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The use of information and communication technologies in the process of learning through technological resources can be strongly motivating for students. The use of appropriate digital content through simulations and animations can facilitate the understanding of complex content. In this work, the incidence of the use of technological devices by students of the mathematics subject in Secondary Education in Madrid (Spain) is presented. Specifically, in relation to the use of an explanatory video made with the Camtasia application. The sample was of 31 students with a low level of competence in the subject. A quasi-experimental method of pretest/posttest design was used through an experimental group and a control group. Specific materials were designed and produced for this research. All these materials were subjected to expert judgement. The results show that the use of the instructional video was more than positive in the different variables under study.
Maria Jose Albert; Manuel Blazquez-Merino; Africa Lopez-Rey; Manuel Castro. Influence of Technological Resources on the Development of Mathematical Competence in High School. IT Professional 2021, 23, 19 -25.
AMA StyleMaria Jose Albert, Manuel Blazquez-Merino, Africa Lopez-Rey, Manuel Castro. Influence of Technological Resources on the Development of Mathematical Competence in High School. IT Professional. 2021; 23 (2):19-25.
Chicago/Turabian StyleMaria Jose Albert; Manuel Blazquez-Merino; Africa Lopez-Rey; Manuel Castro. 2021. "Influence of Technological Resources on the Development of Mathematical Competence in High School." IT Professional 23, no. 2: 19-25.
Today's society is facing new challenges and opportunities that demand professional profiles specialized in problem solving, with the ability to innovate and exploit the possibilities offered by information and communication technologies (ICTs). Far from being a novelty, the term STEM was coined in the mid-1990s. From then until now, there are a multitude of initiatives focusing on working STEM education with students. In recent years, the use of the arts as an enhancer of the educational experience has been incorporated into STEM education. There has also been a focus on involving the student in the educational process. Despite this, few experiences have been detected in which parents are involved in the educational process. Throughout this work, it is shown the pilot experience which has been developed to motivate parents to be part of the learning process in science, technology, engineering, art, and mathematics (STEAM) subjects.
Antonio Menacho; Pedro Plaza; Elio Sancristobal; Clara Perez-Molina; Manuel Blazquez; Manuel Castro. Halloween Educational Robotics. IEEE Transactions on Education 2021, PP, 1 -7.
AMA StyleAntonio Menacho, Pedro Plaza, Elio Sancristobal, Clara Perez-Molina, Manuel Blazquez, Manuel Castro. Halloween Educational Robotics. IEEE Transactions on Education. 2021; PP (99):1-7.
Chicago/Turabian StyleAntonio Menacho; Pedro Plaza; Elio Sancristobal; Clara Perez-Molina; Manuel Blazquez; Manuel Castro. 2021. "Halloween Educational Robotics." IEEE Transactions on Education PP, no. 99: 1-7.
Massive Open Online Courses (MOOCs) came into the educational ecosystem attracting the attention of the public media, businesses, teachers, and learners from all over the world. The original courses were completely open and free, targeting the worldwide population. However, current MOOC providers have pivoted towards more private directions, and we often find that MOOC materials are completely closed within their hosting platforms and cannot be retrieved from them by their learners. This diminishes the potential of MOOCs by making content available to a small proportion of learners and severely limits the reusability of the educational resources. In this paper, we present a process that we call ‘unMOOCing’, in which we transform the resources of a MOOC into OERs. We taught a MOOC on Open Education in the UNED Abierta platform, and we ‘unMOOCed’ all of its educational resources, making them available to download by the learners that are taking the course. The results of the unMOOCing were very encouraging: the possibility of downloading the course resources was the most highly rated component of the course. Additionally, the two unMOOCed materials that were considered as most useful (presentations and contents in a PDF) were downloaded by 90% of the learners. Now that the majority of MOOC providers are moving towards a more closed educational approach, we believe that this paper sends a powerful message for bringing back the original MOOC concept of ‘Openness’ with the unMOOCing process, thus contributing to the wider dissemination and democratization of education across the globe.
José Ruipérez-Valiente; Sergio Martin; Justin Reich; Manuel Castro. The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs. Sustainability 2020, 12, 7346 .
AMA StyleJosé Ruipérez-Valiente, Sergio Martin, Justin Reich, Manuel Castro. The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs. Sustainability. 2020; 12 (18):7346.
