The Way of Significant Innovation: When Gutenberg Became Nonlinear

Nowadays, online learning is booming. Really "booming", actually: thousands of online courses, hundreds of researching groups, dozens of universities online. Eventually, Web Based Learning has left the labs, and begun a fruitful life in the "real world". However,quantity has little to do with "real innovation". In very rare occasions, online courses and teaching institutions are breaking with the rules of the Gutenberg Galaxy: the rules developed during five centuries of printing books. They are designed on a linear basis,and based on conventional text.

De los proyectos al programa en el ámbito público: nuevo modelo de evaluación del empleo en la Comunidad de Madrid.

Regarding different programmes belonging to the public sphere, it is essential to have proper tools able to quickly provide accurate data related to impacts generated by its projects. This aspect, along with the actual use of this data is essential for proper planning. This communication presents the system designed for project-based evaluation of the employment programs in the Community of Madrid. This system aims to provide fast and reliable information by relying on a combination of qualitative and quantitative methods from existing information and structures. Another contribution of the designed system is the implementation of the Empowerment Evaluation as a tool to encourage the incorporation of evaluation results to the planning processes in a systematic way.

Ampliación de un portal Wordpress para el diseño de cursos basados en la metodología PBL

La metodología PBL propone el aprendizaje basado en problemas. A grandes rasgos sugiere que el estudiante sea el protagonista de su propio aprendizaje mediante el desarrollo de proyectos. Con esa idea, el grupo de innovación educativa DMAE-DIA (Desarrollo de nuevas Metodologías de Aprendizaje/Evaluación del Departamento de Informática Aplicada), comenzó la construcción de un portal web para mostrar los principios de dicha metodología, que permitiese a los usuarios del mismo conocerla y aprender a utilizarla en un entorno colaborativo. El objetivo de este trabajo es ampliar este portal para que los usuarios sean capaces de crear, eliminar y mantener sus propios proyectos para posteriormente utilizarlos como base para su práctica docente. El trabajo se ha planteado siguiendo el paradigma de la orientación a objetos, mediante la metodología UML y siguiendo el ciclo de vida del software y se ha implementado utilizando como base el CMS Wordpress y desarrollando con los lenguajes que más adelante se especificarán. Wordpress por su parte es un sistema de gestión de contenidos dotado de gran potencia que permite, de una manera muy sencilla, construir entornos web con el mínimo esfuerzo. ABSTRACT The PBL methodology proposed problem-based learning. Roughly suggests that the student is the protagonist of their own learning by developing projects. With that, the group of educational innovation DMAE-DIA (Development of new Learning/Assessment methodologies, Department of Applied Computing) began building a web portal to show the principles of this methodology, which would allow users to know and learn to use it in a collaborative environment. The aim of this work is to extend this website so that users are able to create, delete and maintain their own projects for later use as the basis for their teaching practice. The work has been raised following the paradigm of object orientation, by following the UML methodology and software life cycle and has been implemented using as a basis the CMS Wordpress and developed with the languages that will be specified later. Meanwhile Wordpress is a content management system endowed with great power that allows,in a very simple way to build web environments with minimal effort.

Innovation in consulting firms: an area to explore

Services are the most representative sector in developed economies due to their contribution to GDP and employment. Consulting firms are classified as part of the Knowledge Intensive Business Services (KIBS) and provide professional services to all types of organizations. Consulting firms usually innovate with their customers and suppliers in a nurturing environment for value co-creation. This environment is project-based, process-oriented and with intensive knowledge exchange among all stakeholders. Based on literature review, it has been found that despite the existence of frameworks for service innovation, none of them have specifically focused on consulting firms. Further implications on this issue are addressed for both academics and practitioners.

