Implementació d'un sistema de gestió de cursos (Course Management) al Campus Virtual de la UdL

Aquest projecte pretén aconseguir un Campus Virtual més flexible i més obert, on el professorat pugui fer una gestió més acurada i específica dels seus espais de docència, a més de poder crear-se d’altres espais organitzant els grups de matrícula de la forma que més li convingui. La idea és canviar la manera com s’aprovisiona actualment el Campus Virtual amb les dades de gestió acadèmica per tal d’aconseguir un campus on el professorat tingui totes les eines i dades disponibles per a que les pugui utilitzar de la manera que cregui més adient, i no d’una manera predefinida i tancada com es feia fins ara, on el professorat es trobava un espai per cada assignatura que impartia, però no en podia modificar gairebé res. A banda d’aquest objectiu fonamental, aquest treball facilitarà en gran mesura les tasques realitzades per l’equip que gestiona el Campus Virtual en els processos de gestió d’espais de docència i del tractament dels seus participants en sincronització amb els sistemes origen.

Knowledge sharing in virtual communities

The Internet has transformed the scope, boundaries and dynamics of social and economic interactions. It is argued to have broadened the notion of the community from physical, colocated groups towards collectives that are able to transcend time and space, i.e. virtual communities. Even if virtual communities have been on the academic agenda for a couple of decades, there is still surprisingly little research on knowledge sharing within them. In addition, prior research has largely neglected the complex dynamics between Internet-based communication channels and the surrounding communities in which they are embedded. This thesis aims at building a better understanding of knowledge sharing supported by conversational technologies in intra-organisational virtual communities and external virtual communities supporting relationships with customers. The focus is thus on knowledge sharing in types of virtual communities that seem to be of relevance to business organisations. The study consists of two parts. The first part introduces the research topic and discusses the overall results. The second part comprises seven research publications. Qualitative research methods are used throughout the study. The results of the study indicate that investigation of the processes of knowledge sharing in virtual communities requires a socio-technical perspective, combining the individual, social and technological levels, and understanding the interplay between them. It is claimed that collective knowledge in virtual communities creates the enabling structure for knowledge sharing, and forms the invisible structure of the community on the basis of which it operates. It consists of a shared context, social capital and a unique community culture. The Internet does not inevitably erode social interaction: it seems that supporting social relationships by means of communication technology is a matter of quantity rather than quality. In order to provide access to external knowledge and expertise, firms need to open themselves up to an array of Internet-based conversations, and to consider the relevance of virtual communities to their businesses.

Evolución y retos de la educación virtual : construyendo el e-learning del siglo XXI

Las autoras y autores de este libro ofrecen una descripción de la evolución general del e-learning apuntando los elementos clave hacia los que debe ir evolucionando. Parten de la experiencia y la práctica contrastada con las investigaciones sobre el tema. A lo largo de los distintos capítulos nos muestran cómo vive un estudiante virtual, su papel y la manera en que plantea y organiza sus actividades; nos acercan al profesorado analizando su rol en el diseño de la formación y la comunicación con los estudiantes; hablan de la colaboración, analizando cómo diseñar actividades colaborativas y señalando sus ventajas y límites; describen los diferentes recursos de aprendizaje que podemos disponer en el diseño de los cursos y, por último, acompañan nuestra mirada hacia el futuro próximo analizando las tendencias y los retos a los que debemos hacer frente para construir el e-learning del siglo XXI.

Towards Innovative Virtual Learning in Vocational Teacher Education: Narratives as a Form of Meaningful Learning

http://www.eurodl.org/.

Transcending the self in immersive virtual reality

Cognitive neuroscientists have discovered various experimental setups that suggest that our body representation is surprisingly flexible, where the brain can easily be tricked into the illusion that a rubber hand is your hand or that a manikin body is your body. These multisensory illusions work well in immersive virtual reality (IVR). What is even more surprising is that such embodiment induces perceptual, attitudinal and behavioural changes that are concomitant with the displayed body type. Here we outline some recent findings in this field, and suggest that this offers a powerful tool for neuroscience, psychology and a new path for IVR.

Ba in Virtual Communities

Virtual communities – interactive networks in cyberspace seasoned with feelings – are a highly topical research theme. Besides academics, more and more companies ponder upon the nature and implications of the sense of virtual communities. This thesis takes a novel viewpoint on this research and examines virtual communities from virtual ba perspective. Ba is the space – in this case a virtual and a mental one, where knowledge based interaction occurs. The aim of this thesis is to clarify the concept of virtual ba, and the development and appearance of ba in virtual communities. The scientific contribution of this qualitative case study is conceptual clarification and validation of the concept of virtual ba. The empirical part of the thesis examines blogs: Internet-based communication media, using data triangulation (observation, narratives and a thematic interview). The thesis provides insights into the development of virtual ba that has also managerial relevance.

Efficacy of virtual reality for triggering smoking craving: relation with level of presence and nicotine dependence

Virtual Reality environments that reproduce typical contexts associated with tobacco use may be useful for aiding smoking cessation. The main objective of this study was to assess the capacity of eight environments to produce the craving to smoke and determine the relation of craving to nicotine dependence and level of presence. The results show that all the environments were able to generate the desire to smoke; a direct relation was found between sense of presence and craving.

