Uso de las TIC/TAC en el Aula de Lengua y Literatura. Líneas de investigación en LIJ 2.0

La red de investigación en docencia universitaria “De las tabletas a los MOOC en la LIJ 2.0 y la didáctica de lengua y literatura” (Modalidad II. Código 2962 http://web.ua.es/es/ice/redes/2014/proyectos-modalidad-ii-2013-2014.html) ha continuado las principales líneas de trabajo desarrolladas por las anteriores redes del área de didáctica de la lengua y la literatura de la Universidad de Alicante (Mula et alii 2011, Llorens et alii 2012, Rovira et alii, 2013 http://web.ua.es/es/ice/redes/proyectos-cursos-anteriores.html). La integración de las Tecnologías de la Información y la Comunicación (TIC) o las Tecnologías del Aprendizaje y el Conocimiento (TAC) en el aula de lengua y literatura española es una realidad que presenta múltiples formas según el nivel, los equipos y herramientas disponibles o las metodologías utilizadas. Se han planteado dos líneas principales, recogidas en el título de la red: el estudio de las posibilidades didácticas de las tabletas y aplicaciones móviles, coordinado por Pedro Mendiola y la introducción a los MOOC Massive Online Open Course (Cursos Masivos, Abiertos y En línea) dirigida por Arantxa Martín Martín. Además, se han planteado otra serie de actuaciones como el uso del Moodle o la introducción al formato de los Book-tráilers como herramienta de animación lectora para seguir analizando las posibilidades de Internet para la didáctica de la lengua y la literatura.

Design of online practical lessons in colorimetry

Applied colorimetry is an important module in the program of the elective subject "Colour Science: industrial applications”. This course is taught in the Optics and Optometry Degree and it has been used as a testing for the application of new teaching and assessment techniques consistent with the new European Higher Education Area. In particular, the main objective was to reduce the attendance to lessons and encourage the individual and collective work of students. The reason for this approach is based on the idea that students are able to work at their own learning pace. Within this dynamic work, we propose online lab practice based on Excel templates that our research group has developed ad-hoc for different aspects of colorimetry, such as conversion to different colour spaces, calculation of perceptual descriptors (hue, saturation, lightness), calculation of colour differences, colour matching dyes, etc. The practice presented in this paper is focused on the learning of colour differences. The session is based on a specific Excel template to compute the colour differences and to plot different graphs with these colour differences defined at different colour spaces: CIE ΔE, CIE ΔE94 and the CIELAB colour space. This template is implemented on a website what works by addressing the student work at a proper and organized way. The aim was to unify all the student work from a website, therefore the student is able to learn in an autonomous and sequential way and in his own pace. To achieve this purpose, all the tools, links and documents are collected for each different proposed activity to achieve guided specific objectives. In the context of educational innovation, this type of website is normally called WebQuest. The design of a WebQuest is established according to the criteria of usability and simplicity. There are great advantages of using WebQuests versus the toolbox “Campus Virtual” available in the University of Alicante. The Campus Virtual is an unfriendly environment for this specific purpose as the activities are organized in different sectors depending on whether the activity is a discussion, an activity, a self-assessment or the download of materials. With this separation, it is more difficult that the student follows an organized sequence. However, our WebQuest provides a more intuitive graphical environment, and besides, all the tasks and resources needed to complete them are grouped and organized according to a linear sequence. In this way, the student guided learning is optimized. Furthermore, with this simplification, the student focuses on learning and not to waste resources. Finally, this tool has a wide set of potential applications: online courses of colorimetry applied for postgraduate students, Open Course Ware, etc.

Open educational resources: the role of OCW, blogs and videos in computer network classrooms

This paper analyzes the learning experiences and opinions obtained from a group of undergraduate students in their interaction with several on-line multimedia resources included in a free on-line course about Computer Networks. These new educational resources employed are based on the Web 2.0 approach such as blogs, videos and virtual labs which have been added in a web-site for distance self-learning.

A third cluster of red supergiants in the vicinity of the massive cluster RSGC3

Context. Recent studies have shown that the area around the massive, obscured cluster RSGC3 may harbour several clusters of red supergiants. Aims. We analyse a clump of photometrically selected red supergiant candidates 20′ south of RSGC3 in order to confirm the existence of another of these clusters. Methods. Using medium-resolution infrared spectroscopy around 2.27 μm, we derived spectral types and velocities along the line of sight for the selected candidates, confirming their nature and possible association. Results. We find a compact clump of eight red supergiants and four other candidates at some distance, all of them spectroscopically confirmed red supergiants. The majority of these objects must form an open cluster, which we name Alicante 10. Because of the high reddening and strong field contamination, the cluster sequence is not clearly seen in 2MASS or GPS-UKIDSS. From the observed sources, we derive E(J − KS) = 2.6 and d ≈ 6 kpc. Conclusions. Although the cluster is smaller than RSGC3, it has an initial mass in excess of 10 000 M⊙, and it seems to be part of the RSGC3 complex. With the new members this association already has 35 spectroscopically confirmed red supergiants, confirming its place as one of the most active sites of recent stellar formation in the Galaxy.

