NakInfo online: Developer's manual

The Local Urban Observatory in Nakuru (LUO, Kenya 2003) has developed a progressive and to date unique electronic information service called NakInfo. The objective of LUO is to make residents aware of public services delivery by their Local Authority, in this case the Municipal Council of Nakuru, and give them a voice in achieving improved quality of life. NakInfo facilitates community participation in local government business and demonstrates how to implement such participation in a developing country. The LUO project was formally initiated by the Municipal Council of Nakuru in January 2003, in collaboration with the Centre for Development and Environment (CDE) of the University of Berne (Switzerland) with funding from the Swiss Agency for Development and Cooperation (SDC).

Actividades online de vocabulario y pronunciación para el nivel de la lengua inglesa A2

El objetivo del presente proyecto es proporcionar una actividad de la pronunciación y repaso de vocabulario en lengua inglesa para la plataforma Moodle alojada en la página web de Integrated Language Learning Lab (ILLLab). La página web ILLLab tiene el objetivo de que los alumnos de la EUIT de Telecomunicación de la UPM con un nivel de inglés A2 según el Marco Común Europeo de Referencia para las Lenguas (MCERL), puedan trabajar de manera autónoma para avanzar hacia el nivel B2 en inglés. La UPM exige estos conocimientos de nivel de inglés para cursar la asignatura English for Professional and Academic Communication (EPAC) de carácter obligatorio e impartida en el séptimo semestre del Grado en Ingeniería de Telecomunicaciones. Asimismo, se persigue abordar el problema de las escasas actividades de expresión oral de las plataformas de autoaprendizaje se dedican a la formación en idiomas y, más concretamente, al inglés. Con ese fin, se proporciona una herramienta basada en sistemas de reconocimiento de voz para que el usuario practique la pronunciación de las palabras inglesas. En el primer capítulo del trabajo se introduce la aplicación Traffic Lights, explicando sus orígenes y en qué consiste. En el segundo capítulo se abordan aspectos teóricos relacionados con el reconocimiento de voz y se comenta sus funciones principales y las aplicaciones actuales para las que se usa. El tercer capítulo ofrece una explicación detallada de los diferentes lenguajes utilizados para la realización del proyecto, así como de su código desarrollado. En el cuarto capítulo se plantea un manual de usuario de la aplicación, exponiendo al usuario cómo funciona la aplicación y un ejemplo de uso. Además, se añade varias secciones para el administrador de la aplicación, en las que se especifica cómo agregar nuevas palabras en la base de datos y hacer cambios en el tiempo estimado que el usuario tiene para acabar una partida del juego. ABSTRACT: The objective of the present project is to provide an activity of pronunciation and vocabulary review in English language within the platform Moodle hosted at the Integrated Language Learning Lab (ILLLab) website. The ILLLab website has the aim to provide students at the EUIT of Telecommunication in the UPM with activities to develop their A2 level according to the Common European Framework of Reference for Languages (CEFR). In the platform, students can work independently to advance towards a B2 level in English. The UPM requires this level of English proficiency for enrolling in the compulsory subject English for Professional and Academic Communication (EPAC) taught in the seventh semester of the Degree in Telecommunications Engineering. Likewise, this project tries to provide alternatives to solve the problem of scarce speaking activities included in the learning platforms that offer language courses, and specifically, English language courses. For this purpose, it provides a tool based on speech recognition systems so that the user can practice the pronunciation of English words. The first chapter of the project introduces the application Traffic Lights, explaining its origins and what it is. The second chapter deals with theoretical aspects related with speech recognition and comments their main features and current applications for which it is generally used. The third chapter provides a detailed explanation of the different programming languages used for the implementation of the project and reviews its code development. The fourth chapter presents an application user manual, exposing to the user how the application works and an example of use. Also, several sections are added addressed to the application administrator, which specify how to add new words to the database and how to make changes in the original stings as could be the estimated time that the user has to finish the game.

