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 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.
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 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.
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Date
2011-01-14
Lecturer
Dai Griffiths (CETIS, UK)
Summary
The IMS LD specification has attracted considerable interest since its publication in 2003 as a means of modelling and orchestrating educational activities. It aims to make these models interoperable, but one major barrier to this, has been the inability to make a range of services available across multiple systems. This has also meant that Learning Design runtime systems are often rather impoverished with regard to services.
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Date
2011-01-14
Lecturer
Luis de la Fuente Valentín (UC3M)
Summary
The actual web offers a wide catalogue of tools (the so called web 2.0 applications) that are related to many different topics. Most of those tools can be used in educational practices to facilitate activities. IMS Learning Design (IMS LD) is a specification that allows reusing activity sequences of arbitrary complexity. Therefore, a sequence (called UoL) that has shown to be successful can be used several times at a low implementation cost. When introducing web 2.0 tools as part of one of these sequences we find that the resulting UoL loses the most relevant IMS LD characteristics: interoperability, reusing capacity, adaptability and collaboration capacity.
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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.
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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.
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Date
2010-12-10
Lecturer
David Maroto (UC3M)
Summary
Immersive spaces, and in particular the three-dimensional virtual worlds, are increasingly used in the learning process of students, mainly for skills development and collaborative learning. These virtual worlds make the learning process more attractive, mainly due to its rich graphical interface and sense of "game" that they give to the educational process.
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Date
2010-12-10
Lecturer
Juan Carlos Vidal Aguiar (USC)
Summary
3D Educational environments are virtual worlds designed to encourage interaction and communication between participants of a course, drawing on immersion in virtual worlds of students and teachers. In recent years we have developed a number of 3D learning environments which aim to simulate real-world environments (Campus, classrooms, etc..) in which teaching activities take place. In these environments, however, did not avail the benefits of virtual education in terms of management and adaptation of learning activities to the students and teachers’ behavior and evolution.
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 In the context of the 10th Madrid Science Week will be a workshop on the management of evaluation resources. It will teach attendees to use a resource management tool aimed at skills assessment in a European repository. The tool to use is the result of research carried out by ICOPER project, on skill-driven interoperable content. Attendees are encouraged to seek evaluation material (questions, tests, exams, etc..) To work with him in the workshop. This workshop is designed for teachers and course developers, but open to anyone interested.
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On Thursday April 15, 2010 was held at the Campus of the Leganés UC3M a conference organized by the Network for The ICOPER eMadrid Reference Model: a New Interoperability for Higher Education, given by Dr. Bernd Simon of Knowledge Markets (Austria).
Schedule
The scheduled time of the conference is 1:30 p.m. to 2:30 p.m.
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