Chicago/Turabian StyleJosé Ruipérez-Valiente; Sergio Martin; Justin Reich; Manuel Castro. 2020. "The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs." Sustainability 12, no. 18: 7346.
Some engineering concepts have been proven to be very important not only in engineering degrees but in several areas. This knowledge is difficult to grasp under certain circumstances, and sometimes prior training is needed. This is a special challenge in full or part remote education. Simulations may help in this area, but truly experimental lab practices are crucial to grasp all the required knowledge and not only for fundamental information but for complex or indirect knowledge, where students can apply what they have learnt in classes. In this paper, we have worked on a concept to help professors and students to get new concepts in a more time‐efficient and safe manner, using dynamic reconfiguration in Field‐Programmable Analog Array. This solution can be easily applied to traditional or remote labs in less time than usual practices, so students can learn more in the same amount of time, especially when time is a constraint.
Alejandro Macho; Manuel G. Teruel; Felix García‐Loro; Pablo Baizan; Manuel Blazquez; Elio Sancristobal; Gabriel Díaz; Rosario Gil; Manuel Castro. Dynamic reconfiguration in FPAA for technical and nontechnical education in a global environment. Computer Applications in Engineering Education 2020, 29, 911 -930.
AMA StyleAlejandro Macho, Manuel G. Teruel, Felix García‐Loro, Pablo Baizan, Manuel Blazquez, Elio Sancristobal, Gabriel Díaz, Rosario Gil, Manuel Castro. Dynamic reconfiguration in FPAA for technical and nontechnical education in a global environment. Computer Applications in Engineering Education. 2020; 29 (4):911-930.
Chicago/Turabian StyleAlejandro Macho; Manuel G. Teruel; Felix García‐Loro; Pablo Baizan; Manuel Blazquez; Elio Sancristobal; Gabriel Díaz; Rosario Gil; Manuel Castro. 2020. "Dynamic reconfiguration in FPAA for technical and nontechnical education in a global environment." Computer Applications in Engineering Education 29, no. 4: 911-930.
Over the last years, existing technologies have been applied to agricultural environments, resulting in new precision agriculture systems. Some of the multiple profits of developing new agricultural technologies and applications include the cost reduction around the building and deployment of them, together with more energy-efficient consumption. Therefore, agricultural precision systems focus on developing better, easier, cheaper, and overall more efficient ways of handling agricultural monitoring and actuation. To achieve this vision, we use a set of technologies such as Wireless Sensor Networks, Sensors devices, Internet of Things, or data analysis. More specifically, in this study, we proposed a combination of all these technologies to design and develop a prototype of a precision agriculture system for medium and small agriculture plantations that highlights two major advantages: efficient energy management with self-charging capabilities and a low-cost policy. For the development of the project, several prototype nodes were built and deployed within a sensor network connected to the cloud as a self-powered system. The final target of this system is, therefore, to gather environment data, analyze it, and actuate by activating the watering installation. An analysis of the exposed agriculture monitoring system, in addition to results, is exposed in the paper.
Javier Rodríguez Robles; Álvaro Martin; Sergio Martin; José Ruipérez-Valiente; Manuel Castro. Autonomous Sensor Network for Rural Agriculture Environments, Low Cost, and Energy Self-Charge. Sustainability 2020, 12, 5913 .
AMA StyleJavier Rodríguez Robles, Álvaro Martin, Sergio Martin, José Ruipérez-Valiente, Manuel Castro. Autonomous Sensor Network for Rural Agriculture Environments, Low Cost, and Energy Self-Charge. Sustainability. 2020; 12 (15):5913.
Chicago/Turabian StyleJavier Rodríguez Robles; Álvaro Martin; Sergio Martin; José Ruipérez-Valiente; Manuel Castro. 2020. "Autonomous Sensor Network for Rural Agriculture Environments, Low Cost, and Energy Self-Charge." Sustainability 12, no. 15: 5913.
