Electronic voting system for computer supported collaborative learning

The EVS4CSCL project starts in the context of a Computer Supported Collaborative Learning environment (CSCL). Previous UOC projects created a CSCL generic platform (CLPL) to facilitate the development of CSCL applications. A discussion forum (DF) was the first application developed over the framework. This discussion forum was different from other products on the marketplace because of its focus on the learning process. The DF carried out the specification and elaboration phases from the discussion learning process but there was a lack in the consensus phase. The consensus phase in a learning environment is not something to be achieved but tested. Common tests are done by Electronic Voting System (EVS) tools, but consensus test is not an assessment test. We are not evaluating our students by their answers but by their discussion activity. Our educational EVS would be used as a discussion catalyst proposing a discussion about the results after an initial query or it would be used after a discussion period in order to manifest how the discussion changed the students mind (consensus). It should be also used by the teacher as a quick way to know where the student needs some reinforcement. That is important in a distance-learning environment where there is no direct contact between the teacher and the student and it is difficult to detect the learning lacks. In an educational environment, assessment it is a must and the EVS will provide direct assessment by peer usefulness evaluation, teacher marks on every query created and indirect assessment from statistics regarding the user activity.

Computer-assisted cup placement techniques in total hip arthroplasty improve accuracy of placement.

Malposition of the acetabular component during hip arthroplasty increases the occurrence of impingement, reduces range of motion, and increases the risk of dislocation and long-term wear. To prevent malpositioned hip implants, an increasing number of computer-assisted orthopaedic systems have been described, but their accuracy is not well established. The purpose of this study was to determine the reproducibility and accuracy of conventional versus computer-assisted techniques for positioning the acetabular component in total hip arthroplasty. Using a lateral approach, 150 cups were placed by 10 surgeons in 10 identical plastic pelvis models (freehand, with a mechanical guide, using computer assistance). Conditions for cup implantations were made to mimic the operating room situation. Preoperative planning was done from a computed tomography scan. The accuracy of cup abduction and anteversion was assessed with an electromagnetic system. Freehand placement revealed a mean accuracy of cup anteversion and abduction of 10 degrees and 3.5 degrees, respectively (maximum error, 35 degrees). With the cup positioner, these angles measured 8 degrees and 4 degrees (maximum error, 29.8 degrees), respectively, and using computer assistance, 1.5 degrees and 2.5 degrees degrees (maximum error, 8 degrees), respectively. Computer-assisted cup placement was an accurate and reproducible technique for total hip arthroplasty. It was more accurate than traditional methods of cup positioning.

Curriculum sequencing for an e-learning system based on learning styles

This work shows the use of adaptation techniques involved in an e-learning system that considers students' learning styles and students' knowledge states. The mentioned e-learning system is built on a multiagent framework designed to examine opportunities to improve the teaching and to motivate the students to learn what they want in a user-friendly and assisted environment

Computerunterstützte Rigiditätsmessung zur Differenzierung psychopathologischer Gruppen [Computer-assisted determination of rigidity in the differentiation of psychopathologic groups]

The measurement of rigidity and perseveration respectively gets increasing importance in clinical psychodiagnostics. Recently we have developed a computer-assisted technique which allows to get information about inadequate persisting in psychic processes and behaviour within shortest time and to differentiate between psychopathological groups. 257 patients of both sexes who came for elucidation of their disorders to the department of clinical psychodiagnostics were investigated. The most significant differences between the groups were found in redundance of second degree (the patient has to press 10 buttons indiscriminately according to the beat of a metronom--standard condition) and in personal speed (the patient has to press 10 buttons as fast as possible--speed condition). Furthermore the psychopathological groups were ranged in the particular variables of rigidity according to their mean values and their average ranges the schizophrenics and effective psychoses were characterized by a high tendency of perseveration while the neurotics, patients with organic brain syndrome and alcohol and drug dependents showed more flexibility.