Red supergiants around the obscured open cluster Stephenson 2

Context. Several clusters of red supergiants have been discovered in a small region of the Milky Way close to the base of the Scutum-Crux Arm and the tip of the Long Bar. Population synthesis models indicate that they must be very massive to harbour so many supergiants. Amongst these clusters, Stephenson 2, with a core grouping of 26 red supergiants, is a strong candidate to be the most massive young cluster in the Galaxy. Aims. Stephenson 2 is located close to a region where a strong over-density of red supergiants had been found. We explore the actual cluster size and its possible connection to this over-density. Methods. Taking advantage of Virtual Observatory tools, we have performed a cross-match between the DENIS, USNO-B1 and 2MASS catalogues to identify candidate obscured luminous red stars around Stephenson 2, and in a control nearby region. More than 600 infrared bright stars fulfill our colour criteria, with the vast majority having a counterpart in the I band and >400 being sufficiently bright in I to allow observation with a 4-m class telescope. We observed a subsample of ~250 stars, using the multi-object, wide-field, fibre spectrograph AF2 on the WHT telescope in La Palma, obtaining intermediate-resolution spectroscopy in the 7500–9000 Å range. We derived spectral types and luminosity classes for all these objects and measured their radial velocities. Results. Our targets turned out to be G and K supergiants, late (≥ M4) M giants, and M-type bright giants (luminosity class II) and supergiants. We found ~35 red supergiants with radial velocities similar to Stephenson 2 members, spread over the two areas surveyed. In addition, we found ~40 red supergiants with radial velocities incompatible in principle with a physical association. Conclusions. Our results show that Stephenson 2 is not an isolated cluster, but part of a huge structure likely containing hundreds of red supergiants, with radial velocities compatible with the terminal velocity at this Galactic longitude (and a distance ~6 kpc). In addition, we found evidence of several populations of massive stars at different distances along this line of sight.

Evaluación de la calidad pedagógica de los MOOC

Los MOOC han irrumpido de forma acelerada en el ámbito de la educación. Las principales universidades estadounidenses primero y, posteriormente, muchas otras –entre ellas, algunas españolas— están desarrollando a través de diversas plataformas en Internet, cursos bajo este formato. Al encontrarnos en una situación inicial de desarrollo de MOOC, son escasos los estudios sobre su evaluación. Por ello, el presente estudio ha realizado 129 evaluaciones a 52 MOOC ofertados por 10 plataformas. Se han analizado sus características pedagógicas a partir del Cuestionario de evaluación de la calidad de cursos virtuales (Arias, 2007). Del mismo modo se aborda la hipótesis de la existencia de diferencias estadísticamente significativas en cuanto a la calidad de los cursos en función de la plataforma que contiene los MOOC, analizando la influencia que el idioma o la presencia de una guía didáctica adecuada tiene sobre dicha calidad. Los resultados obtenidos en el presente trabajo no evidencian diferencias de forma generalizada entre los cursos, pero sí existen diferencias estadísticamente significativas en 5 de los 36 indicadores de calidad pedagógica propuestos.

ConfChem Conference on A Virtual Colloquium to Sustain and Celebrate IYC 2011 Initiatives in Global Chemical Education—The Global Experiment of the IYC2011: Creating Online Communities for Education and Science

The Global Experiment, Water: A Chemical Solution, was one of the flagship activities of the International Year of Chemistry (IYC). During the virtual colloquium of the spring 2012 online ConfChem conference, the main results of this year-long experiment were presented and discussed online for a week. Some of the main conclusions of the virtual conversations relate to the benefits of creating online communities of people sharing similar interests, the use of online educational platforms to gather massive amounts of data, and specific questions about the development of this IYC initiative. The activities of the global water experiment (GWE) were designed by a team of experts and the protocols are available online on the GWE Web site. The results were shown in one interactive world map that allowed students to learn about data visualization, validation, and interpretation. The feedback obtained from the participants of the GWE and later by the contributors of the virtual colloquium was very positive. Many participants asked specific and technical questions about the development of this experiment, while others excitedly endorsed the convenience of these large open-access activities to promote chemistry worldwide. The estimate is that over 2 million people took part in the GWE during the IYC. This communication summarizes one of the invited papers to the ConfChem online conference: A Virtual Colloquium to Sustain and Celebrate IYC 2011 Initiatives in Global Chemical Education, held from May 18 to June 29, 2012 and hosted by the ACS DivCHED Committee on Computers in Chemical Education and the IUPAC Committee on Chemistry Education.