Contribution: A novel project-based learning (PBL) approach applicable to diverse design-oriented engineering courses. This article reports the application results during six academic years (2012/13 to 2017/18) for electronic instrumentation (EI) course for third-year Industrial Electronic and Automation Engineering majors. Background: Engineering education should prepare students to specify, design, and validate systems interacting with stakeholders in complex professional scenarios. Intended Outcomes: The general aim of the course was to train students in the specification, design, and validation of real-world instrumentation systems, promoting the development of expertise and deep understanding of fundamental concepts and techniques. Application Design: The students, working in teams, were tasked with the specification, design, and development of different instrumentation projects. They had to exchange information about their projects with other teams and discuss design decisions, thus creating a multiple-case experience. In addition, each team acted as a provider of a different team and as a client of another team, in a circular client-provider relationship. This student-centered learning process was supported and complemented with guided teaching of fundamental concepts, principles, and techniques and with continuous evaluation, complemented with rigorous individual exams. The project activities, lectures, and problem-solving classes were coordinated to optimize the process of developing the students' understanding and expertise. Findings: Based on the academic results and the feedback from the students obtained along the years through two different anonymous surveys, it is concluded that most of the students achieved the expected learning outcomes, i.e., learning to design EI systems and dealing with stakeholders. Analyzed results proved that students were very satisfied with the methodology.
Jeronimo Quesada; Isidro Calvo; Javier Sancho; Rafael Sebastian; Manuel Castro. A Design-Oriented Engineering Course Involving Interactions With Stakeholders. IEEE Transactions on Education 2020, 63, 283 -290.
AMA StyleJeronimo Quesada, Isidro Calvo, Javier Sancho, Rafael Sebastian, Manuel Castro. A Design-Oriented Engineering Course Involving Interactions With Stakeholders. IEEE Transactions on Education. 2020; 63 (4):283-290.
Chicago/Turabian StyleJeronimo Quesada; Isidro Calvo; Javier Sancho; Rafael Sebastian; Manuel Castro. 2020. "A Design-Oriented Engineering Course Involving Interactions With Stakeholders." IEEE Transactions on Education 63, no. 4: 283-290.
Today's educational needs require tools with neither geographical nor temporal restrictions. These tools also have to help students to reach the knowledge and provide them with the skills that the labor market demands. To achieve this goal, the technical areas rely on the contribution that laboratory practices provide. However, traditional laboratory practices, carried out in person at the institution, are limited due to the requirements of both their exploitation and their provision. For this reason, educational institutions have opted for remote laboratories (RLs) as the educational tool to provide the benefits of experimentation in real environments, either as an accompaniment to face-to-face activity or as the only mean of experimentation in real environments. Although RLs provide exclusive benefits <<24/7 availability, integration of Information and Communication Technologies (ITCs), etc.>>, they also present limitations derived from the technology involved <
Felix Garcia Loro; Manuel Blazquez; Pablo Baizan; Pedro Plaza; Alejandro Macho; Pablo Orduña; Ricardo-Martin Fernandez; Elio San Cristobal; Manuel Castro. A Federation of Remote Laboratory OERs: Grid of VISIR systems through PILAR Project. International Journal of Online and Biomedical Engineering (iJOE) 2020, 16, 72 -81.
AMA StyleFelix Garcia Loro, Manuel Blazquez, Pablo Baizan, Pedro Plaza, Alejandro Macho, Pablo Orduña, Ricardo-Martin Fernandez, Elio San Cristobal, Manuel Castro. A Federation of Remote Laboratory OERs: Grid of VISIR systems through PILAR Project. International Journal of Online and Biomedical Engineering (iJOE). 2020; 16 (4):72-81.
Chicago/Turabian StyleFelix Garcia Loro; Manuel Blazquez; Pablo Baizan; Pedro Plaza; Alejandro Macho; Pablo Orduña; Ricardo-Martin Fernandez; Elio San Cristobal; Manuel Castro. 2020. "A Federation of Remote Laboratory OERs: Grid of VISIR systems through PILAR Project." International Journal of Online and Biomedical Engineering (iJOE) 16, no. 4: 72-81.
It is a great pleasure to contribute some words to the debate about Engineering Education as well as to broaden the discussion about the future evolution of this discipline in which we were involved in the last fifteen years. One of us is in his last period of a professional life full of research and the other one still in the early stages of a career in engineering education. Both of us come from different backgrounds and have different visions which are complementing each other. Therefore, we are striving to develop new actions and activities inside this amazing discipline.
