Adaptive integral assessment package for the A2UN@ project

This paper presents a first approach of Evaluation Engine Architecture (EEA) as proposal to support adaptive integral assessment, in the context of a virtual learning environment. The goal of our research is design an evaluation engine tool to assist in the whole assessment process within the A2UN@ project, linking that tool with the other key elements of a learning design (learning task, learning resources and learning support). The teachers would define the relation between knowledge, competencies, activities, resources and type of assessment. Providing this relation is possible obtain more accurate estimations of student's knowledge for adaptive evaluations and future recommendations. The process is supported by usage of educational standards and specifications and for an integral user modelling

Designing context-aware adaptive units of learning based on IMS-LD standard

Learning contents adaptation has been a subject of interest in the research area of the adaptive hypermedia systems. Defining which variables and which standards can be considered to model adaptive content delivery processes is one of the main challenges in pedagogical design over e-learning environments. In this paper some specifications, architectures and technologies that can be used in contents adaptation processes considering characteristics of the context are described and a proposal to integrate some of these characteristics in the design of units of learning using adaptation conditions in a structure of IMS-Learning Design (IMS-LD) is presented. The key contribution of this work is the generation of instructional designs considering the context, which can be used in Learning Management Systems (LMSs) and diverse mobile devices

Technology Enhanced Learning at Southampton

A short overview of TEL intended for a short PCAP workshop

O Papel de Variáveis Sócio-Demográficas na Tomada de Decisão: Uma Revisão Sistemática sobre o Iowa Gambling Task

O interesse em estudar o papel de variáveis sócio-demográficas no funcionamento cognitivo vem ganhando destaque nos últimos anos. Alguns estudos em neuropsicologia têm mostrado que os fatores sócio-culturais podem ser variáveis importantes na execução de tarefas neuropsicológicas. No entanto, pesquisas com populações saudáveis ainda são recentes na área. O presente artigo teve por objetivo realizar uma revisão sistemática da literatura sobre o papel das variáveis sócio-demográficas escolaridade, idade e gênero no processamento da tomada de decisão avaliado pelo Iowa Gambling Task (IGT). Foram consultadas as bases de dados Medline, Pubmed, Psycinfo e Web of Science, no período de 2000 até 2010, com as seguintes palavras-chaves na sintaxe “education OR schooling AND Iowa Gambling Task” OR “somatic marker” para a variável escolaridade; “age” OR “aging” AND “Iowa Gambling Task” OR “somatic marker” para a variável idade e; “sex” OR “gender” AND “Iowa Gambling Task” OR “somatic marker” para a variável sexo/gênero. Dos abstracts que preenchiam os critérios de inclusão, foram examinados 9 artigos completos para a variável idade, 3 artigos para a variável escolaridade e 6 artigos para a variável gênero. Foram encontrados poucos estudos sobre os fatores idade, escolaridade e gênero e seu impacto no desempenho do IGT. A variável mais estudada foi a idade. A maioria dos estudos mostrou que os adultos jovens tiveram uma melhor aprendizagem ao longo da tarefa do que os adultos idosos, mas não tiveram diferenças quanto ao desempenho total no instrumento. Já quanto ao fator escolaridade poucos estudos foram encontrados e quanto à variável gênero os resultados são contraditórios. Assim, evidencia-se a necessidade de um maior número de investigações com populações saudáveis que esclareçam o papel das variáveis idade, escolaridade e gênero na tomada de decisão mensurada pelo IGT.

Framing evidence: policy design for the zero carbon home

In 2006 the UK government announced a move to zero carbon homes by 2016. The demand posed a major challenge to policy makers and construction professionals entailing a protracted process of policy design. The task of giving content to this target is used to explore the role of evidence in the policy process. Whereas much literature on policy and evidence treats evidence as an external input, independent of politics, this paper explores the ongoing mutual constitution of both. Drawing on theories of policy framing and the sociology of classification, the account follows the story of a policy for Zero Carbon Homes from the parameters and values used to specify the target. Particular attention is given to the role of Regulatory Impact Assessments (RIAs) and to the creation of a new policy venue, the Zero Carbon Hub. The analysis underlines the way in which the choices about how to model and measure the aims potentially transforms them, the importance of policy venues for transparency and the role of RIAs in the authorization of particular definitions. A more transparent, open approach to policy formulation is needed in which the framing of evidence is recognized as an integral part of the policy process.