An online failure prediction system for private IaaS platforms

The size and complexity of cloud environments make them prone to failures. The traditional approach to achieve a high dependability for these systems relies on constant monitoring. However, this method is purely reactive. A more proactive approach is provided by online failure prediction (OFP) techniques. In this paper, we describe a OFP system for private IaaS platforms, currently under development, that combines di_erent types of data input, including monitoring information, event logs, and failure data. In addition, this system operates at both the physical and virtual planes of the cloud, taking into account the relationships between nodes and failure propagation mechanisms that are unique to cloud environments.

An online e-Learning authoring tool to create interactive multi-device learning objects using e-Infrastructure resources

Education can take advantage of e-Infrastructures to provide teachers with new opportunities to increase students' motivation and engagement while they learn. Nevertheless, teachers need to find, integrate and customize the resources provided by e-Infrastructures in an easy way. This paper presents ViSH Editor, an innovative web-based e-Learning authoring tool that aims to allow teachers to create new learning objects using e-Infrastructure resources. These new learning objects are called Virtual Excursions and are created as reusable, granular and interoperable learning objects. This way they can be reused to build new ones and they can be integrated in websites or Learning Management Systems. Details about the design, development and the tool itself are explained in this paper as well as the concept, structure and metadata of the new learning objects. Lastly, some real examples of how to enrich learning using Virtual Excursions are exposed.

CRYPT4YOU y la utilidad de los MOOCs en la formación online en lengua española.

En los últimos dos años la formación online ha experimentado un auge significativo gracias al paradigma de formación denominado MOOC (Massive Open Online Course). Un MOOC simplifica la formación a distancia gracias a sus características de abierto, colaborativo, masivo y gratuito. Por desgracia en lengua española la utilización de este tipo de recurso formativo todavía es minoritaria. La presente investigación recoge una experiencia de innovación educativa en la que se destaca el diseño, implementación y difusión del primer MOOC en lengua española dedicado a la seguridad de la información por parte de la Universidad Politécnica de Madrid. Esta experiencia aborda las ventajas e inconvenientes de este tipo de recurso formativo, debatiendo aspectos vitales para la elaboración prolongada de cursos tipo MOOC, como son la interactividad y retroalimentación con los usuarios del curso o la forma más adecuada de representar el contenido docente. Todas estas cuestiones reciben respuesta en el MOOC Crypt4you, que con más de 10 meses de vida permite vislumbrar un gran éxito de este tipo de cursos en la formación, al menos en lengua española, de hispanohablantes. ABSTRACT In the last two years, online training has boomed thanks to significant training paradigm called MOOC (Massive Open Online Course). A MOOC simplifies remote training thanks to its open, collaborativend free mass features. Unfortunately, the use of this kind of learning resource in Spanish teaching is still a minority. This research includes an educational experience which emphasizes the design, implementation and dissemination of the first Spanish-language MOOC devoted to information security by the Technical University of Madrid. This experiment addresses the advantages and disadvantages of this kind of learning resource discussing critical issues for developing type MOOC prolonged courses, such as interactivity and feedback from users of the course or the most appropriate way of representing the educational content. All these questions are answered in the MOOC Crypt4you which, over its 10 months of life, can glimpse a great success of this type of training course, at least in Spanish, Spanish-speakers.

CloudRoom: módulo de gestión de cursos online, abiertos y masivos

La razón de este proyecto, es la de desarrollar el módulo de cursos de la plataforma de Massive Online Open Courses (MOOCs), CloudRoom. Dicho módulo está englobado en una arquitectura orientada a servicios (SOA) y en una infraestructura de Cloud Computing utilizando Amazon Web Services (AWS). Nuestro objetivo es el de diseñar un Software as a Service (SaaS) robusto con las cualidades que a un producto de este tipo se le estiman: alta disponibilidad, alto rendimiento, gran experiencia de usuario y gran extensibilidad del sistema. Para lograrlo, se llevará a cabo la integración de las últimas tendencias tecnológicas dentro del desarrollo de sistemas distribuidos como Neo4j, Node.JS, Servicios RESTful, CoffeeScript. Todo esto siguiendo un estrategia de desarrollo PLAN-DO-CHECK utilizando Scrum y prácticas de metodologías ágiles. ---ABSTRACT---The reason of this Project is to develop the courses‟ module of CloudRoom, a Massive Online Open Courses platform. This module is encapsulated in a service-oriented architecture (SOA) based on a Cloud Computing infrastructure built on Amazon Web Services (AWS). Our goal is to design a robust Software as a Service (SaaS) with the qualities that are estimated in a product of this type: high availability, high performance, great user experience and great extensibility of the system. In order to address this, we carry out the integration of the latest technology trends in the development of distributed systems: Neo4j, Node.JS, RESTful Services and CoffeeScript. All of this, following a development strategy PLAN-DO-CHECK, using Scrum and practices of agile methodologies.

