Generating Awareness from Collaborative Working Environment using Social Data

Nowadays, Internet is a place where social networks have reached an important impact in collaboration among people over the world in different ways. This article proposes a new paradigm for building CSCW business tools following the novel ideas provided by the social web to collaborate and generate awareness. An implementation of these concepts is described, including the components we provide to collaborate in workspaces, (such as videoconference, chat, desktop sharing, forums or temporal events), and the way we generate awareness from these complex social data structures. Figures and validation results are also presented to stress that this architecture has been defined to support awareness generation via joining current and future social data from business and social networks worlds, based on the idea of using social data stored in the cloud.

Adaptive fuzzy knowledge-based systems for control metabots' mobility on virtual environments

The confluence of three-dimensional (3D) virtual worlds with social networks imposes on software agents, in addition to conversational functions, the same behaviours as those common to human-driven avatars. In this paper, we explore the possibilities of the use of metabots (metaverse robots) with motion capabilities in complex virtual 3D worlds and we put forward a learning model based on the techniques used in evolutionary computation for optimizing the fuzzy controllers which will subsequently be used by metabots for moving around a virtual environment.

Diseño de una práctica para un laboratorio virtual de biotecnología multilingüe y adaptable a alumnos de secundaria

Este trabajo describe el diseño y la implementación de un ejercicio virtual que es parte de una práctica que se realiza en un laboratorio virtual de biotecnología, la adaptación de la misma para que alumnos de secundaria la puedan realizar y por último, la adaptación del laboratorio a un entorno multilingüe. La práctica consiste en transformar genéticamente un árbol (chopo) para dotarlo de una mayor resistencia a enfermedades, especialmente las producidas por hongos y más en concreto, el ejercicio o fase de la práctica a desarrollar consiste en introducir en el plásmido un gen amplificado por la PCR obtenido en la fase anterior de la práctica virtual. La adaptación para alumnos de secundaria servirá para fomentar el interés de estos alumnos por la biotecnología. Asimismo, la adaptación a un entorno multilingüe permitirá que varios alumnos de distintos idiomas realicen la práctica de forma simultánea. Como parte de este trabajo, se ha realizado un análisis sobre OpenSimulator, que es la herramienta utilizada para la creación del entorno virtual, así como de sus visores gráficos para visitar y desarrollar el mundo virtual. Debido a que este proyecto toma como punto de partida un laboratorio virtual con una parte de la práctica virtual ya desarrollada, se ha incluido una descripción de dicho laboratorio para comprender mejor el trabajo que se ha realizado en este proyecto. Finalmente, en este trabajo se presentan los modelos y especificaciones para la extensión del laboratorio virtual. ---ABSTRACT---This document describes the design and implementation of virtual exercise that is part of a practice that is performed in a virtual biotechnology laboratory, the adaptation of this phase to high-school students and finally, the adaptation of laboratory for a multilingual environment. In this practice a tree is genetically modified to give it resistance to diseases produced by fungi. Specifically, the exercise or phase developed consists in introducing in the plasmid a gene amplified by PCR in the previous phase. The adaptation for high-school students will motivate to new students about biotechnology. And the adapting to the multilingual environment will allow several students, such as Erasmus, to do the practice in different languages simultaneously. We analyzed the OpenSimulator platform and the graphic viewers to visit and develop the virtual world. This tool is used for creating the virtual environment. Because of the fact that the project takes a starting point a laboratory with some parts already developed, we have included a description with information related to the laboratory to better understand the work carried out in this project. Finally, this document presents the models and specifications for the extension of the virtual laboratory.

Software architecture implementation based on OpenSim

One of the objectives of the European Higher Education Area is the promotion of collaborative and informal learning through the implementation of educational practices. 3D virtual environments become an ideal space for such activities. On the other hand, the problem of financing in Spanish universities has led to the search for new ways to optimize available resources. The Technical University of Madrid requires the use of laboratories which due to their dangerousness, duration or control of the developed processes are difficult to perform in real life. For this reason, we have developed several 3D laboratories in virtual environment. The laboratories are built on open source platform OpenSim. In this paper it is exposed the use of the OpenSim platform for these new teaching experiences and the new design of the software architecture. This architecture requires the adaptation of the platform to the needs of the users and the different laboratories of our University. We will explain the structure of the implemented architecture and the process of creating and configuring it. The proposed architecture is decentralized, each laboratory is housed in different an educational center. The architecture adds several services, among others, the creation and management of users automated, communication between external services and platforms in different program languages. Therefore, we achieve improving the user experience and rising the functionalities of laboratories.

