LMS y web 2.0 una relación simbiótica en las aulas universitarias Diseño e integración de actividades pedagógicas 2.0 en una plataforma Blackboard

Peer-reviewed

LMS y web 2.0 una relación simbiótica en las aulas universitarias. Diseño e integración de actividades pedagógicas 2.0 en una plataforma Blackboard

Peer-reviewed

Ferromagnetism in transparent thin films of MgO

We show both theoretical and experimental evidences of the appearance of ferromagnetism in MgO thin films. First-principles calculations allow predicting the possibility of the formation of a local moment in MgO, provided the existence of Mg vacancies which create holes on acceptor levels near the O 2p-dominated valence band. Magnetic measurements evidence of the existence of room-temperature ferromagnetism in MgO thin films. High-resolution transmission electron microscopy demonstrates the existence of cation vacancies in our samples. Finally, by applying the element specificity of the x-ray magnetic circular dichroism technique, we also demonstrate that the magnetic moments of the system arise from the spin polarization of the 2p electrons of oxygen atoms surrounding Mg vacancies.

Open to the users' needs : combining user-centered design, standards and open source software

This case study introduces our continuous work to enhance the virtual classroom in order to provide faculty and students with an environment open to their needs, compliant with learning standards and, therefore compatible with other e-learning environments, and based on open source software. The result is a modulable, sustainable and interoperable learning environment that can be adapted to different teaching and learning situations by incorporating the LMS integrated tools as well as wikis, blogs, forums and Moodle activities among others.

Bridging Formal/Informal Learning

Recently many OER activities have been getting popular, and users who access those content for informal learning are increasing. Most popular OER must be OCW, which has been proposed and promoted by MIT since 2001. In Japan OCW has been penetrating gradually since 2005. However in terms of formal learning utilization ICT technology has not been so popular yet in Japanese higher education field. In this paper two case studies, one is formal e-Learning using OCW, and the other is portal site of open contents from universities are described

Diseño de una herramienta de e-learning para el área de cirugía traumatológica

Este artículo trata, en primer lugar, de analizar el estado actual de las herramientas de e-learning relacionadas y aplicadas en el área de cirugía traumatológica, presentando las herramientas disponibles en la actualidad como vídeos, audios, simuladores de realidad virtual, pacientes virtuales, LMS, entre otras; para, a continuación, describir el diseño de una herramienta en la que los componentes cumplan con los criterios de integración, interactividad, estandarización y asegure la reutilización. Como conclusión, se valora positivamente el diseño de una herramienta totalmente de código abierto que incorpora componentes de LMCS, repositorios de objetos, pacientes virtuales, simuladores hápticos de realidad virtual y objetos educativos, entre otros. Finalmente se recomienda implementar y comprobar la utilidad de la herramienta propuesta en la formación y entrenamiento de cirujanos traumatólogos.

Estudio sobre la interoperabilidad de Moodle con herramientas externas

Se describe en este proyecto la necesidad de integración de herramientas en un Learning Management System (LMS), en nuestro caso Moodle, para mejorar la colaboración, reforzar y ampliar conocimiento, así como facilitar el desarrollo de la actividad docente al estar todas las herramientas centralizadas. Se realizará una comparación entre la utilización de servicios web, un framework y el estándar IMS-LTI.

Integración de plantillas para la creación de soluciones de aprendizaje siguiendo los estándares IMS LD e IMS CP en LdShake

Des de fa alguns anys les tecnologies educatives han anat evolucionant y revolucionant el món pedagògic. En aquest sentit, son molts els grups de treball que participen en la investigació i producció de nous estàndards educatius. Alguns d’aquests estàndards son IMS Learning Designi IMS Content Packaging. L’adopció d’aquests estàndards per part de la comunitat educativa depèn en gran mesura de l’accessibilitat a les eines de producció per part dels membres d’aquesta comunitat. En aquest projecte es fa patent la necessitat d’una aplicació que permeti la generació d’unitats d’aprenentatge de forma assistida mitjançant plantilles.D’altre banda, ELGG és un sistema gestor de continguts open-source que permet crear xarxes socials de forma senzilla i amb la possibilitat d’afegir nous mòduls per augmentar així la seva funcionalitat. Per aquest motiu, aquest projecte es basa en la plataforma col·laborativa de recolzament als professors LdShake, utilitzada per la Universitat Pompeu Fabra (UPF), quetreballa sobre el Framework de ELGG.Sobre aquests dos conceptes descansa la idea general del projecte – a saber, el disseny iposterior desenvolupament d’un sistema de generació d’unitats d’aprenentatge basat enplantilles seguint els estàndards IMS LD i IMS CP sobre LdShake.Per tant, en aquest projecte ens hem centrat en el desenvolupament i avaluació preliminar d’un mòdul integrat en LdShake, centrat en el subconjunt necessari de característiques bàsiques dels estàndards de la IMS Global Consortium, que ens permet la generació d’unitats d’aprenentatge, així com la seva distribució i reproducció en sistemes de gestió d’aprenentatge o LMS, gràcies al’ús de plantilles que son en si mateixes una solució coneguda, provada i exitosa.

IEEE LOM is not an option. Lessons to learn

Although some projects and most LMS still rely on IEEE LOM, this standard is not yet an option. We suggest some lessons to learn.