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

Evaluación para el aprendizaje en la asignatura sistemas operativos en modalidad online: un estudio cualitativo basado en la taxonomía de Bloom

La asignatura Sistemas Operativos presenta dificultades para su aprendizaje, pero poco se conoce acerca de las mismas, ya que no han sido determinadas ni estudiadas por la literatura. Asimismo, los trabajos existentes sobre la enseñanza y aprendizaje de Sistemas Operativos se limitan a proponer distintos enfoques para impartir la asignatura y en general no evalúan el aprendizaje de los estudiantes para comprobar la eficacia del método propuesto ni usan metodologías de investigación rigurosas. Por otra parte, la impartición de la asignatura Sistemas Operativos en modalidad online ha sido escasamente estudiada y podría tener dificultades adicionales a las de la modalidad presencial, ya que el contexto online impone una serie de restricciones tanto para el profesor como para el estudiante. En la presente tesis se ha llevado a cabo una evaluación formativa en la asignatura Sistemas Operativos, perteneciente al Grado de Ingeniería Informática de una universidad online. El objetivo inicial de la evaluación era descubrir las dificultades de los estudiantes para la comprensión de los conceptos de la asignatura. Posteriormente y, dada la buena aceptación de la evaluación por parte de los estudiantes, se ampliaron los objetivos del trabajo para explorar los efectos de la evaluación realizada sobre el aprendizaje. La evaluación formativa diseñada está basada en la taxonomía revisada de Bloom y sus principales objetivos son: (a) promover el aprendizaje significativo y (b) hacer a los estudiantes conscientes de su proceso de aprendizaje. La metodología de investigación utilizada es el estudio de caso cualitativo y la muestra está constituida por 9 estudiantes del total de 13 matriculados en la asignatura. Los datos cualitativos analizados proceden de las pruebas de evaluación formativa llevadas a cabo por los estudiantes durante la impartición de la asignatura. Los conceptos de sistemas operativos que han resultado más difíciles de comprender en el curso online estudiado han sido las interrupciones y los semáforos. Además, alrededor de estos conceptos se han identificado las dificultades específicas y sus posibles causas. Las dificultades descubiertas acerca de los semáforos corroboran las investigaciones existentes en el área de programación concurrente. El resto de las dificultades identificadas no habían sido determinadas por la literatura existente. En cuanto a los efectos de la evaluación formativa sobre el aprendizaje, la evidencia empírica muestra que ésta ha provocado en los estudiantes una reflexión profunda sobre los conceptos de la asignatura y sobre su propio proceso de aprendizaje. El estudio de caso presentado puede ayudar a los profesores del área de ingeniería a crear evaluaciones formativas en cursos online. La tesis, por tanto, realiza aportaciones relevantes en las áreas de enseñanza y aprendizaje de sistemas operativos, evaluación formativa, metodologías cualitativas y educación online. ABSTRACT Operating Systems is a difficult subject to learn; however little is known about said difficulties, as they have not been studied nor determined by the relevant literature. Existing studies on teaching and learning the subject of operating systems are limited to presenting different approaches for teaching the subject and generally do not evaluate students’ learning to verify the effectiveness of the proposed methods, nor do they use rigorous research methodologies. On the other hand, there are very few studies on teaching operating systems online, which may inherently present more difficulties than the in-person format, since an online context imposes a series of restrictions on both professors and students, such as not having face-to-face interaction for communications. This thesis studies a formative assessment of the subject of operating systems, as part of the Degree in Information Technology Engineering for an online university. The initial objective of this assessment was to determine the students’ difficulties in conceptual comprehension for this subject. Once students had accepted the assessment, the study’s objectives were expanded to include an investigation of the effects of the assessment on learning. The designed formative assessment was based on Revised Bloom’s Taxonomy with the following main objectives: (a) to promote meaningful learning and (b) (b) to make students aware of their learning process. The research methodology involves a qualitative case study with a sample consisting of 9 of the total 13 students registered for this course. The qualitative data analyzed comes from the formative assessment tests taken by these students during the course. The most difficult operating systems concepts for students in the online course were interrupts and semaphores. Additionally, the specific difficulties and their possible causes have been identified. The students’ comprehension difficulties with semaphores corroborate the existing research in the area of concurrent programming. The other identified difficulties were not discussed in the existing literature. Regarding the effects of the formative assessment on learning, the empirical evidence shows that it causes students to reflect carefully on the subject’s concepts as well as their own learning process. The presented case study can help professors in the area of engineering to create formative assessments for online courses. This thesis, therefore, makes relevant contributions to the areas of teaching and learning operating systems, formative assessment, qualitative methodologies, and online education.