Managing Industrial Simulator Visual Databases Using Geographic Information Systems

Geographic Information Systems are developed to handle enormous volumes of data and are equipped with numerous functionalities intended to capture, store, edit, organise, process and analyse or represent the geographically referenced information. On the other hand, industrial simulators for driver training are real-time applications that require a virtual environment, either geospecific, geogeneric or a combination of the two, over which the simulation programs will be run. In the final instance, this environment constitutes a geographic location with its specific characteristics of geometry, appearance, functionality, topography, etc. The set of elements that enables the virtual simulation environment to be created and in which the simulator user can move, is usually called the Visual Database (VDB). The main idea behind the work being developed approaches a topic that is of major interest in the field of industrial training simulators, which is the problem of analysing, structuring and describing the virtual environments to be used in large driving simulators. This paper sets out a methodology that uses the capabilities and benefits of Geographic Information Systems for organising, optimising and managing the visual Database of the simulator and for generally enhancing the quality and performance of the simulator.

An Analysis of the Influence of Students´ Technological Culture on Their Technology

decade has raised the interest among the research community on the acceptance and use of these systems by both teachers and students. At first, the implementation of LMS was based on their technical design and the adaptation of the learning processes to the virtual environment, neglecting students’ characteristics when the systems were deployed, which led to expensive and failing implementations. The Unified Theory of Acceptance and Use of Technology (UTAUT) proposes a framework which allows the study of the acceptance and use of technology that takes into consideration the students’ characteristics and how they affect the acceptance and the degree of use of educational technology. This study questions the role of the user’s attitude towards use of LMS and uses the UTAUT to examine the moderating effect of technological culture in the adoption of LMS in Spain. The results from the comparison and analysis of three different models confirm the relevance of attitude towards use as an antecedent of intention to use the system, as well as the important moderating effect of gender and technological culture. The discussion of results suggests the need for a more in-depth analysis and interrelations of cultural dimensions in the adoption of educational technologies and learning management systems

Generación y Gestión Optimizadas de la Base de Datos de un Visual para su Implementación en un Simulador de Formación

Los Sistemas de Información Geográfica están desarrollados para gestionar grandes volúmenes de datos, y disponen de numerosas funcionalidades orientadas a la captura, almacenamiento, edición, organización, procesado, análisis, o a la representación de información geográficamente referenciada. Por otro lado, los simuladores industriales para entrenamiento en tareas de conducción son aplicaciones en tiempo real que necesitan de un entorno virtual, ya sea geoespecífico, geogenérico, o combinación de ambos tipos, sobre el cual se ejecutarán los programas propios de la simulación. Este entorno, en última instancia, constituye un lugar geográfico, con sus características específicas geométricas, de aspecto, funcionales, topológicas, etc. Al conjunto de elementos que permiten la creación del entorno virtual de simulación dentro del cual se puede mover el usuario del simulador se denomina habitualmente Base de Datos del Visual (BDV). La idea principal del trabajo que se desarrolla aborda un tema del máximo interés en el campo de los simuladores industriales de formación, como es el problema que presenta el análisis, la estructuración, y la descripción de los entornos virtuales a emplear en los grandes simuladores de conducción. En este artículo se propone una metodología de trabajo en la que se aprovechan las capacidades y ventajas de los Sistemas de Información Geográfica para organizar, optimizar y gestionar la base de datos visual del simulador, y para mejorar la calidad y el rendimiento del simulador en general. ABSTRACT Geographic Information Systems are developed to handle enormous volumes of data and are equipped with numerous functionalities intended to capture, store, edit, organise, process and analyse or represent the geographically referenced information. On the other hand, industrial simulators for driver training are real-time applications that require a virtual environment, either geospecific, geogeneric or a combination of the two, over which the simulation programs will be run. In the final instance, this environment constitutes a geographic location with its specific characteristics of geometry, appearance, functionality, topography, etc. The set of elements that enables the virtual simulation environment to be created and in which the simulator user can move, is usually called the Visual Database (VDB). The main idea behind the work being developed approaches a topic that is of major interest in the field of industrial training simulators, which is the problem of analysing, structuring and describing the virtual environments to be used in large driving simulators. This paper sets out a methodology that uses the capabilities and benefits of Geographic Information Systems for organising, optimising and managing the visual Database of the simulator and for generally enhancing the quality and performance of the simulator.

