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Most educational software programs use and gather personal information and metadata from students. Additionally, most of the educational software programs are no longer operated by the learning institutions but are run by third-party agencies. This means that in the decade since 2020, information about students is stored and handled outside premises and control of learning institutions. The personal information about students and their activity while they interact with learning management systems and online learning tools is increasingly in custody of cloud computing platforms, software-as-a-service providers, and learning tool vendors. There is an increasing will to use all the data and metadata from the activity of the students for research, to develop education management strategies, pedagogy approaches, and develop behavior control tools or learning tools informed by behavior analysis from learning analytics. Many times, these studies lack the ethical and moral perspective. In addition, there is an increasing number of cases in which this information has leaked or has been used in a shady way. Additionally, this information will be around for a long time, tied to the future digital profiles of the students whose data has been leaked. This paper hypothesizes that there has been an ongoing process of technological evolution that leads to a loss of control over personal information, which makes it even more difficult to protect user confidentiality and ensuring privacy, that data surveillance has entered the world of education, and that the current legal frameworks are not enough to really protect the student’s personal information. The paper analyzes how this situation came to pass, and why this is wrong. We conclude with some proposals to address it from its different root dimensions: technical, cultural, legal, and organizational.
Marc Alier; Maria Jose Casañ Guerrero; Daniel Amo; Charles Severance; David Fonseca. Privacy and E-Learning: A Pending Task. Sustainability 2021, 13, 9206 .
AMA StyleMarc Alier, Maria Jose Casañ Guerrero, Daniel Amo, Charles Severance, David Fonseca. Privacy and E-Learning: A Pending Task. Sustainability. 2021; 13 (16):9206.
Chicago/Turabian StyleMarc Alier; Maria Jose Casañ Guerrero; Daniel Amo; Charles Severance; David Fonseca. 2021. "Privacy and E-Learning: A Pending Task." Sustainability 13, no. 16: 9206.
This paper presents a collaborative learning activity for courses in engineering degrees or master’s programs that cover the subject and skills of sustainability, social compromise, and ethics for engineering. The activity consists of performing a multidisciplinary analysis of a case of study, which presents a technology or innovation, to detect and debate possible issues and solutions. This learning activity is based on the PESTLE methodology that is used to analyze the political, economic, social, technological, legal, and environmental aspects of a technology or innovation. The PESTLE analysis is implemented using the jigsaw collaborative learning technique. This learning activity can be completed in two sessions of two hours. To validate its usefulness, the learning activity was applied for two semesters in a study on two courses: one in Informatics Engineering Degree and the other one in the Master Degree of Sustainability at the Universitat Politècnica de Catalunya, with very good results.
Maria Casañ; Marc Alier; Ariadna Llorens. A Collaborative Learning Activity to Analyze the Sustainability of an Innovation Using PESTLE. Sustainability 2021, 13, 8756 .
AMA StyleMaria Casañ, Marc Alier, Ariadna Llorens. A Collaborative Learning Activity to Analyze the Sustainability of an Innovation Using PESTLE. Sustainability. 2021; 13 (16):8756.
Chicago/Turabian StyleMaria Casañ; Marc Alier; Ariadna Llorens. 2021. "A Collaborative Learning Activity to Analyze the Sustainability of an Innovation Using PESTLE." Sustainability 13, no. 16: 8756.
Urban areas can be considered high-potential energy producers alongside their notable portion of energy consumption. Solar energy is the most promising sustainable energy in which urban environments can produce electricity by using rooftop-mounted photovoltaic systems. While the precise knowledge of electricity production from solar energy resources as well as the needed parameters to define the optimal locations require an adequate study, effective guidelines for optimal installation of solar photovoltaics remain a challenge. This paper aims to make a complete systematic review and states the vital steps with their data resources to find the urban rooftop PV potential. Organizing the methodologies is another novelty of this paper to create a complete global basis for future studies and improve a more detailed degree in this particular field.
Elham Fakhraian; Marc Alier; Francesc Valls Dalmau; Alireza Nameni; Maria Casañ Guerrero. The Urban Rooftop Photovoltaic Potential Determination. Sustainability 2021, 13, 7447 .
AMA StyleElham Fakhraian, Marc Alier, Francesc Valls Dalmau, Alireza Nameni, Maria Casañ Guerrero. The Urban Rooftop Photovoltaic Potential Determination. Sustainability. 2021; 13 (13):7447.
