Signals and Systems Students trainer.

Higher education students demand fast feedback about their assignments and the opportunity to repeat them in case they do in a wrong way. Here a computer based trainer for Signals and Systems students is presented. An application, that automatically generates and assesses thousands of numerically different versions of several Signals and Systems problems have been developed. This applet guides the students to find the solution and automatically assesses and grades the students proposed solution. The students can use the application to practice in solving several types of Signals and Systems basic problems. After selecting the problem type, the student introduces a seed and the application generates a numerical version of the selected problem. Then the application presents a sequence of questions that the students must solve and the application automatically assess their answers. After solving a given problem, the students can repeat the same numerical variation of the problem by introducing the same seed to the application. In this way, they can review their solution with the help of the hints given by the application for wrong solutions. This application can also be used as an automatic assessment tool by the instructor. When the assessment is made in a controlled environment (examination classroom or laboratory) the instructor can use the same seed for all students. Otherwise, different seeds can be assigned to different students and in this way they solve different numerical variation of the proposed problem, so cheating becomes an arduous task. Given a problem type, the mathematical or conceptual difficulty of the problem can vary depending on the numerical values of the parameters of the problem. The application permits to easily select groups of seeds that yield to numerical variations with similar mathematical or conceptual difficulty. This represents an advantage over a randomised task assignment where students are asked to solve tasks with different difficulty.