Using modular neural networks to model self-consciousness and self-representation for artificial entities

Self-consciousness implies not only self or group recognition, but also real knowledge of one’s own identity. Self-consciousness is only possible if an individual is intelligent enough to formulate an abstract self-representation. Moreover, it necessarily entails the capability of referencing and using this elf-representation in connection with other cognitive features, such as inference, and the anticipation of the consequences of both one’s own and other individuals’ acts. In this paper, a cognitive architecture for self-consciousness is proposed. This cognitive architecture includes several modules: abstraction, self-representation, other individuals'representation, decision and action modules. It includes a learning process of self-representation by direct (self-experience based) and observational learning (based on the observation of other individuals). For model implementation a new approach is taken using Modular Artificial Neural Networks (MANN). For model testing, a virtual environment has been implemented. This virtual environment can be described as a holonic system or holarchy, meaning that it is composed of autonomous entities that behave both as a whole and as part of a greater whole. The system is composed of a certain number of holons interacting. These holons are equipped with cognitive features, such as sensory perception, and a simplified model of personality and self-representation. We explain holons’ cognitive architecture that enables dynamic self-representation. We analyse the effect of holon interaction, focusing on the evolution of the holon’s abstract self-representation. Finally, the results are explained and analysed and conclusions drawn.

Strengthening communication skills in an innovative context of engineering project management learning

This document presents an innovative, formal educational initiative that is aimed at enhancing the development of engineering students’ specific competences when studying Project Management (PM) subject. The framework of the experience combines (1) theoretical concepts, (2) the development of a real-case project carried out by multidisciplinary groups of three different universities, (3) the use of software web 2.0 tools and (4) group and individual assignments of students that play different roles (project managers and team members). Under this scenario, the study focuses on monitoring the communication competence in the ever growing PM virtual environment. Factors such as corporal language, technical means, stage, and PM specific vocabulary among others have been considered in order to assess the students’ performance on this issue. As a main contribution, the paper introduces an ad-hoc rubric that, based on previous investigations, has been adapted and tested for the first time to this new and specific context. Additionally, the research conducted has provided some interesting findings that suggest further actions to improve and better define future rubrics, oriented to communication or even other competences. As specific PM subject concerns, it has been detected that students playing the role of Project Managers strengthen their competences more than those ones that play the role of Team Members. It has also been detected that students have more difficulty assimilating concepts related to risk and quality management. However those concepts related with scope, time or cost areas of knowledge have been better assimilated by the students.

Una asignatura on-line de Historia de los Algoritmos

This paper describes the objectives, contents learning methodology and results of an on-line course about History of Algorithms for engineering students of the Polytechnic University of Madrid. This course is conducted in a virtual environment based on Moodle, with an educational model centered at student which includes a detailed planning of learning activities. . Our experience indicates that this subject is is highly motivating for students and the virtual environment facilitates competencies development.

A graphical tool for designing interactive video cognitive rehabilitation therapies

Acquired Brain Injury (ABI) has become one of the most common causes of neurological disability in developed countries. Cognitive disorders result in a loss of independence and therefore patients? quality of life. Cognitive rehabilitation aims to promote patients? skills to achieve their highest degree of personal autonomy. New technologies such as interactive video, whereby real situations of daily living are reproduced within a controlled virtual environment, enable the design of personalized therapies with a high level of generalization and a great ecological validity. This paper presents a graphical tool that allows neuropsychologists to design, modify, and configure interactive video therapeutic activities, through the combination of graphic and natural language. The tool has been validated creating several Activities of Daily Living and a preliminary usability evaluation has been performed showing a good clinical acceptance in the definition of complex interactive video therapies for cognitive rehabilitation.