Desarrollo de una aplicación web con Spring Framework para un gestor de un recetario

Este proyecto tiene como intención llevar a cabo el desarrollo de una aplicación basada en tecnologías Web utilizando Spring Framework, una infraestructura de código abierto para la plataforma Java. Se realizará primero un estudio teórico sobre las características de Spring para luego poder implementar una aplicación utilizando dicha tecnología como ejemplo práctico. La primera parte constará de un análisis sobre las características más significativas de Spring, recogiendo de esta forma información sobre todos los componentes del framework necesarios para desarrollar una aplicación genérica. El objetivo es descubrir y analizar cómo Spring facilita la implementación de un proyecto con arquitectura MVC y cómo permite integrar seguridad, internacionalización y otros conceptos de forma transparente. La segunda parte, el desarrollo de la aplicación web, sirve como demostración práctica de cómo utilizar los conocimientos recogidos sobre Spring. Se desarrollará una aplicación que gestiona un recetario generado por una comunidad de usuarios. La aplicación contiene un registro de usuarios que deberán autenticarse para poder ver sus datos personales y modificarlos si lo desean. Dependiendo del tipo de usuarios, tendrán acceso a distintas zonas de la aplicación y tendrán un rango distinto de acciones disponibles. Las acciones principales son la visualización de recetas, la creación de recetas, la modificación o eliminación de recetas propias y la modificación o eliminación de recetas de los demás usuarios. Las recetas constarán de un nombre, una descripción, una fotografía del resultado, tiempos estimados, dificultad estimada, una lista de ingredientes y sus cantidades y finalmente una serie de pasos con fotografías demostrativas si se desea añadir. Los administradores, un tipo específico de usuarios, podrán acceder a una lista de usuarios para monitorizarlos, modificarlos o añadir y quitarles permisos. ABSTRACT The purpose of this project is the development of an application based on Web technologies with the use of Spring Framework, an open-source application framework for the Java platform. A theoretical study on the characteristics of Spring will be performed first, followed by the implementation of an application using said technology to show as object lesson. The first part consists of an analysis of the most significant features of Spring, thus collecting information on all components of the framework necessary to develop a generic app. The goal is to discover and analyze how Spring helps develop a project based on a MVC architecture and how it allows seamless integration of security, internationalization and other concepts. The second part, the development of the web application, serves as a practical demonstration of how to use the knowledge gleaned about Spring. An application will be developed to manage a cookbook generated by a community of users. The application has a set of users who have to authenticate themselves to be able to see their personal data and modify it if they wish to do so. Depending on the user type, the user will be able to access different parts of the application and will have a different set of possible actions. The main possible actions are: creation recipes, modification or deletion of owned recipes and the modification and deletion of any recipe. The recipes consist its name, a description, a photograph, estimated times and difficulties, a list of ingredients along with their quantities and lastly a series of steps to follow along with demonstrative photographs if desired; and other information such as categories or difficulties. The administrators, a specific type of users, will have access to a list of users where they can monitor them, modify them or grant and remove privileges.

Especificaciones eMathTeacher, creación del Modelo Granular Lingüístico de la evaluación del aprendizaje humano, y diseño de sistemas que implementan estos conceptos