Dual-Regge approach to high-energy, low-mass diffraction dissociation

A dual-Regge model with a nonlinear proton Regge trajectory in the missing mass (MX2) channel, describing the experimental data on low-mass single diffraction dissociation (SDD), is constructed. Predictions for the LHC energies are given.

Beyond the Net Generation debate: A comparison between digital learners in face-to-face and virtual universities

This paper is based on the hypothesis that the use of technology to support learning is not related to whether a student belongs to the Net Generation, but that it is mainly influenced by the teaching model. The study compares behaviour and preferences towards ICT use in two groups of university students: face-to-face students and online students. A questionnaire was applied to asample of students from five universities with different characteristics (one offers online education and four offer face-to-face education with LMS teaching support).

Interoperability of learning objects copyright in the LUISA semantic learning management system

Semantic Web technology is able to provide the required computational semantics for interoperability of learning resources across different Learning Management Systems (LMS) and Learning Object Repositories (LOR). The EU research project LUISA (Learning Content Management System Using Innovative Semantic Web Services Architecture) addresses the development of a reference semantic architecture for the major challenges in the search, interchange and delivery of learning objects in a service-oriented context. One of the key issues, highlighted in this paper, is Digital Rights Management (DRM) interoperability. A Semantic Web approach to copyright management has been followed, which places a Copyright Ontology as the key component for interoperability among existing DRM systems and other licensing schemes like Creative Commons. Moreover, Semantic Web tools like reasoners, rule engines and semantic queries facilitate the implementation of an interoperable copyright management component in the LUISA architecture.

Beyond the net generation debate: A comparison of digital learners in face-to-face and virtual universities

In the last decade, an important debate has arisen about the characteristics of today"s students due to their intensive experience as users of ICT. The main belief is that frequent use of technologies in everyday life implies that competent users are able to transfer their digital skills to learning activities. However, empirical studies developed in different countries reveal similar results suggesting that the"digital native" label does not provide evidence of a better use of technology to support learning. The debate has to go beyond the characteristics of the new generation and focus on the implications of being a learner in a digitalised world. This paper is based on the hypothesis that the use of technology to support learning is not related to whether a student belongs to the Net Generation, but that it is mainly influenced by the teaching model. The study compares behaviour and preferences towards ICT use in two groups of university students: face-to-face students and online students. A questionnaire was applied to a sample of students from five universities with different characteristics (one offers online education and four offer face-to-face education with LMS teaching support). Findings suggest that although access to and use of ICT is widespread, the influence of teaching methodology is very decisive. For academic purposes, students seem to respond to the requirements of their courses, programmes, and universities. There is a clear relationship between students" perception of usefulness regarding certain ICT resources and their teachers" suggested uses of technologies. The most highly rated technologies correspond with those proposed by teachers. The study shows that the educational model (face-to-face or online) has a stronger influence on students" perception of usefulness regarding ICT support for learning than the fact of being a digital native.

Increased voltage-dependent K+ channel Kv1.3 and Kv1.5 expression correlates with leiomyosarcoma aggressiveness

Voltage-dependent K+ channels (Kv) are involved in the proliferation and differentiation of mammalian cells, since Kv antagonists impair cell cycle progression. Although myofibers are terminally differentiated, some myoblasts may re-enter the cell cycle and proliferate. Since Kv1.3 and Kv1.5 expression is remodeled during tumorigenesis and is involved in smooth muscle proliferation, the purpose of this study was to analyze the expression of Kv1.3 and Kv1.5 in smooth muscle neoplasms. In the present study, we examined human samples of smooth muscle tumors together with healthy speci­mens. Thus, leiomyoma (LM) and leiomyosarcoma (LMS) tumors were analyzed. Results showed that Kv1.3 was poorly expressed in the healthy muscle and indolent LM specimens, whereas aggressive LMS showed high levels of Kv1.3 expression. Kv1.5 staining was correlated with malignancy. The findings show a remodeling of Kv1.3 and Kv1.5 in human smooth muscle sarcoma. A correlation of Kv1.3 and Kv1.5 expression with tumor aggressiveness was observed. Thus, our results indicate Kv1.5 and Kv1.3 as potential tumorigenic targets for aggressive human LMS.

Incumbent audit firm-provided tax services and the clients with low financial reporting quality

This study investigates whether incumbent audit firm-provided tax services enhance or impair the likelihood of acknowledging client companies’ low financial reporting quality. In particular, we examine the association between tax-related fees and the likelihood of timely restatements, and internal control weakness disclosures among a sample of US companies that all have misstatements in financial information. The empirical findings indicate that companies paying higher tax-related fees are less likely to disclose SOX 404 internal control weakness disclosures, implying that underlying control problems are unacknowledged when incumbent audit firm provided tax-related fees are higher. However, the findings suggest that just providing both audit and tax-related services does not have an impact on audit quality per se, but rather it is the magnitude of the tax-related fees in particular that counts. We also find some evidence suggesting that companies paying higher tax-related fees have higher likelihood of restatement lags, whereas companies paying smaller tax-related fees to their audit firm restate financial statements in a timelier manner. Overall, the findings suggest that audit scrutiny of client companies with low quality financial reporting is weaker when the magnitude of tax-related fees is higher.