Towards and inclusive definition of e-learning

L'estudi té com a objectiu la construcció d'una definició actual i integradora del concepte d'e-learning, que sigui acceptada per la major part de la comunitat científica i que serveixi com a referent pels estudiosos i professionals d'aquesta temàtica.

El Open Social Learning y su potencial de transformación de los contextos de educación superior en España

Documento de reflexión basado en el Panel de Expertos sobre Open Social Learning en España: diagnóstico yperspectivas, de la Cátedra UNESCO de e-learning, 30 de junio 2009.

PERSONAL(ONTO) : Personalizing the Learning Process in Virtual Environments by means of Adaptive Formative Itineraries based on Reusable Learning Objects and Ontologies TIN2006-15107-C02

Personalization in e-learning allows the adaptation of contents, learning strategiesand educational resources to the competencies, previous knowledge or preferences of the student. This project takes a multidisciplinary perspective for devising standards-based personalization capabilities into virtual e-learning environments, focusing on the conceptof adaptive learning itinerary, using reusable learning objects as the basis of the system and using ontologies and semantic web technologies.

A Classification of Tools for Learning Logic

A table showing a comparison and classification of tools (intelligent tutoring systems) for e-learning of Logic at a college level.

Evolució i reptes de l'educació virtual : construint l'e-learning del segle XXI

Les autores i autors d'aquest llibre ofereixen una descripció de l'evolució general de l'e-learning apuntant els elements clau cap als que ha d'anar evolucionant. Parteixen de l'experiència i la pràctica contrastada amb les investigacions sobre el tema. Al llarg dels diferents capítols ens mostren com viu un estudiant virtual, el seu paper i la manera com planteja i organitza les seves activitats; ens acosten al professorat analitzant el seu rol en el disseny de la formació i la comunicació amb els estudiants; parlen de la col·laboració, analitzant com dissenyar activitats col·laboratives i assenyalant els seus avantatges i límits; descriuen els diferents recursos d'aprenentatge que podem disposar en el disseny dels cursos i, finalment, acompanyen la nostra mirada cap al futur pròxim analitzant les tendències i els reptes als que hem de fer front per construir l'e-learning del segle XXI.

Testing Delivery Systems in Transnational virtual learning: the vocational management training for the european tourism industry (VocMat) case study

This article discusses the lessons learned from developing and delivering the Vocational Management Training for the European Tourism Industry (VocMat) online training programme, which was aimed at providing flexible, online distance learning for the European tourism industry. The programme was designed to address managers ‘need for flexible, senior management level training which they could access at a time and place which fitted in with their working and non-work commitments. The authors present two main approaches to using the Virtual Learning Environment, the feedback from the participants, and the implications of online Technology in extending tourism training opportunities

Using problem-based learning for introducing producer theory and market structure in intermediate microeconomics

This paper shows how instructors can use the problem‐based learning method to introduce producer theory and market structure in intermediate microeconomics courses. The paper proposes a framework where different decision problems are presented to students, who are asked to imagine that they are the managers of a firm who need to solve a problem in a particular business setting. In this setting, the instructors’ role isto provide both guidance to facilitate student learning and content knowledge on a just‐in‐time basis

The effects of catechin rich teas and caffeine on energy expenditure and fat oxidation: a meta-analysis.

Different outcomes of the effect of catechin-caffeine mixtures and caffeine-only supplementation on energy expenditure and fat oxidation have been reported in short-term studies. Therefore, a meta-analysis was conducted to elucidate whether catechin-caffeine mixtures and caffeine-only supplementation indeed increase thermogenesis and fat oxidation. First, English-language studies measuring daily energy expenditure and fat oxidation by means of respiration chambers after catechin-caffeine mixtures and caffeine-only supplementation were identified through PubMed. Six articles encompassing a total of 18 different conditions fitted the inclusion criteria. Second, results were aggregated using random/mixed-effects models and expressed in terms of the mean difference in 24 h energy expenditure and fat oxidation between the treatment and placebo conditions. Finally, the influence of moderators such as BMI and dosage on the results was examined as well. The catechin-caffeine mixtures and caffeine-only supplementation increased energy expenditure significantly over 24 h (428.0 kJ (4.7%); P < 0.001 and 429.1 kJ (4.8%); P < 0.001, respectively). However, 24 h fat oxidation was only increased by catechin-caffeine mixtures (12.2 g (16.0%); P < 0.02 and 9.5 g (12.4%); P = 0.11, respectively). A dose-response effect on 24 h energy expenditure and fat oxidation occurred with a mean increase of 0.53 kJ mg(-1) (P < 0.01) and 0.02 g mg(-1) (P < 0.05) for catechin-caffeine mixtures and 0.44 kJ mg(-1) (P < 0.001) and 0.01 g mg(-1) (P < 0.05) for caffeine-only. In conclusion, catechin-caffeine mixtures or a caffeine-only supplementation stimulates daily energy expenditure dose-dependently by 0.4-0.5 kJ mg(-1) administered. Compared with placebo, daily fat-oxidation was only significantly increased after catechin-caffeine mixtures ingestion.

Hybrid coordination of reinforcement learning-based behaviors for AUV control

This paper proposes a hybrid coordination method for behavior-based control architectures. The hybrid method takes advantages of the robustness and modularity in competitive approaches as well as optimized trajectories in cooperative ones. This paper shows the feasibility of applying this hybrid method with a 3D-navigation to an autonomous underwater vehicle (AUV). The behaviors are learnt online by means of reinforcement learning. A continuous Q-learning implemented with a feed-forward neural network is employed. Realistic simulations were carried out. The results obtained show the good performance of the hybrid method on behavior coordination as well as the convergence of the behaviors

Efficient learning of reactive robot behaviors with a Neural-Q_learning approach

The purpose of this paper is to propose a Neural-Q_learning approach designed for online learning of simple and reactive robot behaviors. In this approach, the Q_function is generalized by a multi-layer neural network allowing the use of continuous states and actions. The algorithm uses a database of the most recent learning samples to accelerate and guarantee the convergence. Each Neural-Q_learning function represents an independent, reactive and adaptive behavior which maps sensorial states to robot control actions. A group of these behaviors constitutes a reactive control scheme designed to fulfill simple missions. The paper centers on the description of the Neural-Q_learning based behaviors showing their performance with an underwater robot in a target following task. Real experiments demonstrate the convergence and stability of the learning system, pointing out its suitability for online robot learning. Advantages and limitations are discussed