El concepto de algoritmo es básico en informática, por lo que es crucial que los alumnos profundicen en él desde el inicio de su formación. Por tanto, contar con una herramienta que guíe a los estudiantes en su aprendizaje puede suponer una gran ayuda en su formación. La mayoría de los autores coinciden en que, para determinar la eficacia de una herramienta de visualización de algoritmos, es esencial cómo se utiliza. Así, los estudiantes que participan activamente en la visualización superan claramente a los que la contemplan de forma pasiva. Por ello, pensamos que uno de los mejores ejercicios para un alumno consiste en simular la ejecución del algoritmo que desea aprender mediante el uso de una herramienta de visualización, i. e. consiste en realizar una simulación visual de dicho algoritmo. La primera parte de esta tesis presenta los resultados de una profunda investigación sobre las características que debe reunir una herramienta de ayuda al aprendizaje de algoritmos y conceptos matemáticos para optimizar su efectividad: el conjunto de especificaciones eMathTeacher, además de un entorno de aprendizaje que integra herramientas que las cumplen: GRAPHs. Hemos estudiado cuáles son las cualidades esenciales para potenciar la eficacia de un sistema e-learning de este tipo. Esto nos ha llevado a la definición del concepto eMathTeacher, que se ha materializado en el conjunto de especificaciones eMathTeacher. Una herramienta e-learning cumple las especificaciones eMathTeacher si actúa como un profesor virtual de matemáticas, i. e. si es una herramienta de autoevaluación que ayuda a los alumnos a aprender de forma activa y autónoma conceptos o algoritmos matemáticos, corrigiendo sus errores y proporcionando pistas para encontrar la respuesta correcta, pero sin dársela explícitamente. En estas herramientas, la simulación del algoritmo no continúa hasta que el usuario introduce la respuesta correcta. Para poder reunir en un único entorno una colección de herramientas que cumplan las especificaciones eMathTeacher hemos creado GRAPHs, un entorno ampliable, basado en simulación visual, diseñado para el aprendizaje activo e independiente de los algoritmos de grafos y creado para que en él se integren simuladores de diferentes algoritmos. Además de las opciones de creación y edición del grafo y la visualización de los cambios producidos en él durante la simulación, el entorno incluye corrección paso a paso, animación del pseudocódigo del algoritmo, preguntas emergentes, manejo de las estructuras de datos del algoritmo y creación de un log de interacción en XML. Otro problema que nos planteamos en este trabajo, por su importancia en el proceso de aprendizaje, es el de la evaluación formativa. El uso de ciertos entornos e-learning genera gran cantidad de datos que deben ser interpretados para llegar a una evaluación que no se limite a un recuento de errores. Esto incluye el establecimiento de relaciones entre los datos disponibles y la generación de descripciones lingüísticas que informen al alumno sobre la evolución de su aprendizaje. Hasta ahora sólo un experto humano era capaz de hacer este tipo de evaluación. Nuestro objetivo ha sido crear un modelo computacional que simule el razonamiento del profesor y genere un informe sobre la evolución del aprendizaje que especifique el nivel de logro de cada uno de los objetivos definidos por el profesor. Como resultado del trabajo realizado, la segunda parte de esta tesis presenta el modelo granular lingüístico de la evaluación del aprendizaje, capaz de modelizar la evaluación y generar automáticamente informes de evaluación formativa. Este modelo es una particularización del modelo granular lingüístico de un fenómeno (GLMP), en cuyo desarrollo y formalización colaboramos, basado en la lógica borrosa y en la teoría computacional de las percepciones. Esta técnica, que utiliza sistemas de inferencia basados en reglas lingüísticas y es capaz de implementar criterios de evaluación complejos, se ha aplicado a dos casos: la evaluación, basada en criterios, de logs de interacción generados por GRAPHs y de cuestionarios de Moodle. Como consecuencia, se han implementado, probado y utilizado en el aula sistemas expertos que evalúan ambos tipos de ejercicios. Además de la calificación numérica, los sistemas generan informes de evaluación, en lenguaje natural, sobre los niveles de competencia alcanzados, usando sólo datos objetivos de respuestas correctas e incorrectas. Además, se han desarrollado dos aplicaciones capaces de ser configuradas para implementar los sistemas expertos mencionados. Una procesa los archivos producidos por GRAPHs y la otra, integrable en Moodle, evalúa basándose en los resultados de los cuestionarios. ABSTRACT The concept of algorithm is one of the core subjects in computer science. It is extremely important, then, for students to get a good grasp of this concept from the very start of their training. In this respect, having a tool that helps and shepherds students through the process of learning this concept can make a huge difference to their instruction. Much has been written about how helpful algorithm visualization tools can be. Most authors agree that the most important part of the learning process is how students use the visualization tool. Learners who are actively involved in visualization consistently outperform other learners who view the algorithms passively. Therefore we think that one of the best exercises to learn an algorithm is for the user to simulate the algorithm execution while using a visualization tool, thus performing a visual algorithm simulation. The first part of this thesis presents the eMathTeacher set of requirements together with an eMathTeacher-compliant tool called GRAPHs. For some years, we have been developing a theory about what the key features of an effective e-learning system for teaching mathematical concepts and algorithms are. This led to the definition of eMathTeacher concept, which has materialized in the eMathTeacher set of requirements. An e-learning tool is eMathTeacher compliant if it works as a virtual math trainer. In other words, it has to be an on-line self-assessment tool that helps students to actively and autonomously learn math concepts or algorithms, correcting their mistakes and providing them with clues to find the right answer. In an eMathTeacher-compliant tool, algorithm simulation does not continue until the user enters the correct answer. GRAPHs is an extendible environment designed for active and independent visual simulation-based learning of graph algorithms, set up to integrate tools to help the user simulate the execution of different algorithms. Apart from the options of creating and editing the graph, and visualizing the changes made to the graph during simulation, the environment also includes step-by-step correction, algorithm pseudo-code animation, pop-up questions, data structure handling and XML-based interaction log creation features. On the other hand, assessment is a key part of any learning process. Through the use of e-learning environments huge amounts of data can be output about this process. Nevertheless, this information has to be interpreted and represented in a practical way to arrive at a sound assessment that is not confined to merely counting mistakes. This includes establishing relationships between the available data and also providing instructive linguistic descriptions about learning evolution. Additionally, formative assessment should specify the level of attainment of the learning goals defined by the instructor. Till now, only human experts were capable of making such assessments. While facing this problem, our goal has been to create a computational model that simulates the instructor’s reasoning and generates an enlightening learning evolution report in natural language. The second part of this thesis presents the granular linguistic model of learning assessment to model the assessment of the learning process and implement the automated generation of a formative assessment report. The model is a particularization of the granular linguistic model of a phenomenon (GLMP) paradigm, based on fuzzy logic and the computational theory of perceptions, to the assessment phenomenon. This technique, useful for implementing complex assessment criteria using inference systems based on linguistic rules, has been applied to two particular cases: the assessment of the interaction logs generated by GRAPHs and the criterion-based assessment of Moodle quizzes. As a consequence, several expert systems to assess different algorithm simulations and Moodle quizzes have been implemented, tested and used in the classroom. Apart from the grade, the designed expert systems also generate natural language progress reports on the achieved proficiency level, based exclusively on the objective data gathered from correct and incorrect responses. In addition, two applications, capable of being configured to implement the expert systems, have been developed. One is geared up to process the files output by GRAPHs and the other one is a Moodle plug-in set up to perform the assessment based on the quizzes results.