Propuesta de un marco conceptual para el análisis comparativo de las redes de distribución de dos supermercados online = Proposal of a conceptual framework for the comparative analysis of the distribution networks of two online supermarkets

In this article the network configuration for fulfillment and distribution of online orders of two British retailers is analyzed and compared. For this purpose, it is proposed a conceptual framework that consists of the key following aspects: network configuration, transportation management and location of demand. As a result is not obvious to determine the ideal centralization degree in each case. Finally, it is suggested the future development of an analytic tool that helps to choose the most appropriate model.

Innovación educativa en las redes sociales online: un estudio en la educación superior

Las redes sociales son tan antiguas como las relaciones entre los humanos, ya que las labores de cooperación siempre fueron imprescindibles en los procesos de asociación, tanto los formados por simples células hasta los constituidos por seres vivos. La sociedad está formada por una gran cantidad de situaciones que fomentan dicha colaboración. Desde la creación del Espacio Europeo de Educación Superior se ha promovido la utilización de entornos virtuales de aprendizaje que favorezcan una evaluación más transparente y objetiva. Las redes sociales online son las interfaces digitales más utilizadas por los estudiantes universitarios, por lo que son muchos los expertos que recomiendan analizar la utilidad educativa de este tipo de aplicaciones. Siguiendo estas recomendaciones se implementó una red social online, llamada Formatio, que se utilizó para apoyar el proceso de enseñanza y aprendizaje en la educación superior. El objetivo general de esta tesis doctoral fue valorar el nivel de aceptación de este entorno virtual de aprendizaje para los estudiantes universitarios que participaron en este estudio. Para evaluar el uso de la plataforma se analizaron las actividades generadas por los 172 estudiantes, seleccionados aleatoriamente, matriculados en la asignatura de Estadística y TIC en el curso 2010/2011, del Grado en Ciencias de la Actividad Física y el Deporte. Con el objetivo de estimar la utilidad educativa de las redes sociales online se diseñó y validó el instrumento de Valoración de Recursos Educativos Online (VREO), que fue aplicado a otra muestra aleatoria de 452 estudiantes de la misma facultad durante el curso 2011/2012. Los resultados confirman el éxito de este tipo de espacios virtuales gracias a la alta frecuencia de uso conseguida y a las buenas puntuaciones obtenidas por los alumnos, quienes tienen una buena opinión sobre las ventajas de usar las redes sociales online en la educación superior. De todos los recursos analizados la red social online Formatio ha sido la opción mejor valorada, seguida de Moodle y Facebook en segundo y tercer lugar, y de Twitter y YouTube, en cuarta y en quinta posición. Este estudio establece un punto de partida para futuras investigaciones encaminadas a obtener ciertos indicadores cualitativos y cuantitativos que faciliten una evaluación más justa de los actores integrantes de los sistemas educativos, que ayude a abrir las puertas de nuestra sociedad a la responsabilidad, la eficiencia, la transparencia y la objetividad. ABSTRACT Social networks are as old as human relations, since cooperative work has always been indispensable in all processes of association, from those composed of simple cells to those formed by living beings. Society is shaped by a large amount of situations that stimulate this cooperation. Since the creation of the European Higher Education Area, the use of virtual learning environments that favor more transparent and objective evaluation has been promoted. On-line social networks are the digital interfaces most widely used by university students, which is the reason why many experts recommend an analysis of the educational utility of this type of applications. Following these recommendations, an on-line social network called Formatio was created, which was used in order to support the teaching and learning process in higher education. The general objective of this doctoral dissertation was to evaluate the level of acceptance of this virtual learning environment by the university students who participated in this study. In order to evaluate the use of the platform, the activity created by 172 students chosen at random was analyzed; they were registered in the course on Statistics and Information and Communication Technology of the degree program in Sciences of Physical Activity and Sport during the academic year 2010/2011. With the goal of appraising the educational utility of on-line social networks, a tool for Evaluation of On-line Educational Resources (EOER) was designed, validated, and applied to another random sample of 452 students from the same department during the academic year 2011/2012. The results confirm the success of this type of virtual spaces, thanks to the high frequency of use achieved and the good grades obtained by the students who had a favorable opinion of the advantages of using on-line social networks in higher education. Out of all the resources analyzed, the Formatio on-line social network was the option that received the best evaluation, followed by Moodle and Facebook, which were second and third, and Twitter and YouTube, in fourth and fifth place respectively. This study establishes a starting point for future research that aims to obtain certain qualitative and quantitative indicators that will make it easier to engage in a fairer evaluation of the parties involved in education systems, which will help open the doors of our society to responsibility, efficiency, transparency, and objectivity.

