Let's K-Map Play: Juego de aprendizaje de Karnagh Maps para móvil

En este informe se describe el trabajo de fin de máster, centrado en el estudio de la gamificación como herramienta de aprendizaje aplicada a dispositivos móviles. Se ha realizado una revisión de los artículos científicos que tratan sobre el tema de la gamificación como herramienta educativa,para terminar el trabajo desarrollando un prototipo de juego para el aprendizaje de mapas de Karnaugh. Se ha optado por un desarrollo multiplataforma y se han revisado los frameworks de desarrollo más populares para desarrollo móvil multiplataforma así como los motores de juegos aplicables a este caso. Tras la implementación, se ha probado el prototipo en dos sistemas operativos móviles libres: Android y Firefox OS.

Développement d'un Test Sérologique Contre le Virus de la Chorioméningite Lymphocytaire

Les Arenavirus sont une famille de virus à ARN très diversifiée avec plus de 23 espèces recensées dans le monde, divisées en deux Clades majeures (Emonet et al., 2009). Ils sont classifiés en Arenavirus du Nouveau Monde versus de l'Ancien Monde (Buchmeier, de la Torre, and Peters, 2007) (Fig. 1). Parmi les Arenavirus, sept sont connus pour être les agents causales de fièvres hémorragiques foudroyantes : Les virus Lassa, Junin, Machupo, Guanarito, Sabia, Chapare et Lujo. Les Arenavirus infectent, de façon spécifique, des espèces de rongeurs qui sont le réservoir naturel déterminant ainsi leur distribution géographique (Clegg, 2002). On retrouve le virus de la chorioméningite lymphocytaire (LCMV) à la fois en Europe et aux Amériques. Le rongeur infecté est le vecteur de transmission à l'Homme. Les maladies associées aux infections par les Arenavirus hémorragiques ont un haut taux de mortalité allant de 15 à 30% et sont à haut risque épidémiologique en raison de l'absence de vaccin et de traitement efficace. Pour ces raisons, ces Arenavirus sont classifiés comme pathogènes à haut risque par le centre pour le contrôle des maladies (CDC) (Borio et al., 2002).

The QUASAR reproducibility study, Part II: Results from a multi-center Arterial Spin Labeling test-retest study.

Arterial Spin Labeling (ASL) is a method to measure perfusion using magnetically labeled blood water as an endogenous tracer. Being fully non-invasive, this technique is attractive for longitudinal studies of cerebral blood flow in healthy and diseased individuals, or as a surrogate marker of metabolism. So far, ASL has been restricted mostly to specialist centers due to a generally low SNR of the method and potential issues with user-dependent analysis needed to obtain quantitative measurement of cerebral blood flow (CBF). Here, we evaluated a particular implementation of ASL (called Quantitative STAR labeling of Arterial Regions or QUASAR), a method providing user independent quantification of CBF in a large test-retest study across sites from around the world, dubbed "The QUASAR reproducibility study". Altogether, 28 sites located in Asia, Europe and North America participated and a total of 284 healthy volunteers were scanned. Minimal operator dependence was assured by using an automatic planning tool and its accuracy and potential usefulness in multi-center trials was evaluated as well. Accurate repositioning between sessions was achieved with the automatic planning tool showing mean displacements of 1.87+/-0.95 mm and rotations of 1.56+/-0.66 degrees . Mean gray matter CBF was 47.4+/-7.5 [ml/100 g/min] with a between-subject standard variation SD(b)=5.5 [ml/100 g/min] and a within-subject standard deviation SD(w)=4.7 [ml/100 g/min]. The corresponding repeatability was 13.0 [ml/100 g/min] and was found to be within the range of previous studies.

Videojuegos como un entorno de aprendizaje: el caso de "Monturiol el joc"

Video games in a learning environ-ment and their application to the educational world has become a common study between researchers because the use of videogames in the classroom is coherent with a compe-tence-based education theory. A social science approach to video-games allows an exhaustive under-standing of the video games and of the game experience in the classroom. When a video game gives to the user a high level of immersion, all his interest and energy is focused in the game, this fact together with the motivation in the video game is the basis of interest for educators and researchers in the potentiality of the video games as learning environ-ments. In this presentation, we will show and analyze the importance of the video games in an educational context, using a case study: the video game "Monturiol el joc". In the paper, we describe the video game structure, the instructional function, the practice application and the future work. Also, we discuss the impor-tance of the video games as a learning immersive environment, and we conclude our report with a brief analysis of the importance of the study of video games.