Desarrollo de una aplicación para la escalada y oferta de servicios web

El autor de este proyecto es miembro reciente de la asociación SoloBoulder, dedicada a la modalidad de escalada boulder, noticias y actualidad, contenido multimedia, promoción de un equipo de escaladores y defensa de valores medioambientales en la montaña. El principal canal de distribución de contenidos es una página web existente previa a este proyecto. La asociación ha detectado una escasez y mala calidad de recursos en internet en cuanto a guías de zonas donde poder practicar el boulder. Tal circunstancia impulsa la iniciativa de este proyecto fin de carrera. El objetivo general es el desarrollo de una nueva aplicación que proporcione a los usuarios a nivel mundial una guía interactiva de boulder y otros puntos de interés, una red social que permita la creación cooperativa y orgánica de contenido, y servicios web para el consumo de la información desde otras plataformas u organizaciones. El nuevo software desarrollado es independiente de la página web de SoloBoulder previa. No obstante, ambas partes se integran bajo el mismo domino web y aspecto. La nueva aplicación ofrece a escaladores y turistas un servicio informativo e interactivo de calidad, con el que se espera aumentar el número de visitas en todo el sitio web y poder ampliar la difusión de valores medioambientales, diversificar las zonas de boulder y regular las masificadas, favorecer el deporte y brindar al escalador una oportunidad de autopromoción personal. Una gran motivación para el autor también es el proceso de investigación y formación en tecnologías, patrones arquitecturales de diseño y metodologías de trabajo adaptadas a las tendencias actuales en la ingeniería de software, con especial curiosidad hacia el mundo web. A este respecto podemos destacar: metodología de trabajo en proyectos, análisis de proyectos, arquitecturas de software, diseño de software, bases de datos, programación y buenas prácticas, seguridad, interfaz gráfica web, diseño gráfico, Web Performance Optimization, Search Engine Optimization, etc. En resumen, este proyecto constituye un aprendizaje y puesta en práctica de diversos conocimientos adquiridos durante la ejecución del mismo, así como afianzamiento de materias estudiadas en la carrera. Además, el producto desarrollado ofrece un servicio de calidad a los usuarios y favorece el deporte y la autopromoción del escalador. ABSTRACT. The author of this Project is recent member of the association SoloBoulder, dedicated to a rock climbing discipline called bouldering, news, multimedia content, promotion of a team of climbers and defense of environmental values in the mountain. The main content distribution channel is a web page existing previous to this project. The association has detected scarcity and bad quality of resources on the internet about guides of bouldering areas. This circumstance motivates the initiative of this project. The general objective is the development of a new application which provides a worldwide, interactive bouldering guide, including other points of interest, a social network which allows the cooperative and organic creation of content, and web services for consumption of information from other platforms or organizations. The new software developed is independent of the previous SoloBoulder web page. However, both parts are integrated under the same domain and appearance. The new application offers to climbers and tourists a quality informative and interactive service, with which we hope to increase the number of visits in the whole web site and be able to expand the dissemination of environmental values, diversify boulder areas and regulate the overcrowded ones, encourage sport and offer to the climber an opportunity of self-promotion. A strong motivation for the author is also the process of investigation and education in technologies, architectural design patterns and working methodologies adapted to the actual trends in software engineering, with special curiosity about the web world. In this regard we could highlight: project working methodologies, project analysis, software architectures, software design, data bases, programming and good practices, security, graphic web interface, graphic design, Web Performance Optimization, Search Engine Optimization, etc. To sum up, this project constitutes learning and practice of diverse knowledge acquired during its execution, as well as consolidation of subjects studied in the degree. In addition, the product developed offers a quality service to the users and favors the sport and the selfpromotion of the climber.