Contribution to proactivity in mobile context-aware recommender systems

Los sistemas de recomendación son potentes herramientas de filtrado de información que permiten a usuarios solicitar sugerencias sobre ítems que cubran sus necesidades. Tradicionalmente estas recomendaciones han estado basadas en opiniones de los mismos, así como en datos obtenidos de su consumo histórico o comportamiento en el propio sistema. Sin embargo, debido a la gran penetración y uso de los dispositivos móviles en nuestra sociedad, han surgido nuevas oportunidades en el campo de los sistemas de recomendación móviles gracias a la información contextual que se puede obtener sobre la localización o actividad de los usuarios. Debido a este estilo de vida en el que todo tiende a la movilidad y donde los usuarios están plenamente interconectados, la información contextual no sólo es física, sino que también adquiere una dimensión social. Todo esto ha dado lugar a una nueva área de investigación relacionada con los Sistemas de Recomendación Basados en Contexto (CARS) móviles donde se busca incrementar el nivel de personalización de las recomendaciones al usar dicha información. Por otro lado, este nuevo escenario en el que los usuarios llevan en todo momento un terminal móvil consigo abre la puerta a nuevas formas de recomendar. Sustituir el tradicional patrón de uso basado en petición-respuesta para evolucionar hacia un sistema proactivo es ahora posible. Estos sistemas deben identificar el momento más adecuado para generar una recomendación sin una petición explícita del usuario, siendo para ello necesario analizar su contexto. Esta tesis doctoral propone un conjunto de modelos, algoritmos y métodos orientados a incorporar proactividad en CARS móviles, a la vez que se estudia el impacto que este tipo de recomendaciones tienen en la experiencia de usuario con el fin de extraer importantes conclusiones sobre "qué", "cuándo" y "cómo" se debe notificar proactivamente. Con este propósito, se comienza planteando una arquitectura general para construir CARS móviles en escenarios sociales. Adicionalmente, se propone una nueva forma de representar el proceso de recomendación a través de una interfaz REST, lo que permite crear una arquitectura independiente de dispositivo y plataforma. Los detalles de su implementación tras su puesta en marcha en el entorno bancario español permiten asimismo validar el sistema construido. Tras esto se presenta un novedoso modelo para incorporar proactividad en CARS móviles. Éste muestra las ideas principales que permiten analizar una situación para decidir cuándo es apropiada una recomendación proactiva. Para ello se presentan algoritmos que establecen relaciones entre lo propicia que es una situación y cómo esto influye en los elementos a recomendar. Asimismo, para demostrar la viabilidad de este modelo se describe su aplicación a un escenario de recomendación para herramientas de creación de contenidos educativos. Siguiendo el modelo anterior, se presenta el diseño e implementación de nuevos interfaces móviles de usuario para recomendaciones proactivas, así como los resultados de su evaluación entre usuarios, lo que aportó importantes conclusiones para identificar cuáles son los factores más relevantes a considerar en el diseño de sistemas proactivos. A raíz de los resultados anteriores, el último punto de esta tesis presenta una metodología para calcular cuán apropiada es una situación de cara a recomendar de manera proactiva siguiendo el modelo propuesto. Como conclusión, se describe la validación llevada a cabo tras la aplicación de la arquitectura, modelo de recomendación y métodos descritos en este trabajo en una red social de aprendizaje europea. Finalmente, esta tesis discute las conclusiones obtenidas a lo largo de la extensa investigación llevada a cabo, y que ha propiciado la consecución de una buena base teórica y práctica para la creación de sistemas de recomendación móviles proactivos basados en información contextual. ABSTRACT Recommender systems are powerful information filtering tools which offer users personalized suggestions about items whose aim is to satisfy their needs. Traditionally the information used to make recommendations has been based on users’ ratings or data on the item’s consumption history and transactions carried out in the system. However, due to the remarkable growth in mobile devices in our society, new opportunities have arisen to improve these systems by implementing them in ubiquitous environments which provide rich context-awareness information on their location or current activity. Because of this current all-mobile lifestyle, users are socially connected permanently, which allows their context to be enhanced not only with physical information, but also with a social dimension. As a result of these novel contextual data sources, the advent of mobile Context-Aware Recommender Systems (CARS) as a research area has appeared to improve the level of personalization in recommendation. On the other hand, this new scenario in which users have their mobile devices with them all the time offers the possibility of looking into new ways of making recommendations. Evolving the traditional user request-response pattern to a proactive approach is now possible as a result of this rich contextual scenario. Thus, the key idea is that recommendations are made to the user when the current situation is appropriate, attending to the available contextual information without an explicit user request being necessary. This dissertation proposes a set of models, algorithms and methods to incorporate proactivity into mobile CARS, while the impact of proactivity is studied in terms of user experience to extract significant outcomes as to "what", "when" and "how" proactive recommendations have to be notified to users. To this end, the development of this dissertation starts from the proposal of a general architecture for building mobile CARS in scenarios with rich social data along with a new way of managing a recommendation process through a REST interface to make this architecture multi-device and cross-platform compatible. Details as regards its implementation and evaluation in a Spanish banking scenario are provided to validate its usefulness and user acceptance. After that, a novel model is presented for proactivity in mobile CARS which shows the key ideas related to decide when a situation warrants a proactive recommendation by establishing algorithms that represent the relationship between the appropriateness of a situation and the suitability of the candidate items to be recommended. A validation of these ideas in the area of e-learning authoring tools is also presented. Following the previous model, this dissertation presents the design and implementation of new mobile user interfaces for proactive notifications. The results of an evaluation among users testing these novel interfaces is also shown to study the impact of proactivity in the user experience of mobile CARS, while significant factors associated to proactivity are also identified. The last stage of this dissertation merges the previous outcomes to design a new methodology to calculate the appropriateness of a situation so as to incorporate proactivity into mobile CARS. Additionally, this work provides details about its validation in a European e-learning social network in which the whole architecture and proactive recommendation model together with its methods have been implemented. Finally, this dissertation opens up a discussion about the conclusions obtained throughout this research, resulting in useful information from the different design and implementation stages of proactive mobile CARS.

Learning and Assessing Competencies: New challenges for Mathematics in Engineering Degrees in Spain.