Aulas inclusivas y aprendizaje cooperativo

Educación inclusiva y aprendizaje cooperativo son dos conceptos distintos pero estrechamente relacionados: las aulas inclusivas requieren una estructura cooperativa de la actividad, y educar los valores relacionados con la cooperación exige que las aulas sean inclusivas. Pasar de una estructura de la actividad individualista y/o competitiva a una estructura de la actividad cooperativa es un elemento trascendental para hacer posible la inclusión de todo el alumnado en un aula común. Resultado del Proyecto PAC –desarrollado por el Grupo de Investigación sobre Atención a la Diversidad (GRAD) de la Universidad de Vic-, el Programa CA/AC (“Cooperar para Aprender / Aprender a Cooperar”) ofrece al profesorado de educación infantil, primaria y secundaria herramientas para enseñar al alumnado a aprender en equipo. Y a partir del mismo proyecto se ha desarrollado asimismo un proceso de formación/asesoramiento para introducir en las aulas nuevas prácticas docentes basadas en el aprendizaje cooperativo. Un número considerable de centros de distintas zonas de España están siguiendo este proceso y se han recogido una gran cantidad de datos que, debidamente analizados, nos sirvan para confirmar una de las hipótesis del proyecto de investigación que nos ocupa en estos momentos: que el cambio de una estructura individualista o competitiva por otra de tipo cooperativo contribuye a que puedan aprender juntos, en un aula inclusiva, todos los alumnos y las alumnas, sean cuales sean sus necesidades educativas y sus culturas de origen.

Concrete Pavement Mixture Design and Analysis (MDA): Development and Evaluation of Vibrating Kelly Ball Test (VKelly Test) for the Workability of Concrete, 2015

Due to the low workability of slipform concrete mixtures, the science of rheology is not strictly applicable for such concrete. However, the concept of rheological behavior may still be considered useful. A novel workability test method (Vibrating Kelly Ball or VKelly test) that would quantitatively assess the responsiveness of a dry concrete mixture to vibration, as is desired of a mixture suitable for slipform paving, was developed and evaluated. The objectives of this test method are for it to be cost-effective, portable, and repeatable while reporting the suitability of a mixture for use in slipform paving. The work to evaluate and refine the test was conducted in three phases: 1. Assess whether the VKelly test can signal variations in laboratory mixtures with a range of materials and proportions 2. Run the VKelly test in the field at a number of construction sites 3. Validate the VKelly test results using the Box Test developed at Oklahoma State University for slipform paving concrete The data collected to date indicate that the VKelly test appears to be suitable for assessing a mixture’s response to vibration (workability) with a low multiple operator variability. A unique parameter, VKelly Index, is introduced and defined that seems to indicate that a mixture is suitable for slipform paving when it falls in the range of 0.8 to 1.2 in./√s.

Contenidos de aprendizaje para estudiantes de diseño en podcast

La Universitat Politècnica de Catalunya, a través del Graduado Superior de Diseño, ha realizado una experiencia en donde los contenidos de aprendizaje se han distribuido mediante podcast. Es el primer curso de diseño en esta universidad que distribuye materiales de formación con estas características, persiguiendo el objetivo de proporcionar a los estudiantes un acceso a contenidos educativos mediante un dispositivo móvil. Para evaluar esta experiencia, hemos analizado las respuestas obtenidas de los estudiantes, mediante un cuestionario. Nos encontramos con que dan un valor al Podcast como vehículo de revisión de contenidos, pero se valora más como una alternativa al aprendizaje. Los podcast crecen en cuanto a popularidad, y se han puesto a disposición de los alumnos esta tecnología considerando este reclamo y no la tecnología en sí. Con este artículo, planteamos que el podcasting ofrece a las Universidades nuevas posibilidades educacionales para llegar a más estudiantes y ofrecer otro medio de aprendizaje. Además, no solo se planteo recopilar estadísticas sobre las descargas a través de este experimento, si no también conocer las reflexiones de los estudiantes sobre la tecnología utilizada.