Design patterns for promoting peer interaction in discussion forums in MOOCs

Design patterns are a way of sharing evidence-based solutions to educational design problems. The design patterns presented in this paper were produced through a series of workshops, which aimed to identify Massive Open Online Course (MOOC) design principles from workshop participants’ experiences of designing, teaching and learning on these courses. MOOCs present a challenge for the existing pedagogy of online learning, particularly as it relates to promoting peer interaction and discussion. MOOC cohort sizes, participation patterns and diversity of learners mean that discussions can remain superficial, become difficult to navigate, or never develop beyond isolated posts. In addition, MOOC platforms may not provide sufficient tools to support moderation. This paper draws on four case studies of designing and teaching on a range of MOOCs presenting seven design narratives relating to the experience in these MOOCs. Evidence presented in the narratives is abstracted in the form of three design patterns created through a collaborative process using techniques similar to those used in collective autoethnography. The patterns: “Special Interest Discussions”, “Celebrity Touch” and “Look and Engage”, draw together shared lessons and present possible solutions to the problem of creating, managing and facilitating meaningful discussion in MOOCs through the careful use of staged learning activities and facilitation strategies.

Spectrum Sensing Algorithms for Cognitive Radio Applications

Future wireless communications systems are expected to be extremely dynamic, smart and capable to interact with the surrounding radio environment. To implement such advanced devices, cognitive radio (CR) is a promising paradigm, focusing on strategies for acquiring information and learning. The first task of a cognitive systems is spectrum sensing, that has been mainly studied in the context of opportunistic spectrum access, in which cognitive nodes must implement signal detection techniques to identify unused bands for transmission. In the present work, we study different spectrum sensing algorithms, focusing on their statistical description and evaluation of the detection performance. Moving from traditional sensing approaches we consider the presence of practical impairments, and analyze algorithm design. Far from the ambition of cover the broad spectrum of spectrum sensing, we aim at providing contributions to the main classes of sensing techniques. In particular, in the context of energy detection we studied the practical design of the test, considering the case in which the noise power is estimated at the receiver. This analysis allows to deepen the phenomenon of the SNR wall, providing the conditions for its existence and showing that presence of the SNR wall is determined by the accuracy of the noise power estimation process. In the context of the eigenvalue based detectors, that can be adopted by multiple sensors systems, we studied the practical situation in presence of unbalances in the noise power at the receivers. Then, we shift the focus from single band detectors to wideband sensing, proposing a new approach based on information theoretic criteria. This technique is blind and, requiring no threshold setting, can be adopted even if the statistical distribution of the observed data in not known exactly. In the last part of the thesis we analyze some simple cooperative localization techniques based on weighted centroid strategies.

E-Learning Systems, Environments and Approaches

The volume consists of twenty-five chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2013 Conference held in Fort Worth, Texas, USA, in October 2013 and also from world class scholars in e-learning systems, environments and approaches. The following sub-topics are included: Exploratory Learning Technologies (Part I), e-Learning social web design (Part II), Learner communities through e-Learning implementations (Part III), Collaborative and student-centered e-Learning design (Part IV). E-Learning has been, since its initial stages, a synonym for flexibility. While this dynamic nature has mainly been associated with time and space it is safe to argue that currently it embraces other aspects such as the learners’ profile, the scope of subjects that can be taught electronically and the technology it employs. New technologies also widen the range of activities and skills developed in e-Learning. Electronic learning environments have evolved past the exclusive delivery of knowledge. Technology has endowed e-Learning with the possibility of remotely fomenting problem solving skills, critical thinking and team work, by investing in information exchange, collaboration, personalisation and community building.