Manuel Castro; Elio SanCristobal. From Technology Enhanced Learning to Ethics and Critical Thinking as part of the Engineering Education: Skill Driven with Humanities Comprehension Editorial. International Journal of Engineering Pedagogy (iJEP) 2020, 10, 4 -6.
AMA StyleManuel Castro, Elio SanCristobal. From Technology Enhanced Learning to Ethics and Critical Thinking as part of the Engineering Education: Skill Driven with Humanities Comprehension Editorial. International Journal of Engineering Pedagogy (iJEP). 2020; 10 (1):4-6.
Chicago/Turabian StyleManuel Castro; Elio SanCristobal. 2020. "From Technology Enhanced Learning to Ethics and Critical Thinking as part of the Engineering Education: Skill Driven with Humanities Comprehension Editorial." International Journal of Engineering Pedagogy (iJEP) 10, no. 1: 4-6.
The use of the concept of technology-enhanced learning is a design already applied in developed countries and incorporated as an active part of their educational models and curricular development. This is even more relevant in the case of eLearning, where these technologies correspond to remote/virtual laboratories. They are very useful in the fields of Science and Engineering. According to this, the current work shows the incorporation of this type of technology to traditional curricular schemes, with the aim of improving the effectiveness of learning. Another objective is to build reusable infrastructures among Universities, supported with public and private government resources. Specifically, this paper shows the development, implementation, and integration of remote renewable energy laboratories in Jordan, and how they have been used within the director plan of the Jordanian government for the promotion of renewable energies in that country. This plan includes not only the design of remote laboratories but also their integration into a curricular model. This integration is done at the level of online learning courses and pilot experiences in the development of these types of learning technologies. In a distance methodology environment, the instructors must design the course structure keeping in mind that students are online, but not face-to-face in the classroom. Additionally, they have to propose adapted resources (remote laboratories, guidelines, etc.) and content. The paper focuses on the incorporation of remote/virtual laboratories, showing how these labs were developed/integrated into online courses. To validate the incorporation of this type of resources in an environment usually not online, a set of surveys was designed to support a technology evaluation methodology (TAM, Technology Acceptance Model). This evaluation allows knowing the degree of satisfaction of the technology (remote and virtual laboratories as resources) using a structured experimental method (SEM, Structural Equation Models). As a result of the application of this experimental method, the calculated statistical data indicate that the use of remote and virtual laboratories improves the perception and use of virtual environments at a distance. Also, it can be indicated that these laboratories are presented as an essential resource to improve the quality of online teaching in engineering courses.
Rafael Pastor; Llanos Tobarra; Antonio Robles-Gómez; Jesús Cano; Bashar Hammad; Abdullah Al-Zoubi; Roberto Hernández; Manuel Castro. Renewable energy remote online laboratories in Jordan universities: Tools for training students in Jordan. Renewable Energy 2019, 149, 749 -759.
AMA StyleRafael Pastor, Llanos Tobarra, Antonio Robles-Gómez, Jesús Cano, Bashar Hammad, Abdullah Al-Zoubi, Roberto Hernández, Manuel Castro. Renewable energy remote online laboratories in Jordan universities: Tools for training students in Jordan. Renewable Energy. 2019; 149 ():749-759.
Chicago/Turabian StyleRafael Pastor; Llanos Tobarra; Antonio Robles-Gómez; Jesús Cano; Bashar Hammad; Abdullah Al-Zoubi; Roberto Hernández; Manuel Castro. 2019. "Renewable energy remote online laboratories in Jordan universities: Tools for training students in Jordan." Renewable Energy 149, no. : 749-759.
New social learning demands are fostered by continuous learning culture and self-learning environments. This demanding scenario requires ubiquitous educational environments without temporal restrictions. For these reasons, educational institutions increasingly rely on remote laboratories (RLs) as educational tools in order to provide real-world experiences in science education. RLs present several advantages to students which have been widely reported. Although quite powerful, RLs have intrinsically some drawbacks. While some of these drawbacks are inherent to the remote interaction and cannot be addressed, such as the impossibility to provide manual skill, many others derive from technical constraints. Traditionally, the approach to deal with these limitations on the performance is based on the redesign and improvement of the RL. However, due to the number of operating systems, an alternative approach is open for a RL: Virtual Instruments System in Reality (VISIR). VISIR is a RL designed to construct and test electrical/electronic circuits. The possibility of building a federation of VISIR nodes emerged from the actual needs detected by the VISIR community. In this paper, we describe a federation of VISIR nodes reporting the architecture implemented for the federation and the integration of the resulting federated resources into the different learning environments provided by the institutions to their students.