The introduction of new degrees adapted to the European Area of Higher Education (EAHE) has involved a radically different approach to the curriculum. The new programs are structured around competencies that should be acquired. Considering the competencies, teachers must define and develop learning objectives, design teaching methods and establish appropriate evaluation systems. While most Spanish universities have incorporated methodological innovations and evaluation systems different from traditional exams, there is enough confusion about how to teach and assess competencies and learning outcomes, as traditionally the teaching and assessment have focused on knowledge. In this paper we analyze the state-of-the-art in the mathematical courses of the new engineering degrees in some Spanish universities.

Learning from the living bodies: New principles and techniques for photonic sensing

Signal processing in any living being is much more complex than the one performed in artificial systems. Cortex architecture, although only partly known, gives some useful ideas to be employed in sensing technology. To analyze some of these structures is the objective of this paper. Among the points to be analyzed are the parallel transfer of information, the similarity of the different systems and the massive amount of data analyzed by physical techniques. As an example of these concepts, the possibility to transmit images in a parallel way will be reported.

Enhanced recommendations for e-learning authoring tools based on a proactive context-aware recommender

Authoring tools are powerful systems in the area of e-Learning that make easier for teachers to create new learning objects by reusing or editing existing educational resources coming from learning repositories or content providers. However, due to the overwhelming number of resources these tools can access, sometimes it is difficult for teachers to find the most suitable resources taking into account their needs in terms of content (e.g. topic) or pedagogical aspects (e.g. target level associated to their students). Recommender systems can take an important role trying to mitigate this problem. In this paper we propose a new model to generate proactive context-aware recommendations on resources during the creation process of a new learning object that a teacher carries out by using an authoring tool. The common use cases covered by the model for having recommendations in online authoring tools and details about the recommender model itself are presented.

The city as a learning gamified platform

The area of mobile city guides has grown really fast in the last years based on new mobile capabilities. This growth has been fostered by the evolution of ubiquitous systems and the great penetration of smartphones in the society. In this paper we propose a generic model to support a new way of visiting the city: instead of as a place for tourism, we see it as a place for learning in which located educational resources are available for end users. The model has been conceived as a way to encourage them to create their own educational tours, in which Learning Points Of Interest are set up to be discovered. Two main use cases are supported by the model: formal (conducted by a teacher) and informal (no educator is related to the learning experience) outdoor mobile learning. Details about the impact of the conjunction of tourism, learning and gamification dimensions in the model design, as well as about the model itself are provided. Finally, a mobile application prototype developed in the context of the FI-CONTENT European project is presented as a proof of concept of the model.

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.

A model for integrating learning object repository resources into web videoconference services

Reusing Learning Objects saves time and reduce development costs. Hence, achieving their interoperability in multiple contexts is essential when creating a Learning Object Repository. On the other hand, novel web videoconference services are available due to technological advancements. Several benefits can be gained by integrating Learning Objects into these services. For instance, they can allow sharing, co-viewing and synchronized co-browsing of these resources at the same time that provide real time communication. However, several efforts need to be undertaken to achieve the interoperability with these systems. In this paper, we propose a model to integrate the resources of the Learning Object Repositories into web videoconference services. The experience of applying this model in a real e-Learning scenario achieving interoperability with two different web videoconference services is also described.

An architecture for integrating learning object repository resources into web videoconference services

Reusing Learning Objects saves time and reduce development costs. Hence, achieving their interoperability in multiple contexts is essential when creating a Learning Object Repository. On the other hand, novel web videoconference services are available due to technological advancements. Several benefits can be gained by integrating Learning Objects into these services. For instance, they can allow sharing, co-viewing and synchronized co-browsing of these resources at the same time that provide real time communication. However, several efforts need to be undertaken to achieve the interoperability with these systems. In this paper, we propose a model to integrate the resources of the Learning Object Repositories into web videoconference services. The experience of applying this model in a real e-Learning scenario achieving interoperability with two different web videoconference services is also described.

An ICT based Project Management Learning Framework

The objective of this paper is to present a framework that can facilitate the university level learning process in the Project Management of different students who are enrolled in different universities in different locations and attending their own Project Management courses, but running a virtual experience in executing and managing projects. The framework includes both information systems and methodological procedures that are integrated in the information system, making it possible to assess learning performance.