MY Camelopardalis, a very massive merger progenitor

Context. The early-type binary MY Cam belongs to the young open cluster Alicante 1, embedded in Cam OB3. Aims. MY Cam consists of two early-O type main-sequence stars and shows a photometric modulation suggesting an orbital period slightly above one day. We intend to confirm this orbital period and derive orbital and stellar parameters. Methods. Timing analysis of a very exhaustive (4607 points) light curve indicates a period of 1.1754514 ± 0.0000015 d. High-resolution spectra and the cross-correlation technique implemented in the todcor program were used to derive radial velocities and obtain the corresponding radial velocity curves for MY Cam. Modelling with the stellar atmosphere code fastwind was used to obtain stellar parameters and create templates for cross-correlation. Stellar and orbital parameters were derived using the Wilson-Devinney code, such that a complete solution to the binary system could be described. Results. The determined masses of the primary and secondary stars in MY Cam are 37.7 ± 1.6 and 31.6 ± 1.4M⊙, respectively. The corresponding temperatures, derived from the model atmosphere fit, are 42 000 and 39 000 K, with the more massive component being hotter. Both stars are overfilling their Roche lobes, sharing a common envelope. Conclusions. MY Cam contains the most massive dwarf O-type stars found so far in an eclipsing binary. Both components are still on the main sequence, and probably not far from the zero-age main sequence. The system is a likely merger progenitor, owing to its very short period.

The little-studied cluster Berkeley 90 I. LS III +46 11: a very massive O3.5 If* + O3.5 If* binary

Context. It appears that most (if not all) massive stars are born in multiple systems. At the same time, the most massive binaries are hard to find owing to their low numbers throughout the Galaxy and the implied large distances and extinctions. Aims. We want to study LS III +46 11, identified in this paper as a very massive binary; another nearby massive system, LS III +46 12; and the surrounding stellar cluster, Berkeley 90. Methods. Most of the data used in this paper are multi-epoch high S/N optical spectra, although we also use Lucky Imaging and archival photometry. The spectra are reduced with dedicated pipelines and processed with our own software, such as a spectroscopic-orbit code, CHORIZOS, and MGB. Results. LS III +46 11 is identified as a new very early O-type spectroscopic binary [O3.5 If* + O3.5 If*] and LS III +46 12 as another early O-type system [O4.5 V((f))]. We measure a 97.2-day period for LS III +46 11 and derive minimum masses of 38.80 ± 0.83 M⊙ and 35.60 ± 0.77 M⊙ for its two stars. We measure the extinction to both stars, estimate the distance, search for optical companions, and study the surrounding cluster. In doing so, a variable extinction is found as well as discrepant results for the distance. We discuss possible explanations and suggest that LS III +46 12 may be a hidden binary system where the companion is currently undetected.

Adaptación de Materiales de Literatura Hispanoamericana al EEES y a Internet: MOOC y Open Courseware

Los estudios de Literatura Hispanoamericana en la Universidad de Alicante cuentan con una importante tradición, con un grupo estable de profesorado, la publicación de distintas colecciones y la defensa de tesis doctorales cada curso académico. Además suelen participar en distintos proyectos de investigación y cada curso se organizan múltiples actividades (Congresos, cursos y conferencias). De este grupo podemos destacar importantes propuestas como el Centro de Estudios Iberoamericanos Mario Benedetti y muchos de los materiales recogidos en la Sección Americana de la Biblioteca Virtual Miguel de Cervantes. Para continuar con la difusión de la investigación y la creación de materiales didácticos específicos esta red quiere, en primer lugar, desarrollar un MOOC dentro del proyecto de la Universidad de Alicante Educación del Futuro, centrado en la presencia de la poesía latinoamericana en la Cervantes Virtual. En segundo lugar, el objetivo es digitalizar muchos de los materiales educativos para ofrecerlos en el Repositorio de la Universidad de Alicante (RUA) a través de cursos articulados en el OpenCourseWare (OCW).

Experiences with free and open courses using on-line multimedia resources

This paper analyzes the learning experiences and opinions obtained from a group of undergraduate students in their interaction with several on-line multimedia resources included in a free on-line course about Computer Networks. These new educational resources employed are based on the Web2.0 approach such as blogs, videos and virtual labs which have been added in a web-site for distance self-learning.