Felix Garcia-Loro; Pablo Baizan; Manuel Blazquez-Merino; Pedro Plaza; Alejandro Macho Aroca; Pablo Orduna; Elio San Cristobal; E. San Cristobal M. Castro. Spreading Remote Laboratory Scope Through a Federation of Nodes: VISIR Case. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 2019, 14, 107 -116.
AMA StyleFelix Garcia-Loro, Pablo Baizan, Manuel Blazquez-Merino, Pedro Plaza, Alejandro Macho Aroca, Pablo Orduna, Elio San Cristobal, E. San Cristobal M. Castro. Spreading Remote Laboratory Scope Through a Federation of Nodes: VISIR Case. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. 2019; 14 (4):107-116.
Chicago/Turabian StyleFelix Garcia-Loro; Pablo Baizan; Manuel Blazquez-Merino; Pedro Plaza; Alejandro Macho Aroca; Pablo Orduna; Elio San Cristobal; E. San Cristobal M. Castro. 2019. "Spreading Remote Laboratory Scope Through a Federation of Nodes: VISIR Case." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 14, no. 4: 107-116.
Today, there are a multitude of initiatives that favor the learning of Science, Technology, Engineering, and Mathematics (STEM) and educational robotics (ER). Thanks to the available means, it is very easy to access a wide variety of tools based on programmable hardware. Although there are many options, most of them either require a high economic investment or require a great deal of time for the development of educational activities. Through the results shown in this paper, the great potential of Scratch as a solution for students who are just starting out in the knowledge related to STEM and ER is shown. To show the usefulness of Scratch a course has been designed, which dedicates three modules to the use of Scratch. The three modules have different levels of difficulty for the students, a basic level of difficulty, another intermediate level of difficulty and a last module with an advanced degree of difficulty.
Pedro Plaza; Elio Sancristobal; German Carro; Manuel Blazquez-Merino; Felix Garcia-Loro; Monica Munoz; Maria Jose Albert; Belen Morinigo; Manuel Castro. Scratch as Driver to Foster Interests for STEM and Educational Robotics. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 2019, 14, 117 -126.
AMA StylePedro Plaza, Elio Sancristobal, German Carro, Manuel Blazquez-Merino, Felix Garcia-Loro, Monica Munoz, Maria Jose Albert, Belen Morinigo, Manuel Castro. Scratch as Driver to Foster Interests for STEM and Educational Robotics. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. 2019; 14 (4):117-126.
Chicago/Turabian StylePedro Plaza; Elio Sancristobal; German Carro; Manuel Blazquez-Merino; Felix Garcia-Loro; Monica Munoz; Maria Jose Albert; Belen Morinigo; Manuel Castro. 2019. "Scratch as Driver to Foster Interests for STEM and Educational Robotics." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 14, no. 4: 117-126.
This paper presents an extension of the VISIR Remote Laboratory to support the IoT Technologies. By means of this new extension, the users of the remote laboratory can experiment by programming an ARM device (a raspberry Pi) and interact with sensors and actuators. Furthermore, all the characteristics of VISIR are still preserved. Therefore, the user can wire in the breadboard their circuits including sensors and actuators and interact with the instrumentation. On the other hand, a Raspberry Pi OS (Raspbian) complete remote desktop is available as an instrument more of VISIR.
Pablo Baizan; Alejandro Macho; Manuel Blazquez; Felix Garcia-Loro; Clara Perez; Gabriel Diaz; Elio SanCristobal; Rosario Gil; Manuel Castro. IoT Remote Laboratory Based on ARM Device Extension of VISIR Remote Laboratories to Include IoT Support. Inventive Computation and Information Technologies 2019, 269 -279.