Linear Bayes policy for learning in contextual-bandits

Machine and Statistical Learning techniques are used in almost all online advertisement systems. The problem of discovering which content is more demanded (e.g. receive more clicks) can be modeled as a multi-armed bandit problem. Contextual bandits (i.e., bandits with covariates, side information or associative reinforcement learning) associate, to each specific content, several features that define the “context” in which it appears (e.g. user, web page, time, region). This problem can be studied in the stochastic/statistical setting by means of the conditional probability paradigm using the Bayes’ theorem. However, for very large contextual information and/or real-time constraints, the exact calculation of the Bayes’ rule is computationally infeasible. In this article, we present a method that is able to handle large contextual information for learning in contextual-bandits problems. This method was tested in the Challenge on Yahoo! dataset at ICML2012’s Workshop “new Challenges for Exploration & Exploitation 3”, obtaining the second place. Its basic exploration policy is deterministic in the sense that for the same input data (as a time-series) the same results are obtained. We address the deterministic exploration vs. exploitation issue, explaining the way in which the proposed method deterministically finds an effective dynamic trade-off based solely in the input-data, in contrast to other methods that use a random number generator.

On-line learning of a fuzzy controller for a precise vehicle cruise control system

Usually, vehicle applications require the use of artificial intelligent techniques to implement control methods, due to noise provided by sensors or the impossibility of full knowledge about dynamics of the vehicle (engine state, wheel pressure or occupiers weight). This work presents a method to on-line evolve a fuzzy controller for commanding vehicles? pedals at low speeds; in this scenario, the slightest alteration in the vehicle or road conditions can vary controller?s behavior in a non predictable way. The proposal adapts singletons positions in real time, and trapezoids used to codify the input variables are modified according with historical data. Experimentation in both simulated and real vehicles are provided to show how fast and precise the method is, even compared with a human driver or using different vehicles.

Sistema de e-learning en el entorno AFRICA BUILD Portal

Diversos estudios consideran que las claves para el desarrollo técnico, social y económico de los países en desarrollo, y en especial en África, son la educación, la investigación y la innovación. No obstante, en el ámbito sanitario en particular, la formación e investigación en África sigue siendo escasa por diversos motivos. Por un lado, los investigadores africanos encuentran dificultades añadidas para obtener financiación frente a investigadores en países de desarrollo. Y, por otro lado, los investigadores no disponen de las herramientas y tecnologías adecuadas para acceder a información relevante para su trabajo. En este contexto, el proyecto AFRICA BUILD tiene como principal objetivo mejorar y fomentar la investigación y educación sanitaria en África a través de las nuevas tecnologías. Uno de los resultados principales de este proyecto es el AFRICA BUILD Portal (ABP), que pretende ser un punto de encuentro para los investigadores africanos, donde podrán encontrar un amplio abanico de herramientas que les permita no sólo mejorar su educación, sino compartir conocimientos con otros investigadores. Este portal, que está actualmente en desarrollo, pretende fomentar la comunicación entre instituciones africanas y les proveerá herramientas biomédicas avanzadas. En este Trabajo de Fin de Grado se han marcado como principal objetivo la mejora del sistema de e-learning que existía en el ABP. El nuevo sistema será: (i) más potente, óptimo y rico en funcionalidades, (ii) tendrá una importante base social permitiendo a los usuarios aportar información y compartir conocimiento, y (iii) será distribuido y escalable, capaz de integrar distintos gestores de contenidos didácticos como fuentes de información. Los resultados obtenidos son positivos y el nuevo sistema de aprendizaje ha mejorado la usabilidad, funcionalidad y apariencia del anterior. Para concluir, la herramienta posee aún un gran margen de mejora, pero gracias al trabajo realizado el sistema de e-learning es ahora más social, distribuido, escalable e innovador. ---ABSTRACT---Several studies find that the keys to the technical, social and economic development of developing countries, especially in Africa, are education, research and innovation. However, in the health sector in particular, training and research in Africa remains low for various reasons. On the one hand, African researchers experience additional difficulties for funding against researchers in developing countries. And on the other hand, researchers do not have the right tools and technologies to access information relevant to their work. In this context, the AFRICA BUILD project's main objective is to improve and enhance research and health education in Africa through new technologies. One of the main results of this project is the AFRICA BUILD Portal (ABP), which aims to be a meeting point for African researchers, where they can find a wide range of tools that allows them to not only improve their education but to share knowledge with other researchers. This portal, which is currently under development, aims to promote communication between African institutions and will provide advanced biomedical tools. The main objective of this Final Year Project is the improvement of the former elearning system that already existed in the ABP. The new system will be: (i) more powerful, richer in features, (ii) will have an important social base allowing users to contribute information and knowledge sharing; and (iii) will be distributed and scalable, capable of integrating different learning management systems as sources of information. The final results obtained are fairly positive and the new e-learning system has improved its usability, functionality and appearance of the former. To conclude, the tool still has much room for improvement, but thanks to the new features of the improved elearning system has become more social, distributed, scalable and innovative.