Learning -dependent plasticity of movement representations in the primate primary motor cortex

Primary motor cortex (M1) is involved in the production of voluntary movement and contains a complete functional representation, or map, of the skeletal musculature. This functional map can be altered by pathological experiences, such as peripheral nerve injury or stroke, by pharmacological manipulation, and by behavioral experience. The process by which experience-dependent alterations of cortical function occur is termed plasticity. In this thesis, plasticity of M1 functional organization as a consequence of behavioral experience was examined in adult primates (squirrel monkeys). Maps of movement representations were derived under anesthesia using intracortical microstimulation, whereby a microelectrode was inserted into the cortex to electrically stimulate corticospinal neurons at low current levels and evoke movements of the forelimb, principally of the hand. Movement representations were examined before and at several times after training on behavioral tasks that emphasized use of the fingers. Two behavioral tasks were utilized that dissociated the repetition of motor activity from the acquisition of motor skills. One task was easy to perform, and as such promoted repetitive motor activity without learning. The other task was more difficult, requiring the acquisition of motor skills for successful performance. Kinematic analysis indicated that monkeys used a consistent set of forelimb movements during pellet extractions. Functional mapping revealed that repetitive motor activity during the easier task did not produce plastic changes in movement representations. Instead, map plasticity, in the form of selective expansions of task-related movement representations, was only produced following skill acquisition on the difficult task. Additional studies revealed that, in general, map plasticity persisted without further training for up to three months, in parallel with the retention of task-related motor skills. Also, extensive additional training on the small well task produced further improvements in performance, and further changes in movement maps. In sum, these experiments support the following three conclusions regarding the role of M1 in motor learning. First, behaviorally-driven plasticity is learning-dependent, not activity-dependent. Second, plastic changes in M1 functional representations represent a neural correlate of acquired motor skills. Third, the persistence of map plasticity suggests that M1 is part of the neural substrate for the memory of motor skills. ^

Ecoturismo Subacuático. Aplicación al Caso Particular de la Evaluación de un Sendero Submarino en las Costas de Maitencillo, V Región, Valparaíso, Chile.

La siguiente tesis nace a partir de la implementación de la actividad de buceo deportivo en el año 2002 en la Caleta de pescadores artesanales de Maitencillo, quinta región, Chile. Los pescadores administran, para su explotación, un tipo de área marina protegida llamada área de manejo y explotación de recursos bentónicos (AMERB), por lo que se hizo indispensable implementar un Plan de Gestión para el buceo deportivo con la finalidad de regular y controlar la actividad para proteger los recursos existentes en el área, sus ecosistemas y su biodiversidad. Para ello, se construyó un Sendero Submarino con 3 circuitos para el buceo. La tesis contextualiza el desarrollo y ejecución del proyecto y evalúa el Plan de Gestión y la utilización del Sendero Submarino y, para ello, se desarrolla una metodología para el cálculo de la capacidad de carga del Sendero y para la evaluación del Plan de Gestión, a través de indicadores biofísicos, socioeconómicos y de gobernabilidad. Esta tesis plantea un modelo de desarrollo a partir del principio del Ecodesarrollo, destacando, principalmente, que es la comunidad local de pescadores artesanales quien ejecuta y administra el proyecto, sin necesidad de recurrir a operadores privados de buceo y, por tanto, logrando para si los beneficios y el control de la actividad; por otro lado, destaca también que es una actividad a baja escala, con bajos impactos ambientales y por tanto sustentable y replicable para otras organizaciones de pescadores. Los resultados indican que con la información biofísica obtenida se pueden tomar medidas de gestión para la actividad de buceo de acuerdo al estado de los recursos bentónicos principales explotados por los pescadores, ya sea restringiendo la actividad, o suspendiéndola por algún período. Los resultados muestran que la cantidad de buceadores que utilizan el Sendero Submarino está muy por debajo de la capacidad de carga calculada, lo que hace que la presión de esta actividad sobre los recursos y el ecosistema marino sea muy baja. Los resultados socioeconómicos y de gobernabilidad indican que esta actividad ha generado ingresos adicionales para los pescadores que trabajan en esta actividad y también ha generado nuevos puestos de trabajo; además, la organización sindical se ha ido fortaleciendo al crear la comisión de ecoturismo y dar responsabilidades a otros pescadores en la gestión de la actividad. La tesis confirma la hipótesis de que “Los Senderos Submarinos pueden ser una forma de turismo sostenible en áreas marinas protegidas”. The present thesis is based on the implementation of scuba diving activities in the year 2002, in the local fishing cove of Maitencillo, Fifth region, Chile. The local fishermen manage the exploitation process of a type of protected marine area called benthic resource management and exploitation area (BRMEA); for this reason, the implementation of a Management programme for scuba diving to regulate and control this activity to protect the resources in the area, their ecosystems and biodiversity, became a priority. In 2002, an Underwater Path was built, with three tracks for scuba diving practice. This thesis contextualises the development and implementation of the Management programme and the use of the Underwater Path. It also develops a methodology to calculate the payload for the Underwater Path, and to assess the Management project through biophysical, economic and governance indicators. This thesis also proposes a development model by the principle of Sustainable development, with the local community of fishermen implementing and handling the project, without the intervention of private diving agencies, generating economic and social benefits, keeping environmental impact to a minimum level, and making it sustainable and worth emulating for other fishermen organisations. The results indicate, through the biophysical data obtained, that it is possible to take managerial measures regarding the scuba diving activity, according to the state of the most exploited benthic resources, by either restricting the activity or plainly suspending it for some time. The results show that the amount of divers using the Underwater path are way below the calculated payload, which keeps the strain that scuba diving causes on these resources and marine ecosystem to the minimum. The results of the socioeconomic and governance issues indicate that this activity has generated additional profits for the fishermen working in this activity, and also new jobs. Furthermore, the syndicate has strengthened thanks to the creation of an ecotourism commission and by assigning other local fishermen with responsibilities in the organisation of the activity. The thesis confirms the hypothesis that states, “Underwater Paths can become a form of sustainable tourism in protected marine areas”