NA PALMA DA MÃO: A difusão de celulares e smartphones e possibilidades para o ensino-aprendizagem no Brasil

A pesquisa considera a difusão de celulares e smartphones e as consequências deste fato em possibilidades para o ensino-aprendizagem. Aparatos de comunicação sempre estiveram ligados ao processo de ensino-aprendizagem. Entretanto, com o desenvolvimento mais intenso, nas últimas décadas, das Tecnologias de Informação e Comunicação (TIC), essa relação vem ganhando novos contornos. Surge a Internet, a evolução das máquinas computacionais e, recentemente, a explosão dos dispositivos móveis, fornecendo novos produtos e serviços convergentes. Nesse contexto, celulares e smartphones tem sido utilizados e recomendados para apoio e complemento do processo de ensino-aprendizagem: a chamada Aprendizagem Móvel. Esse ramo cresce devido à rápida expansão e barateamento dessas tecnologias na sociedade. Para verificar cientificamente essa relação foi realizada uma pesquisa de natureza qualitativa, do tipo exploratória, com dois projetos de Aprendizagem Móvel em andamento no Brasil, o Palma – Programa de Alfabetização na Língua Materna e o Escola Com Celular – ECC. Assim, a partir dos dados provenientes da pesquisa, identificamos alguns aspectos relacionados ao uso de celulares e smartphones para o processo de ensino-aprendizagem que contribuem na compreensão desse campo ainda em construção no Brasil. O uso desses dispositivos como suporte para processos de ensino-aprendizagem nos projetos estudados é delineado pelos aspectos tecnologia, dispositivo, público e contexto e novas tecnologias e Aprendizagem Móvel. O aspecto dispositivo desdobra-se em dimensões como disseminação, multifuncionalidade e acessibilidade que embasam os projetos, ainda favorece características apontadas como importantes para o processo de ensino-aprendizagem na atualidade, como mobilidade e portabilidade. Os projetos pesquisados demonstram potencial e metodologia adequada aos contextos para os quais foram criados e aplicados. Entretanto, a pesquisa indicou que ao mesmo tempo em que celulares e smartphones representam o ápice da convergência tecnológica e são considerados extremamente populares e acessíveis na sociedade contemporânea, com possibilidades concretas como nos projetos estudados, não conseguiram conquistar uma posição sólida como suporte para o ensino-aprendizagem. Tal indicação se deve, de acordo com o corpus, à carência de alguns fatores, como: fomento, as práticas se mostram extremamente dependentes da iniciativa pública ou privada para sua extensão e continuidade; sensibilização para o uso de tecnologias disponíveis, não consideram o aparelho dos próprios alunos e um planejamento que inclua, capacite e incentive o uso desses dispositivos. Além disso, a pesquisa também destaca a necessidade de uma visão crítica do uso e papel da tecnologia nesses processos.