Cooperative Learning vs. Project Base Learning.

The Bologna Declaration and the implementation of the European Higher Education Area are promoting the use of active learning methodologies such as cooperative learning and project based learning. This study was motivated by the comparison of the results obtained after applying Cooperative Learning (CL) and Project Based Learning (PBL) to a subject of Computer Engineering. The fundamental hypothesis tested was whether the academic success achieved by the students of the first years was higher when CL was applied than in those cases to which PBL was applied. A practical case, by means of which the effectiveness of CL and PBL are compared, is presented in this work. This study has been carried out at the Universidad Politécnica de Madrid, where these mechanisms have been applied to the Operating Systems I subject from the Technical Engineering in Computer Systems degree (OSIS) and to the same subject from the Technical Engineering in Computer Management degree (OSIM). Both subjects have the same syllabus, are taught in the same year and semester and share also formative objectives. From this study we can conclude that students¿ academic performance (regarding the grades given) is greater with PBL than with CL. To be more specific, the difference is between 0.5 and 1 point for the individual tests. For the group tests, this difference is between 2.5 and 3 points. Therefore, this study refutes the fundamental hypothesis formulated at the beginning. Some of the possible interpretations of these results are referred to in this study.

Diseño y desarrollo de un sistema basado en Learning Analytics para evaluar la competencia de trabajo en equipo.Design and development of a Learning Analytics System to evaluate group work competence

La adquisición de la competencia grupal es algo básico en la docencia universitaria. Esta tarea va a suponer evaluar diferentes factores en un número elevado de alumnos, lo que puede supone gran complejidad y un esfuerzo elevado. De cara a evitar este esfuerzo se puede pensar en emplear los registros de la interacción de los usuarios almacenados en las plataformas de aprendizaje. Para ello el presente trabajo se basa en el desarrollo de un sistema de Learning Analytics que es utilizado como herramienta para analizar las evidencias individuales de los distintos miembros de un equipo de trabajo. El trabajo desarrolla un modelo teórico apoyado en la herramienta, que permite relacionar las evidencias observadas de forma empírica para cada alumno, con indicadores obtenidos tanto de la acción individual como cooperativo de los miembros de un equipo realizadas a través de los foros de trabajo. Abstract — The development of the group work competence is something basic in university teaching. It should be evaluated, but this means to analyze different issues about the participation of a high number of students which is very complex and implies a lot of effort. In order to facilitate this evaluation it is possible to analyze the logs of students’ interaction in Learning Management Systems. The present work describes the development of a Learning Analytics system that analyzes the interaction of each of the members of working group. This tool is supported by a theoretical model, which allows establishing links between the empirical evidences of each student and the indicators of their action in working forums.