Agile Construction and Evolution of Product-Line Architectures

Software Product Line Engineering (SPLE) has proved to have significant advantages in family-based software development, but also implies the up¬front design of a product-line architecture (PLA) from which individual product applications can be engineered. The big upfront design associated with PLAs is in conflict with the current need of "being open to change". However, the turbulence of the current business climate makes change inevitable in order to stay competitive, and requires PLAs to be open to change even late in the development. The trend of "being open to change" is manifested in the Agile Software Development (ASD) paradigm, but it is spreading to the domain of SPLE. To reduce the big upfront design of PLAs as currently practiced in SPLE, new paradigms are being created, one being Agile Product Line Engineering (APLE). APLE aims to make the development of product-lines more flexible and adaptable to changes as promoted in ASD. To put APLE into practice it is necessary to make mechanisms available to assist and guide the agile construction and evolution of PLAs while complying with the "be open to change" agile principle. This thesis defines a process for "the agile construction and evolution of product-line architectures", which we refer to as Agile Product-Line Archi-tecting (APLA). The APLA process provides agile architects with a set of models for describing, documenting and tracing PLAs, as well as an algorithm to analyze change impact. Both the models and the change impact analysis offer the following capabilities: Flexibility & adaptability at the time of defining software architectures, enabling change during the incremental and iterative design of PLAs (anticipated or planned changes) and their evolution (unanticipated or unforeseen changes). Assistance in checking architectural integrity through change impact analysis in terms of architectural concerns, such as dependencies on earlier design decisions, rationale, constraints, and risks, etc.Guidance in the change decision-making process through change im¬pact analysis in terms of architectural components and connections. Therefore, APLA provides the mechanisms required to construct and evolve PLAs that can easily be refined iteration after iteration during the APLE development process. These mechanisms are provided in a modeling frame¬work called FPLA. The contributions of this thesis have been validated through the conduction of a project regarding a metering management system in electrical power networks. This case study took place in an i-smart software factory and was in collaboration with the Technical University of Madrid and Indra Software Labs. La Ingeniería de Líneas de Producto Software (Software Product Line Engi¬neering, SPLE) ha demostrado tener ventajas significativas en el desarrollo de software basado en familias de productos. SPLE es un paradigma que se basa en la reutilización sistemática de un conjunto de características comunes que comparten los productos de un mismo dominio o familia, y la personalización masiva a través de una variabilidad bien definida que diferencia unos productos de otros. Este tipo de desarrollo requiere el diseño inicial de una arquitectura de línea de productos (Product-Line Architecture, PLA) a partir de la cual los productos individuales de la familia son diseñados e implementados. La inversión inicial que hay que realizar en el diseño de PLAs entra en conflicto con la necesidad actual de estar continuamente "abierto al cam¬bio", siendo este cambio cada vez más frecuente y radical en la industria software. Para ser competitivos es inevitable adaptarse al cambio, incluso en las últimas etapas del desarrollo de productos software. Esta tendencia se manifiesta de forma especial en el paradigma de Desarrollo Ágil de Software (Agile Software Development, ASD) y se está extendiendo también al ámbito de SPLE. Con el objetivo de reducir la inversión inicial en el diseño de PLAs en la manera en que se plantea en SPLE, en los último años han surgido nuevos enfoques como la Ingeniera de Líneas de Producto Software Ágiles (Agile Product Line Engineering, APLE). APLE propone el desarrollo de líneas de producto de forma más flexible y adaptable a los cambios, iterativa e incremental. Para ello, es necesario disponer de mecanismos que ayuden y guíen a los arquitectos de líneas de producto en el diseño y evolución ágil de PLAs, mientras se cumple con el principio ágil de estar abierto al cambio. Esta tesis define un proceso para la "construcción y evolución ágil de las arquitecturas de lineas de producto software". A este proceso se le ha denominado Agile Product-Line Architecting (APLA). El proceso APLA proporciona a los arquitectos software un conjunto de modelos para de¬scribir, documentar y trazar PLAs, así como un algoritmo para analizar vel impacto del cambio. Los modelos y el análisis del impacto del cambio ofrecen: Flexibilidad y adaptabilidad a la hora de definir las arquitecturas software, facilitando el cambio durante el diseño incremental e iterativo de PLAs (cambios esperados o previstos) y su evolución (cambios no previstos). Asistencia en la verificación de la integridad arquitectónica mediante el análisis de impacto de los cambios en términos de dependencias entre decisiones de diseño, justificación de las decisiones de diseño, limitaciones, riesgos, etc. Orientación en la toma de decisiones derivadas del cambio mediante el análisis de impacto de los cambios en términos de componentes y conexiones. De esta manera, APLA se presenta como una solución para la construcción y evolución de PLAs de forma que puedan ser fácilmente refinadas iteración tras iteración de un ciclo de vida de líneas de producto ágiles. Dicha solución se ha implementado en una herramienta llamada FPLA (Flexible Product-Line Architecture) y ha sido validada mediante su aplicación en un proyecto de desarrollo de un sistema de gestión de medición en redes de energía eléctrica. Dicho proyecto ha sido desarrollado en una fábrica de software global en colaboración con la Universidad Politécnica de Madrid e Indra Software Labs.