Chicago/Turabian StyleElham Fakhraian; Marc Alier; Francesc Valls Dalmau; Alireza Nameni; Maria Casañ Guerrero. 2021. "The Urban Rooftop Photovoltaic Potential Determination." Sustainability 13, no. 13: 7447.
The Covid-19 pandemic led Catalan universities to do all teaching and evaluation online from 11 March 2020 until the end of term on 30 July. Conventional universities made the transition to online teaching in just a few days and suddenly virtual platforms become the centre of interaction between lecturers and students. Data that were obtained from the virtual platforms gave extremely valuable information about what was being done in class. This paper analyses data taken from Atenea, the Moodle virtual platform at the Universitat Politècnica de Catalunya (UPC), during quarantine. The key indicators and a data analysis design for Moodle have been proposed, which reveal teaching developments at various levels (overall and at the centre and subject level). This is applied to study data from the UPC Moodle and the results are discussed. The methodology can be extrapolated to other universities with Moodle platforms because the UPC is a set of small campuses and centres.
Joana Prat; Ariadna Llorens; Francesc Salvador; Marc Alier; Daniel Amo. A Methodology to Study the University’s Online Teaching Activity from Virtual Platform Indicators: The Effect of the Covid-19 Pandemic at Universitat Politècnica de Catalunya. Sustainability 2021, 13, 5177 .
AMA StyleJoana Prat, Ariadna Llorens, Francesc Salvador, Marc Alier, Daniel Amo. A Methodology to Study the University’s Online Teaching Activity from Virtual Platform Indicators: The Effect of the Covid-19 Pandemic at Universitat Politècnica de Catalunya. Sustainability. 2021; 13 (9):5177.
Chicago/Turabian StyleJoana Prat; Ariadna Llorens; Francesc Salvador; Marc Alier; Daniel Amo. 2021. "A Methodology to Study the University’s Online Teaching Activity from Virtual Platform Indicators: The Effect of the Covid-19 Pandemic at Universitat Politècnica de Catalunya." Sustainability 13, no. 9: 5177.
In 2004, the Universitat Politècnica de Catalunya decided to change one of its critical and strategic information services: the online teaching support platform. An Open Source software, Moodle, was adopted and the previous proprietary software was abandoned. In 2020, the home confinement of the population due to the pandemic caused by COVID-19 has been a stress test for the entire university community, and very specifically by those responsible for providing the support of the online teaching support platform. The increase in activity and the prospect of the generalization of online assessment raised the concerns of possible scalability issues with the quiz functionality during the examination period. The solution applied involved using Moodle’s IMS LTI interoperability features to deploy a high-performance version of the Moodle Quizz Module As A Service (SaaS), to plug-and-play within the university’s LMS without drawing on its internal resources. This solution combined with a systems strategy, private cloud operations, internal communication and teacher training, solved this problem and successfully complete the assessment of the university course in a situation of confinement.
Marc Alier; María José Casany; Ariadna Llorens; Jesús Alcober; Joana D’Arc Prat. Atenea Exams, an IMS LTI Application to Solve Scalability Problems: A Study Case. Applied Sciences 2020, 11, 80 .
AMA StyleMarc Alier, María José Casany, Ariadna Llorens, Jesús Alcober, Joana D’Arc Prat. Atenea Exams, an IMS LTI Application to Solve Scalability Problems: A Study Case. Applied Sciences. 2020; 11 (1):80.
Chicago/Turabian StyleMarc Alier; María José Casany; Ariadna Llorens; Jesús Alcober; Joana D’Arc Prat. 2020. "Atenea Exams, an IMS LTI Application to Solve Scalability Problems: A Study Case." Applied Sciences 11, no. 1: 80.
A significant number of universities where engineering is taught, acknowledge the importance of the social and environmental impact of the scientific and technological practice, as well as the ethical problems it presents, and the need to provide their students with courses covering this as a subject. This paper presents 29 years of teaching courses with the subject of social, environmental, and ethical issues to students of Informatics Engineering. The table contents and its evolution over the years will be analyzed, plus the different teaching strategies applied, with emphasis on the collaborative learning methodologies to facilitate critical thinking and debate. During the experience, the course incorporated the subject of History of Informatics which proved to fit in the course. While the subject of Ethics and Sustainability is increasingly being regarded as an important matter to learn by future ICT engineers, the courses covering it remain as optional in the curriculums. This should change.