Percepciones de estudiantes sobre el Aprendizaje móvil; la nueva generación de la educación a distancia

Durante años, muchas instituciones y universidades han comenzado a experimentar con los dispositivos móviles en el aprendizaje a través de diferentes proyectos como parte de su metodología de aprendizaje. La experiencia adquirida con el empleo de estrategias y enfoques en la educación a distancia puede facilitar la conceptualización del aprendizaje móvil, así como el desarrollo de aplicaciones para este nuevo medio de aprendizaje. Los dispositivos móviles abren además nuevos caminos para el aprendizaje y una nueva generación para la educación a distancia, y los investigadores conocen estos nuevos caminos para el aprendizaje y oportunidades de llegar a un público más amplio. Este trabajo, muestra los resultados de un grupo de discusión que se llevó a cabo entre 20 estudiantes de licenciatura con el fin de explorar las percepciones, y en general todo aquello que afecta a la interpretación subjetiva de los individuos y su interacción con un fenómeno social como el aprendizaje móvil.

El aprendizaje servicio universitario: materializando el compromiso social de la universidad desde una educación basada en la excelencia

Este artículo está basado en el proyecto de Aprendizaje Servicio (ApS) (Puig, 2006) Jardín Miquel Martí i Pol, iniciado en el año 2005 en la Universidad de Vic (UVic). En el mismo, universitarios junto a personas en situación de exclusión social por motivos relacionados con la enfermedad mental, la pobreza y/o la inmigración han creado y mantenido un jardín abierto a toda la ciudadanía y dedicado al poeta Martí Pol. Es un ejemplo de cómo los campus universitarios pueden ser un vivero de proyectos que integren la excelencia en la docencia con el servicio a la comunidad en el espíritu del ApS. Pero además posee el potencial de mejorar la salud y el bienestar de los estudiantes. Sobre el proyecto Jardín Miquel Martí i Pol se ha desarrollado la tesis doctoral La palabra y la acción; lucha contra la pobreza, ciudadanía y salud ocupacional mediante nuevas praxis universitarias (Simó, 2011).

Teaching Motivational Interviewing to Medical Students to Improve Behavior Change Counseling Skills - Results of a Pilot Test

BACKGROUND: Patient behavior accounts for half or more of the variance in health, disease, mortality and treatment outcome and costs. Counseling using motivational interviewing (MI) effectively improves the substance use and medical compliance behavior of patients. Medical training should include substantial focus on this key issue of health promotion. The objective of the study is to test the efficacy of teaching MI to medical students. METHODS: Thirteen fourth-year medical students volunteered to participate. Seven days before and after an 8-hour interactive MI training workshop, each student performed a video-recorded interview with two standardized patients: a 60 year-old alcohol dependent female consulting a primary care physician for the first time about fatigue and depression symptoms; and a 50 year-old male cigarette smoker hospitalized for myocardial infarction. All 52 videos (13 students×2 interviews before and after training) were independently coded by two blinded clinicians using the Motivational Interviewing Training Integrity (MITI, 3.0). MITI scores consist of global spirit (Evocation, Collaboration, Autonomy/Support), global Empathy and Direction, and behavior count summary scores (% Open questions, Reflection to question ratio, % Complex reflections, % MI-adherent behaviors). A "beginning proficiency" threshold (BPT) is defined for each of these 9 scores. The proportion of students reaching BPT before and after training was compared using McNemar exact tests. Inter-rater reliability was evaluated by comparing double coding, and test-retest analyses were conducted on a sub-sample of 10 consecutive interviews by each coder. Weighted Kappas were used for global rating scales and intra-class correlations (ICC) were computed for behavior count summary scores. RESULTS: The percent of counselors reaching BPT before and after MI training increased significantly for Evocation (15% to 65%, p<.001), Collaboration (27% to 77%, p=.001), Autonomy/Support (15% to 54%, p=.006), and % Open questions (4% to 38%, p=.004). Proportions increased, but were not statistically significant for Empathy (38% to 58%, p=.18), Reflection to question ratio (0% to 15%, p=.12), % Complex reflection (35% to 54%, p=.23), and % MI-adherent behaviors (8% to 15%, p=.69). There was virtually no change for the Direction scale (92% to 88%, p=1.00). The reliability analyses produced mixed results. Weighted kappas for inter-rater reliability ranged from .14 for Direction to .51 for Collaboration, and from .27 for Direction to .80 for Empathy for test-retest. ICCs ranged from .20 for Complex reflections to .89 for Open questions (inter-rater), and from .67 for Complex reflections to .99 for Reflection to question ratio (test-retest). CONCLUSION: This pilot study indicates that a single 8-hour training in motivational interviewing for voluntary fourth-year medical students results in significant improvement of some MI skills. A larger sample of randomly selected medical students observed over longer periods should be studied to test if MI training generalizes to medical students. Inter-rater reliability and test-retest findings indicate a need for caution when interpreting the present results, as well as for more intensive training to help appropriately capture more dimensions of the process in future studies.