Implementation of the iDMU for an Aerostructure Industrialization in AIRBUS

AIRBUS Military has undertaken a project to implement the industrial Digital Mock-Up (iDMU) concept to support the industrialization process of a medium size aerostructure. Within the framework of a collaborative engineering strategy, such project is part of the efforts to deploy Digital Manufacturing as a key technology for the industrialization of aircrafts assembly lines. The project has confirmed the potential of the iDMU to improve the industrial design process in a collaborative engineering environment. This communication presents the main project objectives, the key methodological points, the main project achievements and the next additional developments to increase the scope and benefits of the iDMU concept.

An Online Course on the History of Algorithms.

This paper describes the objectives, content, learning methodology and results of an online course on the History of Algorithms for engineering students at Polytechnic University of Madrid (UPM). This course is conducted in a virtual environment based on Moodle, with a student-centred educational model which includes a detailed planning of learning activities. Our experience indicates that this subject is highly motivating for students and the virtual environment facilitates competencies development

Improving engineering students' communication competence: designing innovative learning strategies

This research presents an innovative and formal educational initiative that is aimed at enhancing the development of engineering students’ specific competencies when studying Engineering Project Management subject. The framework of the experience combines theoretical concepts, the development of a real-case project carried out by multidisciplinary groups of three different universities, the use of software web 2.0 tools, and group and individual assignments of students that play different roles (project managers and team members). Under this scenario, this paper focuses on monitoring the communication competence in the ever growing Project Management virtual environment. Factors such as corporal language, technical means, stage, and management specific vocabulary among others have been considered in order to assess the students’ performance on this issue. As a main contribution, the paper introduces an ad-hoc rubric that, based on previous investigations, has been adapted and tested to this specific context. Additionally, the research conducted has provided some interesting findings that suggest further actions to improve and better define future rubrics, oriented to communication or even other competencies. As specific Project Management subject concerns, it has been detected that students playing the role of Project Managers strengthen their competencies more than those ones that play the role of Team Members. It has also been detected that students have more difficulty assimilating concepts related to risk and quality management. However those concepts related with areas of knowledge like scope, time or cost have been better assimilated by the students.

Una propuesta de modelado del estudiante basada en ontologías y diagnóstico pedagógico-cognitivo no monótono