Maria Jose Casañ; Marc Alier; Ariadna Llorens. Teaching Ethics and Sustainability to Informatics Engineering Students, an almost 30 Years’ Experience. Sustainability 2020, 12, 5499 .
AMA StyleMaria Jose Casañ, Marc Alier, Ariadna Llorens. Teaching Ethics and Sustainability to Informatics Engineering Students, an almost 30 Years’ Experience. Sustainability. 2020; 12 (14):5499.
Chicago/Turabian StyleMaria Jose Casañ; Marc Alier; Ariadna Llorens. 2020. "Teaching Ethics and Sustainability to Informatics Engineering Students, an almost 30 Years’ Experience." Sustainability 12, no. 14: 5499.
La Analítica del Aprendizaje (proveniente del término en inglés Learning Analytics) procesa los datos de los estudiantes, incluso los estudiantes menores de edad. El ciclo analítico consiste en recoger datos, almacenarlos durante largos períodos y utilizarlos para realizar análisis y visualizaciones. A mayor cantidad de datos, mejores resultados en el análisis. Este análisis puede ser descriptivo, predictivo e, incluso, prescriptivo, lo que implica la gestión, el tratamiento y la utilización de datos personales. El contexto educativo es, por lo tanto, muy sensible, a diferencia de los contextos individuales en los que el análisis se utiliza a voluntad. No está claro cómo están utilizando los datos de los estudiantes las empresas de tecnología que dan servicio en educación y a quiénes realmente se les beneficia, cómo esto afectará a los estudiantes en un futuro a corto y largo plazo, o qué nivel de privacidad o seguridad se aplica para proteger los datos de los estudiantes. Por consiguiente, y en relación con lo expuesto, el análisis de datos educativos implica un contexto sensible y de fragilidad en la gestión y análisis de datos personales de los estudiantes, incluidos menores, en el que hay que maximizar las precauciones. En esta revisión sistemática de la literatura se explora la importancia de la protección y seguridad de los datos personales en el campo de la educación mediante las promesas emergentes de los interesados en usar la tecnología blockchain. Los resultados denotan que es importante entender las implicaciones y riesgos derivados de usar tecnologías emergentes en educación, su relación con la sociedad y la legalidad vigente.
Daniel Amo; Marc Alier; Francisco García-Peñalvo; David Fonseca; María José Casañ. Privacidad, seguridad y legalidad en soluciones educativas basadas en Blockchain: Una Revisión Sistemática de la Literatura. RIED. Revista Iberoamericana de Educación a Distancia 2020, 23, 213 -236.
AMA StyleDaniel Amo, Marc Alier, Francisco García-Peñalvo, David Fonseca, María José Casañ. Privacidad, seguridad y legalidad en soluciones educativas basadas en Blockchain: Una Revisión Sistemática de la Literatura. RIED. Revista Iberoamericana de Educación a Distancia. 2020; 23 (2):213-236.
Chicago/Turabian StyleDaniel Amo; Marc Alier; Francisco García-Peñalvo; David Fonseca; María José Casañ. 2020. "Privacidad, seguridad y legalidad en soluciones educativas basadas en Blockchain: Una Revisión Sistemática de la Literatura." RIED. Revista Iberoamericana de Educación a Distancia 23, no. 2: 213-236.
The privacy policies, terms, and conditions of use in any Learning Management System (LMS) are one-way contracts. The institution imposes clauses that the student can accept or decline. Students, once they accept conditions, should be able to exercise the rights granted by the General Data Protection Regulation (GDPR). However, students cannot object to data processing and public profiling because it would be conceived as an impediment to teachers to execute their work with normality. Nonetheless, regarding GDPR and consulted legal advisors, a student could claim identity anonymization in the LMS, if adequate personal justifications are provided. Per contra, the current LMSs do not have any functionality that enables identity anonymization. This is a big problem that generates undesired situations which urgently requires a definitive solution. In this work, we surveyed students and teachers to validate the feasibility and acceptance of using aliases to anonymize their identity in LMSs as a sustainable solution to the problem. Considering the positive results, we developed a user-friendly plugin for Moodle that enables students’ identity anonymization by the use of aliases. This plugin, presented in this work and named Protected users, is publicly available online at GitHub and published under GNU General Public License.