Predictors of smoking craving during virtual reality exposure

Cue exposure treatment (CET) consists of controlled and repeated exposure to drugrelated stimuli in order to reduce cue-reactivity. Virtual reality (VR) has proved to be a promising tool for exposition. However, identifying the variables that can modulate the efficacy of this technique is essential for selecting the most appropriate exposure modality. The aim of this study was to determine the relation between several individual variables and self-reported craving in smokers exposed to VR environments. Fortysix smokers were exposed to seven complex virtual environments that reproduce typical situations in which people smoke. Self-reported craving was selected as the criterion variable and three types of variables were selected as the predictor variables: related to nicotine dependence, related to anxiety and impulsivity, and related to the sense of presence in the virtual environments. Sense of presence was the only predictor of self-reported craving in all the experimental virtual environments. Nicotine dependence variables added predictive power to the model only in the virtual breakfast at home. No relation was found between anxiety or impulsivity and self-reported craving. Virtual reality technology can be very helpful for improving CET for substance use disorders. However, the use of virtual environments would make sense only insofar as the sense of presence was high. Otherwise, the effectiveness of exposure might be affected. © 2012 by the Massachusetts Institute of Technology.

El cuidado de los ancianos en el entorno familiar : valoración de los recursos de apoyo mediante grupos de discusión

Introduction: in the present study several collectives with knowledge of the reality of family care of the elderly assessed several socia and healthcare resources and suggested several possibilities for improvement. Method: four discussion groups were used as a data collection technique. The groups were composed of caregivers, representatives-users of associations for the elderly, experts in geriatrics, and social services professionals. Results: the various discussion groups positively evaluated the Home Help Service, the Support Teams of the Home Service Programs, Interdisciplinary Community Health Workers Units, Daytime Care Centres, and the Family Rest Programme but suggested some changes to all of them. The discussion groups also indicated the need to improve the material, economic and emotional assistance given to caregivers and asked for training, institutional coordination, anddissemination of information about available resources and assistance. Conclusions: some changes are required to improve the current social and health resources available to families caring for the elderly within the family unit. Among the suggestions for improvement proposed by the participants, many are useful and could easily be applied, whereas others provide an interesting starting point for debate and reflection. Knowledge and understanding of the situation of caregiving families, based on their own experiences and those of the people who know them, is in itself sufficient to initiate and implement changes to provide resources appropriate to their needs

Factores que inciden en el aprendizaje colaborativo en un entorno de formación superior mediado por tecnologías

La presente comunicación describe el análisis de un proceso de aprendizaje colaborativo en un entorno de educación superior mediado por tecnologías desde la perspectiva del estudiante. Partimos de la hipótesis que en un proceso educativo de estas características, el tipo de intervención y orientación docente incide en la respuesta del alumnado, de manera que una orientación estructurada y pautada permite enfatizar tanto la dimensión académica como la social del aprendizaje, y determina una mejor comprensión y realización de la actividad por parte de los estudiantes. Con esta investigación se pretende llegar a una comprensión de los principales parámetros e indicadores que se reflejan en una situación de aprendizaje colaborativo en entornos mediados por tecnologías, con el objeto de determinar el conjunto de estrategias orientadas a la colaboración que resultan eficaces para promover el aprendizaje. El estudio se enmarca en la teoría sociocultural inspirada por Vigotski, que enfatiza la interacción social que se relaciona con el cambio cognitivo. Gros (2005) señala algunas cuestiones que han centrado los estudios en este ámbito y que orientan nuestro trabajo: la interacción, la intervención del profesorado, la construcción colaborativa del conocimiento y las herramientas mediadoras.

Sistemas de experto galénicos. De la galénica tradicional a la galénica virtual: El papel de los sistemas de experto en la tecnología farmacéutica

Discurso de entrada a la Reial Acadèmia deFarmàcia de Catalunya, Barcelona. 04 de mayo de 2015

Brain-Computer Interfaces, Virtual Reality, and Videogames

Major challenges must be tackled for brain-computer interfaces to mature into an established communications medium for VR applications, which will range from basic neuroscience studies to developing optimal peripherals and mental gamepads and more efficient brain-signal processing techniques.

Brain Computer Interface for Virtual Reality Control

A brain-computer interface (BCI) is a new communication channel between the human brain and a computer. Applications of BCI systems comprise the restoration of movements, communication and environmental control. In this study experiments were made that used the BCI system to control or to navigate in virtual environments (VE) just by thoughts. BCI experiments for navigation in VR were conducted so far with synchronous BCI and asynchronous BCI systems. The synchronous BCI analyzes the EEG patterns in a predefined time window and has 2 to 3 degrees of freedom.

Cue-elicited anxiety and craving for food using virtual reality scenarios

Cue exposure therapy has been reported to be an effective intervention for reducing binge eating behavior in patients with eating disorders and obesity. However, in vivo food exposure conducted in the therapist's office presents logistical problems and lacks ecological validity. This study proposes the use of virtual reality technology as an alternative to in vivo exposure, and assesses the ability of different virtual environments to elicit anxiety and craving for food in a non-clinical sample. The results show that exposure to virtual environments provokes changes in reported craving for food. High-calorie food cues are the ones that elicit the highest increases in craving.