Concrete Pavement Mixture Design and Analysis (MDA): Evaluation of Foam Drainage Test to Measure Air Void Stability in Concrete

The stability of air bubbles in fresh concrete can have a profound influence of the potential durability of the system, because excessive losses during placement and consolidation can compromise the ability of the mixture to resist freezing and thawing. The stability of air void systems developed by some air entraining admixtures (AEAs) could be affected by the presence of some polycarboxylate-based water reducing admixtures (WRAs). The foam drainage test provides a means of measuring the potential stability of air bubbles in a paste. A barrier to acceptance of the test was that there was little investigation of the correlation with field performance. The work reported here was a limited exercise seeking to observe the stability of a range of currently available AEA/WRA combinations in the foam drainage test; then, to take the best and the worst and observe their stabilities on concrete mixtures in the lab. Based on the data collected, the foam drainage test appears to identify stable combinations of AEA and WRA.

Concrete Pavement Mixture Design and Analysis (MDA): Evaluation of the Fresh and Hardened Properties of Concrete Mixtures Containing Permeability-Reducing Admixtures to Develop Standard Test Protocol, 2014

Concrete durability may be considered as the ability to maintain serviceability over the design life without significant deterioration, and is generally a direct function of the mixture permeability. Therefore, reducing permeability will improve the potential durability of a given mixture and, in turn, improve the serviceability and longevity of the structure. Given the importance of this property, engineers often look for methods that can decrease permeability. One approach is to add chemical compounds known as integral waterproofing admixtures or permeability-reducing admixtures, which help fill and block capillary pores in the paste. Currently, there are no standard approaches to evaluate the effectiveness of permeability-reducing admixtures or to compare different products in the US. A review of manufacturers’ data sheets shows that a wide range of test methods have been used, and rarely are the same tests used on more than one product. This study investigated the fresh and hardened properties of mixtures containing commercially available hydrophilic and hydrophobic types of permeability-reducing admixtures. The aim was to develop a standard test protocol that would help owners, engineers, and specifiers compare different products and to evaluate their effects on concrete mixtures that may be exposed to hydrostatic or non-hydrostatic pressure. In this experimental program, 11 concrete mixtures were prepared with a fixed water-to-cement ratio and cement content. One plain mixture was prepared as a reference, 5 mixtures were prepared using the recommended dosage of the different permeability-reducing admixtures, and 5 mixtures were prepared using double the recommended dosage. Slump, air content, setting time, compressive and flexural strength, shrinkage, and durability indicating tests including electrical resistivity, rapid chloride penetration, air permeability, permeable voids, and sorptivity tests were conducted at various ages. The data are presented and recommendations for a testing protocol are provided.

The effect of a period of intensive exercise on the isoform test to detect growth hormone doping in sports.

OBJECTIVE: The major objective of this study was to investigate the effects of several days of intense exercise on growth hormone (hGH) testing using the World Anti-Doping Agencies hGH isoform differential immunoassays. Additionally the effects of circadian variation and exercise type on the isoform ratios were also investigated. STUDY DESIGN: 15 male athletes performed a simulated nine day cycling stage race. Blood samples were collected twice daily over a period of 15days (stage race+three days before and after). hGH isoforms were analysed by the official WADA immunoassays (CMZ Assay GmbH). RESULTS: All measured isoform ratios were far below the WADA decision limits for an adverse analytical finding. Changes in the isoform ratios could not be clearly connected to circadian variation, exercise duration or intensity. CONCLUSIONS: The present study demonstrates that the hGH isoform ratios are not significantly affected by exercise or circadian variation. We demonstrated that heavy, long term exercise does not interfere with the decision limits for an adverse analytical finding.