Daniel Amo; Marc Alier; Francisco José García-Peñalvo; David Fonseca; María José Casañ. Protected Users: A Moodle Plugin To Improve Confidentiality and Privacy Support through User Aliases. Sustainability 2020, 12, 2548 .
AMA StyleDaniel Amo, Marc Alier, Francisco José García-Peñalvo, David Fonseca, María José Casañ. Protected Users: A Moodle Plugin To Improve Confidentiality and Privacy Support through User Aliases. Sustainability. 2020; 12 (6):2548.
Chicago/Turabian StyleDaniel Amo; Marc Alier; Francisco José García-Peñalvo; David Fonseca; María José Casañ. 2020. "Protected Users: A Moodle Plugin To Improve Confidentiality and Privacy Support through User Aliases." Sustainability 12, no. 6: 2548.
Daniel Amo; Marc Alier; Francisco José García-Peñalvo; David Fonseca; María José Casany. GDPR Security and Confidentiality compliance in LMS' a problem analysis and engineering solution proposal. Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality 2019, 253 -259.
AMA StyleDaniel Amo, Marc Alier, Francisco José García-Peñalvo, David Fonseca, María José Casany. GDPR Security and Confidentiality compliance in LMS' a problem analysis and engineering solution proposal. Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality. 2019; ():253-259.
Chicago/Turabian StyleDaniel Amo; Marc Alier; Francisco José García-Peñalvo; David Fonseca; María José Casany. 2019. "GDPR Security and Confidentiality compliance in LMS' a problem analysis and engineering solution proposal." Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality , no. : 253-259.
The construction of knowledge through computational practice requires to teachers a substantial amount of time and effort to evaluate programming skills, to understand and to glimpse the evolution of the students and finally to state a quantitative judgment in learning assessment. The field of learning analytics has been a common practice in research since last years due to their great possibilities in terms of learning improvement. Both, Big and Small data techniques support the analysis cycle of learning analytics and risk of students’ failure prediction. Such possibilities can be a strong positive contribution to the field of computational practice such as programming. Our main objective was to help teachers in their assessments through to make those possibilities effective. Thus, we have developed a functional solution to categorize and understand students’ behavior in programming activities based in Scratch. Through collection and analysis of data generated by students’ clicks in Scratch, we proceed to execute both exploratory and predictive analytics to detect patterns in students’ behavior when developing solutions for assignments. We concluded that resultant taxonomy could help teachers to better support their students by giving real-time quality feedback and act before students deliver incorrectly or at least incomplete tasks.
Daniel Amo Filvà; Marc Alier Forment; Francisco José García-Peñalvo; David Fonseca Escudero; María José Casañ. Clickstream for learning analytics to assess students’ behavior with Scratch. Future Generation Computer Systems 2018, 93, 673 -686.
AMA StyleDaniel Amo Filvà, Marc Alier Forment, Francisco José García-Peñalvo, David Fonseca Escudero, María José Casañ. Clickstream for learning analytics to assess students’ behavior with Scratch. Future Generation Computer Systems. 2018; 93 ():673-686.
Chicago/Turabian StyleDaniel Amo Filvà; Marc Alier Forment; Francisco José García-Peñalvo; David Fonseca Escudero; María José Casañ. 2018. "Clickstream for learning analytics to assess students’ behavior with Scratch." Future Generation Computer Systems 93, no. : 673-686.
Daniel Amo; Albert Valls; Marc Alier; Xavier Canaleta; Francisco García-Peñalvo; David Fonseca; Ernesto Redondo. USING WEB ANALYTICS TOOLS TO IMPROVE THE QUALITY OF EDUCATIONAL RESOURCES AND THE LEARNING PROCESS OF STUDENTS IN A GAMIFIED SITUATION. INTED2018 Proceedings 2018, 5824 -5829.
AMA StyleDaniel Amo, Albert Valls, Marc Alier, Xavier Canaleta, Francisco García-Peñalvo, David Fonseca, Ernesto Redondo. USING WEB ANALYTICS TOOLS TO IMPROVE THE QUALITY OF EDUCATIONAL RESOURCES AND THE LEARNING PROCESS OF STUDENTS IN A GAMIFIED SITUATION. INTED2018 Proceedings. 2018; ():5824-5829.