Evaluation of online tools as didactic resource in the university education

Recently, many efforts have been made in the academic world to adapt the new degrees to the new European Higher Education Area (EHEA). New technologies have been the most important factor to carry out this adaptation. In particular, the tools 2.0 have been spreading quickly, not just the Web 2.0, but even in all the educational levels. Nevertheless, it is now necessary to evaluate whether all these efforts and all the changes, carried out in order to obtain improved academic performance among students, have provided good results. Therefore, the aim of this paper is focused on studying the impact of the implementation of information and communication technologies (ICTs) in a subject belonging to a Master from the University of Alicante in the academic year (2010-2011). In special, it is an elective course called "Advanced Visual Ergonomics" from the Master of Clinical Optometry and Vision. The methodology used to teach this course differs from the traditional one in many respects. For example, one of the resources used for the development of this course is a blog developed specifically to coordinate a series of virtual works, whose purpose is that the student goes into specific aspects of the current topic. Next, the student participates in an active role by writing a personal assessment on the blog. However, in the course planning, there is an attendance to lessons, where the teacher presents certain issues in a more traditional way, that is, with a lecture supported with audiovisual materials, such as materials generated in powerpoint. To evaluate the quality of the results achieved with this methodology, in this work the personal assessment of the students, who have completed this course during this academic year, are collected. In particular, we want to know their opinion about the used resources, as well as the followed methodology. The tool used to collect this information was a questionnaire. This questionnaire evaluates different aspects of the course: a general opinion, quality of the received information, satisfaction about the followed methodology and the student´s critical awareness. The design of this questionnaire is very important to get conclusive information about the methodology followed in the course. The questionnaire has to have an adequate number of questions; whether it has many questions, it might be boring for the student who would pay no enough attention. The questions should be well-written, with a clear structure and message, to avoid confusion and an ambiguity. The questions should be objectives, without any suggestion for a desired answer. In addition, the questionnaire should be interesting to encourage the student´ s interest. In conclusion, this questionnaire developed for this subject provided good information to evaluate whether the methodology was a useful tool to teach "Advanced Visual Ergonomics". Furthermore, the student´s opinion collected by this questionnaire might be very helpful to improve this didactic resource.

Time course modifications in organotypic culture of human neuroretina

The purpose of this study was to characterize organ culture of human neuroretina and to establish survival and early degeneration patterns of neural and glial cells. Sixteen neuroretina explants were prepared from 2 postmortem eyes of 2 individuals. Four explants were used as fresh retina controls, and 12 were evaluated at 3, 6, and 9 days of culture. Neuroretina explants (5 × 5 mm) were cultured in Transwell® dishes with the photoreceptor layer facing the supporting membrane. Culture medium (Neurobasal A-based) was maintained in contact with the membrane beneath the explant. Cryostat and ultrathin sections were prepared for immunohistochemistry and electron microscopy. Neuroretinal modifications were evaluated after toluidine blue staining and after immunostaining for neuronal and glial cell markers. Ultrastructural changes were analyzed by electron microscopy. From 0 to 9 days in culture, there was progressive retinal degeneration, including early pyknosis of photoreceptor nuclei, cellular vacuolization in the ganglion cell layer, decrease of both plexiform layer thicknesses, disruption and truncation of photoreceptor outer segments (OS), and marked reduction in the number of nuclei at both nuclear layers where the cells were less densely packed. At 3 days there was swelling of cone OS with impairment of pedicles, loss of axons and dendrites of horizontal and rod bipolar cells that stained for calbindin (CB) and protein kinase C (PKC-α), respectively. After 9 days, horizontal cells were pyknotic and without terminal tips. There were similar degenerative processes in the outer plexiform layer for rod bipolar cells and loss of axon terminal lateral varicosities in the inner plexiform layer. Glial fibrillary acidic protein (GFAP) staining did not reveal a dramatic increase of gliosis in Müller cells. However, some Müller cells were CB immunoreactive at 6 days of culture. Over 9 days of culture, human neuroretina explants underwent morphological changes in photoreceptors, particularly the OS and axon terminals, and in postsynaptic horizontal and bipolar cells. These early changes, not previously described in cultured human samples, reproduce some celullar modifications after retinal damage. Thus, this model may be suitable to evaluate therapeutic agents during retinal degeneration processes.

Open-access operating algorithms for commercial videokeratographer and improvement of corneal sampling

We present an algorithm to process images of reflected Placido rings captured by a commercial videokeratoscope. Raw data are obtained with no Cartesian-to-polar-coordinate conversion, thus avoiding interpolation and associated numerical artifacts. The method provides a characteristic equation for the device and is able to process around 6 times more corneal data than the commercial software. Our proposal allows complete control over the whole process from the capture of corneal images until the computation of curvature radii.

An accurate distance scale to the extremely massive cluster Stephenson 2

Discoveries during the last two years have revealed the existence of a vast region of star formation close to the base of the Scutum Arm, where at least five clusters of red supergiants have been found. In order to understand the nature of this region, we need to determine accurate distances to the clusters. We present here the first results of an ongoing program to derive fundamental parameters (such as age, distance, etc.) to the massive cluster Stephenson 2 studying for the first time its main sequence stars.