Tareas matemáticas en la formación de maestros: caracterizando perspectivas

El diseño de tareas en los programas de formación de maestros se vincula al desarrollo del conocimiento necesario para realizar diferentes tareas profesionales- organizar el contenido matemático, interpretar el aprendizaje, gestionar la enseñanza. Se ejemplifica esta perspectiva en el caso del diseño de tareas matemáticas considerando la tarea profesional del maestro de analizar libros de texto.

Small business development and the “learning organisation”

The paper proffers a tentative conceptualisation of the “small business strategic learning process”, demonstrating the complexity of the small firm learning and management task. The framework, built upon personal construct theory and learning theories, is elaborated through the grounding of relevant areas of the strategic management literature in an understanding of the distinctive managerial and behavioural features of the small business. The framework is then utilised to underpin consideration of the concepts of “organisational learning” and the “learning organisation” within a small firm developmental context. It is suggested that whilst organisational learning may be a key and effective small business management approach to underpin sustainable development, the learning organisation, as currently conceived in the mainstream literature, fails to recognise and address the idiosyncrasies, problems and constraints relating to sustainable small business development. There does appear, however, to be great potential for extending understanding of the learning organisation concept into the small business context. An indicative research agenda is suggested.

The importance of power dynamics in the development of asynchronous online learning communities

This research explored how a more student-directed learning design can support the creation of togetherness and belonging in a community of distance learners in formal higher education. Postgraduate students in a New Zealand School of Education experienced two different learning tasks as part of their online distance learning studies. The tasks centered around two online asynchronous discussions each for the same period of time and with the same group of students, but following two different learning design principles. All messages were analyzed using a twostep analysis process, content analysis and social network analysis. Although the findings showed a balance of power between the tutor and the students in the first high e-moderated activity, a better pattern of group interaction and community feeling was found in the low e-moderated activity. The paper will discuss the findings in terms of the implications for learning design and the role of the tutor.