Los recientes avances tecnológicos han encontrado un potencial campo de explotación en la educación asistida por computador. A finales de los años 90 surgió un nuevo campo de investigación denominado Entornos Virtuales Inteligentes para el Entrenamiento y/o Enseñanza (EVIEs), que combinan dos áreas de gran complejidad: Los Entornos Virtuales (EVs) y los Sistemas de Tutoría Inteligente (STIs). De este modo, los beneficios de los entornos 3D (simulación de entornos de alto riesgo o entornos de difícil uso, etc.) pueden combinarse con aquéllos de un STIs (personalización de materias y presentaciones, adaptación de la estrategia de tutoría a las necesidades del estudiante, etc.) para proporcionar soluciones educativas/de entrenamiento con valores añadidos. El Modelo del Estudiante, núcleo de un SIT, representa el conocimiento y características del estudiante, y refleja el proceso de razonamiento del estudiante. Su complejidad es incluso superior cuando los STIs se aplican a EVs porque las nuevas posibilidades de interacción proporcionadas por estos entornos deben considerarse como nuevos elementos de información clave para el modelado del estudiante, incidiendo en todo el proceso educativo: el camino seguido por el estudiante durante su navegación a través de escenarios 3D; el comportamiento no verbal tal como la dirección de la mirada; nuevos tipos de pistas e instrucciones que el módulo de tutoría puede proporcionar al estudiante; nuevos tipos de preguntas que el estudiante puede formular, etc. Por consiguiente, es necesario que la estructura de los STIs, embebida en el EVIE, se enriquezca con estos aspectos, mientras mantiene una estructura clara, estructurada, y bien definida. La mayoría de las aproximaciones al Modelo del Estudiante en STIs y en IVETs no consideran una taxonomía de posibles conocimientos acerca del estudiante suficientemente completa. Además, la mayoría de ellas sólo tienen validez en ciertos dominios o es difícil su adaptación a diferentes STIs. Para vencer estas limitaciones, hemos propuesto, en el marco de esta tesis doctoral, un nuevo mecanismo de Modelado del Estudiante basado en la Ingeniería Ontológica e inspirado en principios pedagógicos, con un modelo de datos sobre el estudiante amplio y flexible que facilita su adaptación y extensión para diferentes STIs y aplicaciones de aprendizaje, además de un método de diagnóstico con capacidades de razonamiento no monótono. El método de diagnóstico es capaz de inferir el estado de los objetivos de aprendizaje contenidos en el SIT y, a partir de él, el estado de los conocimientos del estudiante durante su proceso de aprendizaje. La aproximación almodelado del estudiante propuesta ha sido implementada e integrada en un agente software (el agente de modelado del estudiante) dentro de una plataforma software existente para el desarrollo de EVIEs denominadaMAEVIF. Esta plataforma ha sido diseñada para ser fácilmente configurable para diferentes aplicaciones de aprendizaje. El modelado del estudiante presentado ha sido implementado e instanciado para dos tipos de entornos de aprendizaje: uno para aprendizaje del uso de interfaces gráficas de usuario en una aplicación software y para un Entorno Virtual para entrenamiento procedimental. Además, se ha desarrollado una metodología para guiar en la aplicación del esta aproximación de modelado del estudiante a cada sistema concreto.---ABSTRACT---Recent technological advances have found a potential field of exploitation in computeraided education. At the end of the 90’s a new research field emerged, the so-called Intelligent Virtual Environments for Training and/or Education (IVETs), which combines two areas of great complexity: Virtual Environments (VE) and Intelligent Tutoring Systems (ITS). In this way, the benefits of 3D environments (simulation of high risk or difficult-to-use environments, etc.) may be combined with those of an ITS (content and presentation customization, adaptation of the tutoring strategy to the student requirements, etc.) in order to provide added value educational/training solutions. The StudentModel, core of an ITS, represents the student’s knowledge and characteristics, and reflects the student’s reasoning process. Its complexity is even higher when the ITSs are applied on VEs because the new interaction possibilities offered by these environments must be considered as new key information pieces for student modelling, impacting all the educational process: the path followed by the student during their navigation through 3D scenarios; non-verbal behavior such as gaze direction; new types of hints or instructions that the tutoring module can provide to the student; new question types that the student can ask, etc. Thus, it is necessary for the ITS structure, which is embedded in the IVET, to be enriched by these aspects, while keeping a clear, structured and well defined architecture. Most approaches to SM on ITSs and IVETs don’t consider a complete enough taxonomy of possible knowledge about the student. In addition, most of them have validity only in certain domains or they are hard to be adapted for different ITSs. In order to overcome these limitations, we have proposed, in the framework of this doctoral research project, a newStudentModeling mechanism that is based onOntological Engineering and inspired on pedagogical principles, with a wide and flexible data model about the student that facilitates its adaptation and extension to different ITSs and learning applications, as well as a rich diagnosis method with non-monotonic reasoning capacities. The diagnosis method is able to infer the state of the learning objectives encompassed by the ITS and, fromit, the student’s knowledge state during the student’s process of learning. The proposed student modelling approach has been implemented and integrated in a software agent (the student modeling agent) within an existing software platform for the development of IVETs called MAEVIF. This platform was designed to be easily configurable for different learning applications. The proposed student modeling has been implemented and it has been instantiated for two types of learning environments: one for learning to use the graphical user interface of a software application and a Virtual Environment for procedural training. In addition, a methodology to guide on the application of this student modeling approach to each specific system has been developed.