An exercises editor for an e-learning environment

One of the most important tenets of e-learning is that it bridges work and learning. A great e-learning experience brings learning into the work environment. This is a key point, the capacity to construct a work environment when the student can develop proper tasks to complete the learning process. This paper describes a work environment based on the development of two tools, an exercises editor and an exercises viewer. Both tools are able to manage color images where, because of the implementation of basic steganographic techniques, it is possible to add information, exercises, questions, and so on. The exercises editor allows to decide which information must be visible or remain hidden to the user, when the image is loaded in the exercises viewer. Therefore, it is possible to hide the solutions of the proposed tasks; this is very useful to complete a self-evaluation learning process. These tools constitute a learning architecture with the final objective that learners can apply and practice new concepts or skills.

eFisioTrack: a telerehabilitation environment based on motion recognition using accelerometry

The growing demand for physical rehabilitation processes can result in the rising of costs and waiting lists, becoming a threat to healthcare services’ sustainability. Telerehabilitation solutions can help in this issue by discharging patients from points of care while improving their adherence to treatment. Sensing devices are used to collect data so that the physiotherapists can monitor and evaluate the patients’ activity in the scheduled sessions. This paper presents a software platform that aims to meet the needs of the rehabilitation experts and the patients along a physical rehabilitation plan, allowing its use in outpatient scenarios. It is meant to be low-cost and easy-to-use, improving patients and experts experience. We show the satisfactory results already obtained from its use, in terms of the accuracy evaluating the exercises, and the degree of users’ acceptance. We conclude that this platform is suitable and technically feasible to carry out rehabilitation plans outside the point of care.

MDD vs. traditional software development: a practitioner’s subjective perspective

Context: Today’s project managers have a myriad of methods to choose from for the development of software applications. However, they lack empirical data about the character of these methods in terms of usefulness, ease of use or compatibility, all of these being relevant variables to assess the developer’s intention to use them. Objective: To compare three methods, each following a different paradigm (Model-Driven, Model-Based and Code-Centric) with respect to their adoption potential by junior software developers engaged in the development of the business layer of a Web 2.0 application. Method: We have conducted a quasi-experiment with 26 graduate students of the University of Alicante. The application developed was a Social Network, which was organized around a fixed set of modules. Three of them, similar in complexity, were used for the experiment. Subjects were asked to use a different method for each module, and then to answer a questionnaire that gathered their perceptions during such use. Results: The results show that the Model-Driven method is regarded as the most useful, although it is also considered the least compatible with previous developers’ experiences. They also show that junior software developers feel comfortable with the use of models, and that they are likely to use them if the models are accompanied by a Model-Driven development environment. Conclusions: Despite their relatively low level of compatibility, Model-Driven development methods seem to show a great potential for adoption. That said, however, further experimentation is needed to make it possible to generalize the results to a different population, different methods, other languages and tools, different domains or different application sizes.

Development and psychometric testing of the clinical learning environment, supervision and nurse teacher evaluation scale (CLES+T): The Spanish version

Background: The Clinical Learning Environment, Supervision and Nurse Teacher scale is a reliable and valid instrument to evaluate the quality of the clinical learning process in international nursing education contexts. Objectives: This paper reports the development and psychometric testing of the Spanish version of the Clinical Learning Environment, Supervision and Nurse Teacher scale. Design: Cross-sectional validation study of the scale. Setting: 10 public and private hospitals in the Alicante area, and the Faculty of Health Sciences (University of Alicante, Spain). Participants: 370 student nurses on clinical placement (January 2011–March 2012). Methods: The Clinical Learning Environment, Supervision and Nurse Teacher scale was translated using the modified direct translation method. Statistical analyses were performed using PASW Statistics 18 and AMOS 18.0.0 software. A multivariate analysis was conducted in order to assess construct validity. Cronbach’s alpha coefficient was used to evaluate instrument reliability. Results: An exploratory factorial analysis identified the five dimensions from the original version, and explained 66.4% of the variance. Confirmatory factor analysis supported the factor structure of the Spanish version of the instrument. Cronbach’s alpha coefficient for the scale was .95, ranging from .80 to .97 for the subscales. Conclusion: This version of the Clinical Learning Environment, Supervision and Nurse Teacher scale instrument showed acceptable psychometric properties for use as an assessment scale in Spanish-speaking countries.