The neural development and organization of letter recognition: Evidence from functional neuroimaging, computational modeling, and behavioral studies

Although much of the brain’s functional organization is genetically predetermined, it appears that some noninnate functions can come to depend on dedicated and segregated neural tissue. In this paper, we describe a series of experiments that have investigated the neural development and organization of one such noninnate function: letter recognition. Functional neuroimaging demonstrates that letter and digit recognition depend on different neural substrates in some literate adults. How could the processing of two stimulus categories that are distinguished solely by cultural conventions become segregated in the brain? One possibility is that correlation-based learning in the brain leads to a spatial organization in cortex that reflects the temporal and spatial clustering of letters with letters in the environment. Simulations confirm that environmental co-occurrence does indeed lead to spatial localization in a neural network that uses correlation-based learning. Furthermore, behavioral studies confirm one critical prediction of this co-occurrence hypothesis, namely, that subjects exposed to a visual environment in which letters and digits occur together rather than separately (postal workers who process letters and digits together in Canadian postal codes) do indeed show less behavioral evidence for segregated letter and digit processing.

Parent-Child Interaction and Children's Self-Concept

This study is designed to investigate the relationships between marital communication, the quality of parents' ability to assist their children in joint problem-solving, and children's independent mastery attempts and perceived competence at problem-solving, and behavioral indicators of self-esteem. Couples' skill at regulating their own and their children's negative affect within the marital and parent-child family subsystems is hypothesized to predict the quality of their assistance, or scaffolding behavior, to their children during joint problem-solving. Further, the quality of parental scaffolding behavior is expected to predict children's independent mastery attempts, levels of perceived competence at problemsolving, and behavioral indicators of self-esteem. Families for the study will be those with children between 3 1/2 to six years of age recruited from subjects participating in a longitudinal study of communication in marriage being conducted at the Denver Center for Marital and Family Studies. Families will participate in three interaction tasks designed to tap parental scaffolding behavior during problemsolving with their children. Children will be administered self-report measures to tap their perceived competence at such problem-solving as those in the interaction tasks and parents will complete a questionnaire tapping the behavioral indicators of their child's self-esteem. Family interaction data will be coded with the use of a microanalytic coding system developed by this study, the Parent-Child Interaction Coding System. Marital communication data at three time points, premaritally, during the transition to parenthood , and concurrently, will be obtained from couples' interactions from the longitudinal study. The clinical significance of this study includes implications for training couples how to effectively regulate negative affect and offer their children sensitive assistance during joint problem-solving.

ConfChem Conference on A Virtual Colloquium to Sustain and Celebrate IYC 2011 Initiatives in Global Chemical Education—The Global Experiment of the IYC2011: Creating Online Communities for Education and Science