AMA StylePablo Baizan, Alejandro Macho, Manuel Blazquez, Felix Garcia-Loro, Clara Perez, Gabriel Diaz, Elio SanCristobal, Rosario Gil, Manuel Castro. IoT Remote Laboratory Based on ARM Device Extension of VISIR Remote Laboratories to Include IoT Support. Inventive Computation and Information Technologies. 2019; ():269-279.
Chicago/Turabian StylePablo Baizan; Alejandro Macho; Manuel Blazquez; Felix Garcia-Loro; Clara Perez; Gabriel Diaz; Elio SanCristobal; Rosario Gil; Manuel Castro. 2019. "IoT Remote Laboratory Based on ARM Device Extension of VISIR Remote Laboratories to Include IoT Support." Inventive Computation and Information Technologies , no. : 269-279.
Learning Analytics is an emerging field focused on analyzing learners’ interactions with educational content. One of the key open issues in learning analytics is the standardization of the data collected. This is a particularly challenging issue in online laboratories. This paper presents an implementation with one of the most promising specifications: Experience API (xAPI). The Experience API relies on Communities of Practice developing profiles that cover different use cases in specific domains. This paper presents the Online Laboratories xAPI Profile: a profile developed to align with the most common use cases in the online laboratories domain. The profile is applied to a case study (a windmill lab), which explores the technical practicalities of standardizing data acquisition. In summary, the paper presents a framework to track online laboratories and their implementation with the xAPI specification.
Pedro Paredes Barragán; Miguel Rodriguez-Artacho; Elio San Cristobal; Manuel Castro; Hamadou Saliah-Hassane. Poster: An Experience API Framework to Describe Learning Interactions from On-line Laboratories. Inventive Computation and Information Technologies 2018, 298 -303.
AMA StylePedro Paredes Barragán, Miguel Rodriguez-Artacho, Elio San Cristobal, Manuel Castro, Hamadou Saliah-Hassane. Poster: An Experience API Framework to Describe Learning Interactions from On-line Laboratories. Inventive Computation and Information Technologies. 2018; ():298-303.
Chicago/Turabian StylePedro Paredes Barragán; Miguel Rodriguez-Artacho; Elio San Cristobal; Manuel Castro; Hamadou Saliah-Hassane. 2018. "Poster: An Experience API Framework to Describe Learning Interactions from On-line Laboratories." Inventive Computation and Information Technologies , no. : 298-303.
The aim of the European research project mRIDGE (Using mobile technology to improve policy Reform for Inclusion of Disadvantaged Groups in Education, PROJECT Number 562113-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD) is the design of digital learning resources for mobile devices, for improving the educational integration of disadvantaged students, i.e., groups at risk whose ethnical and cultural features, special needs or socioeconomic status significantly constrain their possibilities to receive a suitable education. The mRIDGE project aims at evaluating the suitability and development of mobile applications with augmented reality (MDR Model) for improving motivation of students in the educational process, according to the Quality Assurance Plan designed for this project.
María José Albert Gómez; Clara Pérez Molina; María García Pérez; Isabel Ortega Sánchez; Manuel Castro. Influence of the Mobile Digital Resources (MDR) Conceptual Model in Motivation of Disadvantaged Students. Advances in Intelligent Systems and Computing 2017, 317 -322.
AMA StyleMaría José Albert Gómez, Clara Pérez Molina, María García Pérez, Isabel Ortega Sánchez, Manuel Castro. Influence of the Mobile Digital Resources (MDR) Conceptual Model in Motivation of Disadvantaged Students. Advances in Intelligent Systems and Computing. 2017; ():317-322.
Chicago/Turabian StyleMaría José Albert Gómez; Clara Pérez Molina; María García Pérez; Isabel Ortega Sánchez; Manuel Castro. 2017. "Influence of the Mobile Digital Resources (MDR) Conceptual Model in Motivation of Disadvantaged Students." Advances in Intelligent Systems and Computing , no. : 317-322.