Chicago/Turabian StyleDaniel Amo; Albert Valls; Marc Alier; Xavier Canaleta; Francisco García-Peñalvo; David Fonseca; Ernesto Redondo. 2018. "USING WEB ANALYTICS TOOLS TO IMPROVE THE QUALITY OF EDUCATIONAL RESOURCES AND THE LEARNING PROCESS OF STUDENTS IN A GAMIFIED SITUATION." INTED2018 Proceedings , no. : 5824-5829.
E-learning has experienced an extraordinary growth over the last years. We have reached a point in time when most learning institutions have adopted an LMS as an integral element of their teaching and learning infrastructure. In parallel, the number of educational tools available for learning is increasing and keeps evolving. This variety means that it is not always easy or possible to add these educational tools into LMSs to enhance the learning process. It would, however, be in everyone´s interest for these tools to interact with the LMSs. To solve the problem of interoperability between LMS and learning tools, several interoperability standards define ways so that LMSs can interface with external learning tools in order to make them accessible from within the learning platform in an intuitive and concise way. This chapter is focused on the service-oriented approach to interoperability and specifically on the IMS LTI standard and the TSUGI hosting environment that aims to simplify the integration of external learning tools.
Nikolas Galanis; Enric Mayol; Maria Jose Casany; Marc Alier. Tools Interoperability for Learning Management Systems. Digital Technology Advancements in Knowledge Management 2017, 25 -49.
AMA StyleNikolas Galanis, Enric Mayol, Maria Jose Casany, Marc Alier. Tools Interoperability for Learning Management Systems. Digital Technology Advancements in Knowledge Management. 2017; ():25-49.
Chicago/Turabian StyleNikolas Galanis; Enric Mayol; Maria Jose Casany; Marc Alier. 2017. "Tools Interoperability for Learning Management Systems." Digital Technology Advancements in Knowledge Management , no. : 25-49.
In order to achieve a true transition from the Information Society to the Knowledge Society, Information and Communication Technologies must play a capital role in educational and knowledge management processes. The gap between advances in technology and current teaching methods is slowing up the integration of new educational technologies into already existing technological and methodological frameworks. As a result, the combination of mature educational technologies and educational methods does not meet the demands of today's society. In the pursuit of ways to reconcile consolidated and emerging technologies with educational methods to improve educational processes, the authors propose a technological environment to support learning services: the learning ecosystem. This chapter presents an initial proposal of a learning technological ecosystem based on an architecture framework and interoperable components, and outlines the required elements, actions and methods for learning ecosystems to become a reality.
Francisco J. García-Peñalvo; Ángel Hernández-García; Miguel A. Conde; Ángel Fidalgo-Blanco; María Luisa Sein-Echaluce; Marc Alier-Forment; Faraón Llorens-Largo; Santiago Iglesias-Pradas. Enhancing Education for the Knowledge Society Era with Learning Ecosystems. Digital Technology Advancements in Knowledge Management 2017, 1 -24.
AMA StyleFrancisco J. García-Peñalvo, Ángel Hernández-García, Miguel A. Conde, Ángel Fidalgo-Blanco, María Luisa Sein-Echaluce, Marc Alier-Forment, Faraón Llorens-Largo, Santiago Iglesias-Pradas. Enhancing Education for the Knowledge Society Era with Learning Ecosystems. Digital Technology Advancements in Knowledge Management. 2017; ():1-24.
Chicago/Turabian StyleFrancisco J. García-Peñalvo; Ángel Hernández-García; Miguel A. Conde; Ángel Fidalgo-Blanco; María Luisa Sein-Echaluce; Marc Alier-Forment; Faraón Llorens-Largo; Santiago Iglesias-Pradas. 2017. "Enhancing Education for the Knowledge Society Era with Learning Ecosystems." Digital Technology Advancements in Knowledge Management , no. : 1-24.
This paper presents a tool developed to help engineers to design and develop sustainable projects. The tool has been designed to introduce and evaluate the sustainability of engineering projects in general, but here we show its application to assess the final project of an engineering degree. This tool is a guide for students to introduce and estimate the sustainability of their projects, but it also helps teachers to assess them. The tool is based on the Socratic Methodology and consists of a matrix where each cell contains several questions that students must consider during the project development and which they must answer in their project report. A positive or negative mark is assigned to every cell, and the sum of all marks states the project sustainability. However, the result is not as simplistic as a final number, but a descriptive sustainability analysis where questions are answered and every mark justified. A pilot test with some students has obtained good results, but the first Final Degree Project using this methodology will be read in July 2016.
