Objectives

eMadrid project is divided in 10 lines of research, each of them with specific scientific and technical objectives. These lines of research are aligned with the topics of particular importance in the short and medium term in elearning that have been defined in many reports such as in the prestigious Horizon report series, and with the strategies set by the European Union through the initiative "Opening Up Education" and the Horizon 2020 program. The lines of research of eMadrid Network are as follows:

  1. Authoring and reuse Transparencias de la presentación
  2. Learning environments and MOOCs Transparencias de la presentación Transparencias de la presentación 2
  3. Ubiquitous learning and supported on mobile devices Transparencias de la presentación
  4. Serious games and simulations Transparencias de la presentación
  5. Remote and virtual laboratories Transparencias de la presentación
  6. Learning evaluation, learning analytics and big data Transparencias de la presentación
  7. Open educational resources, free software and open data Transparencias de la presentación
  8. Adaptation adaptability and accessibility Transparencias de la presentación
  9. Formats and content and services standardization Transparencias de la presentación
  10. Educational methodologies, gamification and quality Transparencias de la presentación

Among the 10 proposed lines there is a high level of interdependence, as reflected in the image, which contributes to collaboration and synergies among members and associates of the project.

Objetivos y líneas de investigación eMadrid

Description of project objectives:

  1. Authoring and reuse. We will focus on deepening the semi-automatic semantic tagging with technologies based on semantic web in close coordination with the work on line of research 7, for the development of new mechanisms for OER search and retrieval based on the semantic description of these educational resources as well as in the framework of interoperability through Linked Data.
  2. Learning environments and MOOCs. This objective involves several lines of research related to learning environments, particularized through Massive Open Online Courses (MOOCs), which have brought a revolution both in higher education and in vocational training environments in the last years. As part of this objective, technological and educational solutions to the main challenges for the adoption of MOOCs as a complement to higher education will be explored and provided.
  3. Ubiquitous learning and supported on mobile devices. Mlearning applications prototypes will be developed by creating learning solutions through mobile devices that integrate other technologies of the project, as learning analytics and serious games; prototypes of augmented reality applications will be researched and developed; and pilot applications and prototypes in non-university environments will be made, as well as in both formal and informal learning environments.
  4. Serious games y simulations. The main challenges facing current research on serious games for education, ,defined as an umbrella term encompassing not only games but also other highly interactive technologies, such as simulations, will be addressed. We will seek to facilitate the adoption of serious games, whose penetration in education is still limited, trying to improve the reliability of the methods used to evaluate the effectiveness of serious games.
  5. Remote and virtual laboratories. We will try to take another step forward in the state of the art so students, teachers and institutions can create, reuse, combine and federate remote and virtual laboratories, promoting interoperability between architectures. We will seek to provide greatly motivating laboratories that can be used in any type of institution requiring improved practical skills for better business development (both large, medium and small companies) and development on different devices and environments (college, university, company, lifelong learning, including specific issues for people with disabilities).
  6. Learning evaluation, learning analytics and big data. Different technological learning solutions, which are developed and/or used in the project, will be evaluated. Tools for information and action, such as displays or recommenders, will also be provided to learning actors (students, teachers, etc.). These assessments will be used for continuous improvement of the learning process and technological tools developed and/or used. To perform this evaluation both traditional and learning analytics methods will be used, primarily focusing on large amounts of low level data processing (big data) to get intelligent information.
  7. Open educational resources, free software and open data. The main objective of this transversal activity is to transfer processes of learning and development used in the world of free software and open knowledge, to the remaining project activities, where relevant.
  8. Adaptation adaptability and accessibility. Different lines of research related to adaptation, adaptability and accessibility to features and academic contents will be discussed, addressing the particular needs and specific situations of users. These techniques will transversely be applied to other project objectives, such as serious games. In addition, the accessibility and inclusion conditions that institutions must follow when publishing Open Educational Resources (OER) during the design and release of these materials will be addressed in order to maximize access to users.
  9. Formats and content and services standardization. This goal has a transversal nature, focusing on the analysis of the new specifications and formats agencies such as IMS Global Learning Consortium or ADLCoLab are currently proposing for standardization of new systems and educational content, which raises the challenge of responding to their increasing technological complexity and need for collection and storage of data and integration of services from different providers.
  10. Educational methodologies, gamification and quality. Pedagogical models, teaching methods and support tools to facilitate the design and implementation of active learning experiences following the principles of constructivism, connectivism and social learning using storytelling techniques, gamification and collaborative learning will be explored. These models will be applied in hybrid educational scenarios that have a in-person part and a digital part and shall apply in formal and informal learning environments.

Share this post

Submit to Google PlusSubmit to TwitterSubmit to LinkedIn