. Both aspects together will increase acceptance for learning technology and enable a major growth in this area. (2) Cloud technologies enable the ubiquitous use of learning material either in classroom, at home, in private learning settings or in group learning scenarios. (3) Mobile devices like tablets and smartphones enable an easy access to learning material, the user interfaces simplify and allow children as well as professionals and elder people to access learning from anywhere. (4) Social communities enable a social learning experience, as learning is mainly a social process. All these 4 big forces are realized in learning applications in which e-Books stand at the core of the learning process. Within the seminar, examples and best practices are shown, also how to create e-books and how to use them in different online and classroom course scenarios.

eMadrid in the IEEE EDUCON 2012

Some members of the eMadrid project presented the progress of their researching activities in the Third IEEE EDUCON conference, hosted in Marrakech (Morocco) between past 17-20 April 2012. It was on Thursday 19 in the morning when, under the title “Will m-Learning bring Disruption into Education? Advances from the eMadrid Excellence Network”, different partner representatives showed the progress of their research activities.

Let me see...: Analytics in Learning Environments

Date

2012-03-16

Speaker

Abelardo Pardo (UC3M)

Summary

Nowadays technology is being used in an increasing number of aspects of learning experiences. Learning management systems now share student attention with other applications. But similarly to what is happening in Internet, a wider variety of possibilities to observe student actions in these experiences are emerging. How feasible is this observation? What can be done with the obtained data? How are privacy and security issues addressed? Data mining techniques such as statistical analysis or machine-learning are already being used in what is known as "Educational Data Mining".

How to Combine Informal Learning with Regular Programmes

Date

2012-03-16

Speaker

Daniel Burgos (UNIR)

Summary

There is a huge amount of information on the Internet and mass media, with a high potential to be used in regular plans in a significant way. There are a number of resources like, i.e. social networks, mobile communication, ip TV, content providers, interactive online multi-player games, enriched eBooks, and so on. Any student can retrieve a non-ending pool of information. However, regular academic programmes usually dismiss all this shocking, social contribution, and they remain stuck with static and usually non up-to-date content.

Learning Analytics in a Mobile World - A Community Information Systems Perspective

Date

2012-03-16

Speaker

Ralf Klamma (RWTH-AU)

Summary

With the increasing availability of smart phones and tablets as well as growing mobile bandwidth, mobile learning offers by the means of apps and electronic books become a commodity. In this presentation I motivate by examples that professional communities need learning support beyond the commodity level. Learning analytics in such settings is more than simple assessment strategies but need a deep understanding of interactions between learners and systems, learner and learning resources as well as learners among each others.

Open Linked Data and Learning: Semantic Technology Accelerator

Date

2012-01-20

Speaker

Ricardo Alonso Maturana (GNOSS)

Summary

Identify, characterize and explain examples of an approach of education that it´s thinking for improving education, enrich and accelerate learning for students using the possibilities of the tools of web 3.0 (social networking for learning, working and semantic technologies). This is not the traditional e-learning system, which too often has become an educational system to do the same thing in the classroom by other ways.

What Brings Linked Data Web to OpenCourseWare (OCW) Repositories

Date

2012-01-20

Lecturer

Edmundo Tovar (UPM) y Óscar Corcho (UTPL, GICAC-UPM)

Summary

OpenCourseWare (OCW) is one of the most successful emerging initiatives in the global promotion of free and unrestricted access to university knowledge. This initiative has had a major impact and has prompted many international prestigious universities have joined this movement, creating their own projects in coordination with OCW Consortium. The repository and the organization and internal structure of an OCW are diverse, and respond to the vision of each university. There is no standardized way to implement OCW initiatives, so that one of the greatest challenges facing OCW initiatives in general, as the OCW Universia in particular, is the heterogeneity of existing OCW repositories. The lack of interoperability makes the discovery, reuse and remix of OCWs.

DynaLearn: Semantic Technologies in a Problem-based Learning Context

Date

2012-01-20

Lecturer

Óscar Corcho (UPM)

Summary

Problem-based learning has been applied over the last three decades to a diverse range of learning environments. In this educational approach different problems are posed to the learners so that they can develop different solutions while learning about the problem domain. When applied to conceptual modelling, and particularly to Qualitative Reasoning, the solutions to problems are models that represent the behaviour of a dynamic system. The learner’s task then is to bridge the gap between their initial model, as their first attempt to represent the system, and the target models that provide solutions to that problem. We propose the use of semantic technologies and resources to help in bridging that gap by providing links to terminology and formal definitions, and matching techniques to allow learners to benefit from existing models.

eMadrid at the IEEE EDUCON 2011

Last April 4, 2011 eMadrid project members presented the progress of their researchs at the second IEEE EDUCON conference, hosted by Princess Sumaya University for Technology in Amman, Jordan, from 4 to 6 of this month. Under the heading "Open Learning - advances in eMadrid network of excellence", there have been presentations by members of the University Carlos III of Madrid, Complutense University of Madrid, Polytechnic University of Madrid, Rey Juan Carlos University of Madrid and National Distance Learning University.