Fermin Sanchez-Carracedo; Jose Cabre; Marc Alier; Eva Vidal; David Lopez; Carme Martin; Jordi Garcia. A learning tool to develop sustainable projects. 2016 IEEE Frontiers in Education Conference (FIE) 2016, 1 -9.
AMA StyleFermin Sanchez-Carracedo, Jose Cabre, Marc Alier, Eva Vidal, David Lopez, Carme Martin, Jordi Garcia. A learning tool to develop sustainable projects. 2016 IEEE Frontiers in Education Conference (FIE). 2016; ():1-9.
Chicago/Turabian StyleFermin Sanchez-Carracedo; Jose Cabre; Marc Alier; Eva Vidal; David Lopez; Carme Martin; Jordi Garcia. 2016. "A learning tool to develop sustainable projects." 2016 IEEE Frontiers in Education Conference (FIE) , no. : 1-9.
M-Learning has enhanced the e-learning by making the learning process learner-centered. However, enforcing exam security in open environments where each student has his/her own mobile/tablet device connected to a Wi-Fi network through which it is further connected to the Internet can be one of the most challenging tasks. In such environments, students can easily exchange information over the network during exam time. This paper aims to identify various vulnerabilities that may violate exam security in m-learning environments and to design the appropriate security services and countermeasures that can be put in place to ensure exam security. It also aims to integrate the resulting secure exam system with an existing, opensource and widely accepted Learning Management System (LMS) and its service extension to the m-learning environment, namely “the Moodbile Project”.
Mustafa Kaiiali; Armagan Ozkaya; Halis Altun; Hatem Haddad; Marc Alier. Designing a Secure Exam Management System (SEMS) for M-Learning Environments. IEEE Transactions on Learning Technologies 2016, 9, 258 -271.
AMA StyleMustafa Kaiiali, Armagan Ozkaya, Halis Altun, Hatem Haddad, Marc Alier. Designing a Secure Exam Management System (SEMS) for M-Learning Environments. IEEE Transactions on Learning Technologies. 2016; 9 (3):258-271.
Chicago/Turabian StyleMustafa Kaiiali; Armagan Ozkaya; Halis Altun; Hatem Haddad; Marc Alier. 2016. "Designing a Secure Exam Management System (SEMS) for M-Learning Environments." IEEE Transactions on Learning Technologies 9, no. 3: 258-271.
Informal learning has been a global hot topic for the past several years. The growth of the internet and the pervasiveness of computers in everyday life means that a huge part of this informal learning is done through a computer. In the European Union, since the official recognition of informal learning in 1999 with the Bologna Treaty, a number of guidelines and proposals have been published providing techniques and recommendations for translating informal learning outcomes to formal competences. Most of these guidelines depend on an evaluator (internal or external) to oversee and certify the process. In our work, we propose the usage of a more social and dynamic framework for gathering, validating and promoting a learner's digital informal learning. This framework is based primarily on peer interaction and peer assessment instead of employing experts and provides mechanisms for personalized recommendations in order to introduce further informal learning opportunities to the learners. We propose an approach where a learner's evaluation happens organically while other learners adopt the same activities and evaluate them positively or negatively. Informal learning (IL) is currently a very hot topic.The majority of existing proposals use formal procedures for validating IL.We propose social framework for the validation and promotion of informal learning.Learners evaluate each other's activities by tagging, adopting and commenting them.A recommender system helps learners discover new activities and promotes IL.
Nikolas Galanis; Enric Mayol; Marc Alier; Francisco José García-Peñalvo. Supporting, evaluating and validating informal learning. A social approach. Computers in Human Behavior 2016, 55, 596 -603.
AMA StyleNikolas Galanis, Enric Mayol, Marc Alier, Francisco José García-Peñalvo. Supporting, evaluating and validating informal learning. A social approach. Computers in Human Behavior. 2016; 55 ():596-603.
Chicago/Turabian StyleNikolas Galanis; Enric Mayol; Marc Alier; Francisco José García-Peñalvo. 2016. "Supporting, evaluating and validating informal learning. A social approach." Computers in Human Behavior 55, no. : 596-603.
This JOTSE Special Issue is dedicated to the topic of teaching and learning the Sustainability and Social Compromise Skills, with a special focus in the context of engineering education. This topic was discussed in the Third International TEEM conference held in Porto in fall 2015. This paper discusses about the nature and need of teaching and learning the sustainability and social compromise skills.