Generación de cursos virtuales adaptativos en SCORM e IMS-LD

The use of virtual learning environments it’s more and more frequent in all education levels. However, this increasing use of such environments also implies that the different stages now used in the processes of teaching-learning need to be considered. Student users in a virtual learning environment are faced, not only to the problems related to acquire the knowledge of their course, but also to technological problems as information overloading, getting used to web surfing, computer use, etc. One way to minimize the impact caused by heterogeneity existing in virtual learning environments is to adapt several aspects to the specific characteristics from the user and his context. From this point of view, this work shows a model for an integral user that has been used to generate a virtual course that can interoperate between ELearning platforms. This course has been created using the SCORM reference model and the IMSLD specification

Computer-assisted cartography using topographic properties: precision and accuracy of local soil maps in central Mexico

Map units directly related to properties of soil-landscape are generated by local soil classes. Therefore to take into consideration the knowledge of farmers is essential to automate the procedure. The aim of this study was to map local soil classes by computer-assisted cartography (CAC), using several combinations of topographic properties produced by GIS (digital elevation model, aspect, slope, and profile curvature). A decision tree was used to find the number of topographic properties required for digital cartography of the local soil classes. The maps produced were evaluated based on the attributes of map quality defined as precision and accuracy of the CAC-based maps. The evaluation was carried out in Central Mexico using three maps of local soil classes with contrasting landscape and climatic conditions (desert, temperate, and tropical). In the three areas the precision (56 %) of the CAC maps based on elevation as topographical feature was higher than when based on slope, aspect and profile curvature. The accuracy of the maps (boundary locations) was however low (33 %), in other words, further research is required to improve this indicator.

A Randomized Controlled Trial of the Effectiveness of Computer-Assisted Cognitive Remediation (CACR) in Adolescents with Psychosis or at High Risk of Psychosis.

Background: Computer assisted cognitive remediation (CACR) was demonstrated to be efficient in improving cognitive deficits in adults with psychosis. However, scarce studies explored the outcome of CACR in adolescents with psychosis or at high risk. Aims: To investigate the effectiveness of a computer-assisted cognitive remediation (CACR) program in adolescents with psychosis or at high risk. Method: Intention to treat analyses included 32 adolescents who participated in a blinded 8-week randomized controlled trial of CACR treatment compared to computer games (CG). Cognitive abilities, symptoms and psychosocial functioning were assessed at baseline and posttreatment. Results: Improvement in visuospatial abilities was significantly greater in the CACR group than in CG. Other cognitive functions, psychotic symptoms and psychosocial functioning improved significantly, but at similar rates, in the two groups. Conclusion: CACR can be successfully administered in this population; it proved to be effective over and above CG for the most intensively trained cognitive ability.

Delimitaciones previas a la formación para el uso de las TIC en la enseñanza universitaria: funciones y competencias del docente en entornos virtuales

En esta comunicación se esclarecen funciones, roles, competencias y tareas del docente universitario en entornos virtuales de enseñanza y aprendizaje con el propósito de contribuir a mejorar el diseño de acciones formativas dirigidas a la capacitación del profesorado para este ejercicio Este resultado se obtiene del análisis de significativas referencias que tratan el tema y de la valoración del diseño de acciones formativas realizadas en universidades europeas que participan activamente de este propósito. El estudio constituye una acción del proyecto Elene-TT - elearning network for Teacher Training.

Redefining dropping out in online higher education: a case study from the UOC

In recent years, studies into the reasons for dropping out of higher education (including online education) have been undertaken with greater regularity, parallel to the rise in the relative weight of this type of education, compared with brick-and-mortar education. However, the work invested in characterising the students who drop out of education, compared with those who do not, appears not to have had the same relevance as that invested in the analysis of the causes. The definition of dropping out is very sensitive to the context. In this article, we reach a purely empirical definition of student dropping out, based on the probability of not continuing a specific academic programme following several consecutive semesters of "theoretical break". Dropping out should be properly defined before analysing its causes, as well as comparing the drop-out rates between the different online programmes, or between online and on-campus ones. Our results show that there are significant differences among programmes, depending on their theoretical extension, but not their domain of knowledge.