Smart Web: From Laboratory to Market

Date

2011-03-11

Lecturer

Jesus Contreras Cino (iSOCO)

Summary

Presentation that reviews the history of the semantic web, since its inception in the laboratory until today that it is entering the market. The talk will be be accompanied by
concrete examples from various sectors, including education, and methodologies to market new technologies. It also includes some predictions about the next generation network and the challenges this poses to the R & D, for innovation and for the educational system in the field of Semantic Web.

Semantic Web & Social TV: New challenges for learning frameworks

Date

2011-03-11

Lecturer

Edmundo Tovar (UPM) and Óscar M Bonastre (UMH, GICAC-UPM)

Summary

The growing amount of data available on the social and semantic Webs, APIs to access and manipulate that data, and trends towards common identifiers and metadata schema will allow new opportunities for future television. Thus, TV and Social Web are merging and they are moving to an interesting direction.

Semantic annotation of text: techniques and applications

Date

2011-03-11

Lecturer

Luis Sánchez Fernández (UC3M)

Summary

The presentation will introduce the Semantic Web, the role of semantic annotation in the Semantic Web and its application to the education domain. Different types of semantic annotations and common techniques used in the state of the art to extract annotations will be presented. Finally, recent results obtained in semantic annotations from documents using instances extracted from Wikipedia will be discussed.

Design and development of collaborative learning scenarios with PELICAN

Date

2011-02-11

Lecturer

Javier Velez (UNED)

Summary

Collaborative learning is a recent pedagogical paradigm that it is providing its instructional adequacy in many educative contexts. Nevertheless, the design and development of that kind of experiences is quite complex to teachers and instructional designers.

Web 2.0: Collaborative Systems

Date

2011-02-11

Lecturer

Jaime Moreno (UAM)

Summary

The evolution of the Web in the last ten years has brought the democratized this media, end users have taken the main role of information providers, but increasingly also the roles of application developers and service providers.

Authoring and reengineering of Learning Designs: the approach

Date

2011-01-14

Lecturer

Iván Martínez (UCM)

Summary

The Educational Modeling Languages (EMLs) allows instructors to describe and formalize the learning processes by a document called learning design. These learning designs deal both with the educational contents and also with the complementary activities needed to achieve an effective use of the educational contents and foster the learning process. The learning designs formalized with an EML have the advantage that can be automatically processed by a software tool. This automatic processing of a learning design allows for the automation of the virtual learning environment configuration to support the teaching process and for the execution of the activities represented in the learning design. This explicit representation of the teaching process has additional advantages, such as these learning designs can be reused by other instructors just as an example of good practices or as an starting point to create their particular learning design specifically adapted for their learners’ needs.

New interactions and technology-enhanced evaluation activities based on the use of web maps integrated with technology educational standards

Date

2010-12-10

Lecturer

Davinia Hernández-Leo (UPF)

Summary

Multiple educational disciplines often require skills and knowledge aspects related to geographic maps. Drawing frontiers and locating buildings obtaining an automatic score, answering questions on fauna and flora aspects, or checking if someone knows how to reason on social and economical issues considering a certain type of neighborhood urbanism following either a virtual or a real path, are evaluation activities that can be carried out thanks to technology.

Description of an approach for Open Educational Resources based on semantic technologies

Date

14/04/2010

Lecturer

Edmundo Tovar

Authors

Chicaiza, Janneth; Lopez, Jorge, Martinez, Oscar, Nelson Stone, Nelson, Tovar, Edmundo

Enhancing Authoring, Modelling and Collaboration in E-learning environments: UNED research outline in the context of E-Madrid excellence network

Date

14/04/2010

Lecturer

Miguel Rodriguez Artacho

Authors

Bárcena, Elena Castro Gil, Manuel Alonso Delgado, José Luis; Lorenzo, Emilio; Martín, Sergio; Mayorga, José I., Perez Molina, Clara Read, Tim M., Rodrigo, Covadonga; Rodríguez Artacho, Miguel; Ros , Salvador; Velez, Javier