Marc Alier Forment; Nídia Caetano; Beatriz Amante García; Beatriz Amante; Rosario Martínez. A focus on teaching and learning the sustainability and social compromise skills. Journal of Technology and Science Education 2015, 5, 229-234 .
AMA StyleMarc Alier Forment, Nídia Caetano, Beatriz Amante García, Beatriz Amante, Rosario Martínez. A focus on teaching and learning the sustainability and social compromise skills. Journal of Technology and Science Education. 2015; 5 (4):229-234.
Chicago/Turabian StyleMarc Alier Forment; Nídia Caetano; Beatriz Amante García; Beatriz Amante; Rosario Martínez. 2015. "A focus on teaching and learning the sustainability and social compromise skills." Journal of Technology and Science Education 5, no. 4: 229-234.
Nikolas Galanis; Enric Mayol; Marc Alier; Francisco José Garcia-Peñalvo. Designing an informal learning support framework. Proceedings of the 3rd International Conference on Intelligent Information Processing 2015, 461 -466.
AMA StyleNikolas Galanis, Enric Mayol, Marc Alier, Francisco José Garcia-Peñalvo. Designing an informal learning support framework. Proceedings of the 3rd International Conference on Intelligent Information Processing. 2015; ():461-466.
Chicago/Turabian StyleNikolas Galanis; Enric Mayol; Marc Alier; Francisco José Garcia-Peñalvo. 2015. "Designing an informal learning support framework." Proceedings of the 3rd International Conference on Intelligent Information Processing , no. : 461-466.
In this paper, we describe how Information and Communication Technologies for Development (ICT4D) projects complemented by the participatory learning process of Service Learning contribute to the sustainable development in developing countries, while exposing our students to real techniques in the practice of engineering. Developing ICT4D projects has several clear advantages, but requires an enormous effort that is only affordable with the help of the University. We will describe the structure available at UPC-Barcelona Tech, which includes the Institute for Sustainability, the Center of Cooperation for Development, the TxT organization and the RIMA-VISCA group. In 15 years, people from the Barcelona School of Informatics have participated in over 50 ICT4D projects in 18 countries. With our initiative, the University can move closer to society, while at the same time society will improve its opinion of the University.
David Lopez; David Franquesa; Leandro Navarro; Fermin Sanchez; Jose Cabré; Marc Alier. Participatory learning process through ICT4D projects. Proceedings of the 3rd International Conference on Intelligent Information Processing 2015, 553 -557.
AMA StyleDavid Lopez, David Franquesa, Leandro Navarro, Fermin Sanchez, Jose Cabré, Marc Alier. Participatory learning process through ICT4D projects. Proceedings of the 3rd International Conference on Intelligent Information Processing. 2015; ():553-557.
Chicago/Turabian StyleDavid Lopez; David Franquesa; Leandro Navarro; Fermin Sanchez; Jose Cabré; Marc Alier. 2015. "Participatory learning process through ICT4D projects." Proceedings of the 3rd International Conference on Intelligent Information Processing , no. : 553-557.
Francisco J. García-Peñalvo; Ángel Hernández-García; Miguel Á. Conde; Ángel Fidalgo-Blanco; María L. Sein-Echaluce; Marc Alier; Faraón Llorens-Largo; Santiago Iglesias-Pradas. Learning services-based technological ecosystems. Proceedings of the 3rd International Conference on Intelligent Information Processing 2015, 467 -472.
AMA StyleFrancisco J. García-Peñalvo, Ángel Hernández-García, Miguel Á. Conde, Ángel Fidalgo-Blanco, María L. Sein-Echaluce, Marc Alier, Faraón Llorens-Largo, Santiago Iglesias-Pradas. Learning services-based technological ecosystems. Proceedings of the 3rd International Conference on Intelligent Information Processing. 2015; ():467-472.
Chicago/Turabian StyleFrancisco J. García-Peñalvo; Ángel Hernández-García; Miguel Á. Conde; Ángel Fidalgo-Blanco; María L. Sein-Echaluce; Marc Alier; Faraón Llorens-Largo; Santiago Iglesias-Pradas. 2015. "Learning services-based technological ecosystems." Proceedings of the 3rd International Conference on Intelligent Information Processing , no. : 467-472.