The Global Experiment, Water: A Chemical Solution, was one of the flagship activities of the International Year of Chemistry (IYC). During the virtual colloquium of the spring 2012 online ConfChem conference, the main results of this year-long experiment were presented and discussed online for a week. Some of the main conclusions of the virtual conversations relate to the benefits of creating online communities of people sharing similar interests, the use of online educational platforms to gather massive amounts of data, and specific questions about the development of this IYC initiative. The activities of the global water experiment (GWE) were designed by a team of experts and the protocols are available online on the GWE Web site. The results were shown in one interactive world map that allowed students to learn about data visualization, validation, and interpretation. The feedback obtained from the participants of the GWE and later by the contributors of the virtual colloquium was very positive. Many participants asked specific and technical questions about the development of this experiment, while others excitedly endorsed the convenience of these large open-access activities to promote chemistry worldwide. The estimate is that over 2 million people took part in the GWE during the IYC. This communication summarizes one of the invited papers to the ConfChem online conference: A Virtual Colloquium to Sustain and Celebrate IYC 2011 Initiatives in Global Chemical Education, held from May 18 to June 29, 2012 and hosted by the ACS DivCHED Committee on Computers in Chemical Education and the IUPAC Committee on Chemistry Education.

Teaching as a fractal: from experience to model

The aim of this work is to improve students’ learning by designing a teaching model that seeks to increase student motivation to acquire new knowledge. To design the model, the methodology is based on the study of the students’ opinion on several aspects we think importantly affect the quality of teaching (such as the overcrowded classrooms, time intended for the subject or type of classroom where classes are taught), and on our experience when performing several experimental activities in the classroom (for instance, peer reviews and oral presentations). Besides the feedback from the students, it is essential to rely on the experience and reflections of lecturers who have been teaching the subject several years. This way we could detect several key aspects that, in our opinion, must be considered when designing a teaching proposal: motivation, assessment, progressiveness and autonomy. As a result we have obtained a teaching model based on instructional design as well as on the principles of fractal geometry, in the sense that different levels of abstraction for the various training activities are presented and the activities are self-similar, that is, they are decomposed again and again. At each level, an activity decomposes into a lower level tasks and their corresponding evaluation. With this model the immediate feedback and the student motivation are encouraged. We are convinced that a greater motivation will suppose an increase in the student’s working time and in their performance. Although the study has been done on a subject, the results are fully generalizable to other subjects.

Making it easy to do the right thing in healthcare: Advancing improvement science education through accredited pan European higher education modules

Background: Numerous international policy drivers espouse the need to improve healthcare. The application of Improvement Science has the potential to restore the balance of healthcare and transform it to a more person-centred and quality improvement focussed system. However there is currently no accredited Improvement Science education offered routinely to healthcare students. This means that there are a huge number of healthcare professionals who do not have the conceptual or experiential skills to apply Improvement Science in everyday practise. Methods: This article describes how seven European Higher Education Institutions (HEIs) worked together to develop four evidence informed accredited inter-professional Improvement Science modules for under and postgraduate healthcare students. It outlines the way in which a Policy Delphi, a narrative literature review, a review of the competency and capability requirements for healthcare professionals to practise Improvement Science, and a mapping of current Improvement Science education informed the content of the modules. Results: A contemporary consensus definition of Healthcare Improvement Science was developed. The four Improvement Science modules that have been designed are outlined. A framework to evaluate the impact modules have in practise has been developed and piloted. Conclusion: The authors argue that there is a clear need to advance healthcare Improvement Science education through incorporating evidence based accredited modules into healthcare professional education. They suggest that if Improvement Science education, that incorporates work based learning, becomes a staple part of the curricula in inter-professional education then it has real promise to improve the delivery, quality and design of healthcare.

Objective and behavioural assessment of the emergence from post-traumatic amnesia (PTA)

Primary objective: To determine the profile of resolution of typical PTA behaviours and describe new learning and improvements in self-care during PTA. Research design: Prospective longitudinal study monitoring PTA status, functional learning and behaviours on a daily basis. Methods and procedures: Participants were 69 inpatients with traumatic brain injury who were in PTA. PTA was assessed using the Westmead or Oxford PTA assessments. Functional learning capability was assessed using a routine set of daily tasks and behaviour was assessed using an observational checklist. Data was analysed using descriptive statistics. Main outcomes and results: Challenging behaviours that are typically associated with PTA, such as agitation, aggression and wandering resolved in the early stages of PTA and incidence rates of these behaviours were less than 20%. Independence in self-care and bowel and bladder continence emerged later during resolution of PTA. New learning in functional situations was demonstrated by patients in PTA. Conclusions: It is feasible to begin active rehabilitation focused on functional skills-based learning with patients in the later stages of PTA. Formal assessment of typically observed behaviours during PTA may complement memory-based PTA assessments in determining emergence from PTA.