Investigating and Understanding Student Learning Outcomes in an Online and Face-to-Face Graduate Level Legal Administration Course: An Embedded Mixed Methods Design

Online education is a new teaching and learning medium with few current guidelines for faculty, administrators or students. Its rapid growth over the last decade has challenged academic institutions to keep up with the demand, while also providing a quality education. Our understanding of the factors that determine quality and effective online learning experiences that lead to student learning outcomes is still evolving. There is a lack of consensus on the effectiveness of online versus face-to-face education in the current research. The U.S. Department of Education conducted a meta-analysis in 2009 and concluded that student-learning outcomes in online courses were equal to and, often times, better than face-to-face traditional courses. Subsequent research has found contradictory findings, and further inquiry is necessary. The purpose of this embedded mixed methods design research study is to further our understanding of the factors that create quality and successful educational outcomes in an online course. To achieve this, the first phase of this study measured and compared learning outcomes in an online and in class graduate-level legal administration course. The second phase of the study entailed interviews with those students in both the online and face-to-face sections to understand their perspectives on the factors contributing to learning outcomes. Six themes emerged from the qualitative findings: convenience, higher order thinking, discussions, professor engagement, professor and student interaction, and face-to-face interaction. Findings from this study indicate the factors students perceive as contributing to learning outcomes in an online course are consistent among all students and are supported in the existing literature. Higher order thinking, however, emerged as a stronger theme than indicated in the current research, and the face-to-face nature of the traditional classroom may be more an issue of familiarity than a factor contributing to learning outcomes. As education continues to reach new heights and developments in technology advance, the factors found to contribute to student learning outcomes will be refined and enhanced. These developments will continue to transform the ways in which we deliver and receive knowledge in both traditional and online classrooms. While there is a growing body of research on online education, the field’s evolution has unsettled earlier findings and posed new areas to investigate.

Distance Education and the Evolution of Online Learning in the United States

Online education is no longer a trend, rather it is mainstream. In the Fall of 2012, 69.1% of chief academic leaders indicated online learning was critical to their long-term strategy and of the 20.6 million students enrolled in higher education, 6.7 million were enrolled in an online course (Allen & Seaman, 2013; United States Department of Education, 2013). The advent of online education and its rapid growth has forced academic institutions and faculty to question the current styles and techniques for teaching and learning. As developments in educational technology continue to advance, the ways in which we deliver and receive knowledge in both the traditional and online classrooms will further evolve. It is necessary to investigate and understand the progression and advancements in educational technology and the variety of methods used to deliver knowledge to improve the quality of education we provide today and motivate, inspire, and educate the students of the 21st century. This paper explores the atioevolution of distance education beginning with correspondence and the use of parcel post, to radio, then to television, and finally to online education.

The Effect of Discovery Systems on Online Journal Usage: A Longitudinal Study

Many academic libraries are implementing discovery services as a way of giving their users a single comprehensive search option for all library resources. These tools are designed to change the research experience, yet very few studies have investigated the impact of discovery service implementation. This study examines one aspect of that impact by asking whether usage of publisher-hosted journal content changes after implementation of a discovery tool. Libraries that have begun using the four major discovery services have seen an increase in usage of this content, suggesting that for this particular type of material, discovery services have a positive impact on use. Though all discovery services significantly increased usage relative to a no discovery service control group, some had a greater impact than others, and there was extensive variation in usage change among libraries using the same service. Future phases of this study will look at other types of content.

How online applications can help to achieve integral learning

The development of transversal competencies provides an integral education. However, its practical implementation among different subjects is not a trivial task. There are several issues that should be previously solved in an optimal way to take advantage of the synergy among subjects. Main issues are: i) the need for a common space for the documents management, ii) the availability of the document everywhere and anytime, and iii) the possibility to collaborate in the documents edition tasks. It was implemented a virtual portfolio for the students which allows the assessment of all the subjects in a global way. To this goal we used the Google apps due to its free access, availability and suitability for the collaborative editing tasks.