In 2015, Electrical and Computer Engineering Department (DIEEC) of the Spanish University for Distance Education (UNED) in Spain started together with the Santiago del Rosario National University (UNSE, Argentina) and with the support of the Research Institute of Education Sciences of Rosario (IRICE-CONICET, Argentina) under the Coordination of the Polytechnic Institute of Porto (IPP, Portugal) the new development and deployment of the VISIR system inside the UNSE University as part of the VISIR+ Project. The main objective of the VISIR+ Project is to extend the current VISIR network in South America, mainly in Argentina and Brazil, with the support and patronage of the European Union Erasmus Plus program inside the Capacity Building program and as part of an excellence network future development integration framework. This extension of VISIR nodes reconfigure in 2016 a new project, PILAR, that as part of the Erasmus Plus projects will allow the Strategic Partnership to develop a new federation umbrella over the existing nodes and network.
Felix Garcia-Loro; Ruben Fernandez; Mario Gomez; Hector Paz; Fernando Soria; María Isabel Pozzo; Elsa Dobboletta; André Fidalgo; Gustavo Alves; Elio SanCristobal; Gabriel Diaz; Manuel Castro. Educational Scenarios Using Remote Laboratory VISIR for Electrical/Electronic Experimentation. Inventive Computation and Information Technologies 2017, 22, 298 -303.
AMA StyleFelix Garcia-Loro, Ruben Fernandez, Mario Gomez, Hector Paz, Fernando Soria, María Isabel Pozzo, Elsa Dobboletta, André Fidalgo, Gustavo Alves, Elio SanCristobal, Gabriel Diaz, Manuel Castro. Educational Scenarios Using Remote Laboratory VISIR for Electrical/Electronic Experimentation. Inventive Computation and Information Technologies. 2017; 22 ():298-303.
Chicago/Turabian StyleFelix Garcia-Loro; Ruben Fernandez; Mario Gomez; Hector Paz; Fernando Soria; María Isabel Pozzo; Elsa Dobboletta; André Fidalgo; Gustavo Alves; Elio SanCristobal; Gabriel Diaz; Manuel Castro. 2017. "Educational Scenarios Using Remote Laboratory VISIR for Electrical/Electronic Experimentation." Inventive Computation and Information Technologies 22, no. : 298-303.
The risk of falling is high among different groups of people, such as older people, individuals with Parkinson's disease or patients in neuro-rehabilitation units. Developing robust fall detectors is important for acting promptly in case of a fall. Therefore, in this study we propose to personalize smartphone-based detectors to boost their performance as compared to a non-personalized system. Four algorithms were investigated using a public dataset: three novelty detection algorithms—Nearest Neighbor (NN), Local Outlier Factor (LOF) and One-Class Support Vector Machine (OneClass-SVM)—and a traditional supervised algorithm, Support Vector Machine (SVM). The effect of personalization was studied for each subject by considering two different training conditions: data coming only from that subject or data coming from the remaining subjects. The area under the receiver operating characteristic curve (AUC) was selected as the primary figure of merit. The results show that there is a general trend towards the increase in performance by personalizing the detector, but the effect depends on the individual being considered. A personalized NN can reach the performance of a non-personalized SVM (average AUC of 0.9861 and 0.9795, respectively), which is remarkable since NN only uses activities of daily living for training.
Carlos Medrano; Inmaculada Plaza; Raúl Igual; Carlos Tomás Medrano Sánchez; Manuel Castro. The Effect of Personalization on Smartphone-Based Fall Detectors. Sensors 2016, 16, 117 .
AMA StyleCarlos Medrano, Inmaculada Plaza, Raúl Igual, Carlos Tomás Medrano Sánchez, Manuel Castro. The Effect of Personalization on Smartphone-Based Fall Detectors. Sensors. 2016; 16 (1):117.
Chicago/Turabian StyleCarlos Medrano; Inmaculada Plaza; Raúl Igual; Carlos Tomás Medrano Sánchez; Manuel Castro. 2016. "The Effect of Personalization on Smartphone-Based Fall Detectors." Sensors 16, no. 1: 117.
Small and medium sized enterprises (SMEs) assure economic growth in Europe. Generally, many SMEs are struggling to survive in an ongoing global recession and are often reluctant to release or pay for staff training. Cloud Computing offers many opportunities and could help companies to improve their business and use technology more efficiently In this chapter, learning methods particularly E-Learning in European SMEs is described in part 1. In this paper a short presentation of Cloud Computing and advantages for SMEs (part 1), the objectives of the European project IN-CLOUD (part 2) and the work in progress within this project are presented.
Dario Assante; Manuel Castro; Ileana Hamburg; Sergio Martin. The Use of Cloud Computing in SMEs. Procedia Computer Science 2016, 83, 1207 -1212.
AMA StyleDario Assante, Manuel Castro, Ileana Hamburg, Sergio Martin. The Use of Cloud Computing in SMEs. Procedia Computer Science. 2016; 83 ():1207-1212.
Chicago/Turabian StyleDario Assante; Manuel Castro; Ileana Hamburg; Sergio Martin. 2016. "The Use of Cloud Computing in SMEs." Procedia Computer Science 83, no. : 1207-1212.
This paper reports on two noticeable approaches to digitalizing and globalizing engineering by applying information and communication technologies (ICTs) to engineering education. In the first approach, a new European and interinstitutional online master's degree program was developed and prepared among five different institutions from four different European countries via an online-distributed platform. The program is offered online across five European institutions and is oriented to labor market needs for qualified graduates. In the second approach, a massive open online course was developed and openly delivered to the public. It is devoted uniquely to acquiring practical competences by building and experimenting with electronic circuits online. In both of them, ICTs are intensively adopted in order to deliver theoretical contents to students anywhere and anytime without geographical or time constraints. Similarly, remotely accessed laboratories are adopted in order to allow online experimentation. The development and implementation of both approaches are discussed in this paper. Experiences, comments, and conclusions are provided.
Manuel Castro; Mohamed Tawfik; Edmundo Tovar. Digital and Global View of Engineering Education Using Remote Practical Competences. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 2015, 10, 126 -133.
AMA StyleManuel Castro, Mohamed Tawfik, Edmundo Tovar. Digital and Global View of Engineering Education Using Remote Practical Competences. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. 2015; 10 (3):126-133.
Chicago/Turabian StyleManuel Castro; Mohamed Tawfik; Edmundo Tovar. 2015. "Digital and Global View of Engineering Education Using Remote Practical Competences." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 10, no. 3: 126-133.
This editorial introduces the first selection of papers in IEEE-RITA from the LACCEI annual conference held in 2014. It publishes a view of the LACCEI coverage of issues and topics inside their engineering coverage of Latin American and Caribbean countries, and of the solutions and vision they provide worldwide and for the Region.
Manuel Castro; Edmundo Tovar; Ivan E. Esparragorza; Maria Larrondo Petrie. Editorial A Broader Coverage of the IEEE Education Society IEEE-RITA Electronic Journal: Latin American and Caribbean Consortium of Engineering Institutions (LACCEI) Collaboration. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 2015, 10, 100 -101.
AMA StyleManuel Castro, Edmundo Tovar, Ivan E. Esparragorza, Maria Larrondo Petrie. Editorial A Broader Coverage of the IEEE Education Society IEEE-RITA Electronic Journal: Latin American and Caribbean Consortium of Engineering Institutions (LACCEI) Collaboration. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. 2015; 10 (3):100-101.
Chicago/Turabian StyleManuel Castro; Edmundo Tovar; Ivan E. Esparragorza; Maria Larrondo Petrie. 2015. "Editorial A Broader Coverage of the IEEE Education Society IEEE-RITA Electronic Journal: Latin American and Caribbean Consortium of Engineering Institutions (LACCEI) Collaboration." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 10, no. 3: 100-101.
Antonio Colmenar-Santos; José-Luis Bonilla-Gómez; David Borge-Diez; Manuel Castro-Gil. Hybridization of concentrated solar power plants with biogas production systems as an alternative to premiums: The case of Spain. Renewable and Sustainable Energy Reviews 2015, 47, 186 -197.
AMA StyleAntonio Colmenar-Santos, José-Luis Bonilla-Gómez, David Borge-Diez, Manuel Castro-Gil. Hybridization of concentrated solar power plants with biogas production systems as an alternative to premiums: The case of Spain. Renewable and Sustainable Energy Reviews. 2015; 47 ():186-197.
Chicago/Turabian StyleAntonio Colmenar-Santos; José-Luis Bonilla-Gómez; David Borge-Diez; Manuel Castro-Gil. 2015. "Hybridization of concentrated solar power plants with biogas production systems as an alternative to premiums: The case of Spain." Renewable and Sustainable Energy Reviews 47, no. : 186-197.