This page has only limited features, please log in for full access.
Dr. Iria Estévez-Ayres is Associate Professor at the Telematics Engineering Department at Universidad Carlos III de Madrid. She obtained her Telecommunication Engineering degree from Universidad de Vigo in 2001 and her PhD from Universidad Carlos III de Madrid in 2007. After several years working in the research field of Distributed Real-Time Systems, with a focus on the applicability of service-oriented architectures to real-time and networked embedded systems, she switched her research interests to the field of Technology-Enhanced Learning, focusing on m-learning, MOOCs, and on the applicability of technology-enhanced techniques to active learning courses.
Discussion forums are a valuable source of information in educational platforms such as Massive Open Online Courses (MOOCs), as users can exchange opinions or even help other students in an asynchronous way, contributing to the sustainability of MOOCs even with low interaction from the instructor. Therefore, the use of the forum messages to get insights about students’ performance in a course is interesting. This article presents an automatic grading approach that can be used to assess learners through their interactions in the forum. The approach is based on the combination of three dimensions: (1) the quality of the content of the interactions, (2) the impact of the interactions, and (3) the user’s activity in the forum. The evaluation of the approach compares the assessment by experts with the automatic assessment obtaining a high accuracy of 0.8068 and Normalized Root Mean Square Error (NRMSE) of 0.1799, which outperforms previous existing approaches. Future research work can try to improve the automatic grading by the training of the indicators of the approach depending on the MOOCs or the combination with text mining techniques.
Raquel L. Pérez-Nicolás; Carlos Alario-Hoyos; Iria Estévez-Ayres; Pedro Manuel Moreno-Marcos; Pedro J. Muñoz-Merino; Carlos Delgado Kloos. Evaluation of an Algorithm for Automatic Grading of Forum Messages in MOOC Discussion Forums. Sustainability 2021, 13, 9364 .
AMA StyleRaquel L. Pérez-Nicolás, Carlos Alario-Hoyos, Iria Estévez-Ayres, Pedro Manuel Moreno-Marcos, Pedro J. Muñoz-Merino, Carlos Delgado Kloos. Evaluation of an Algorithm for Automatic Grading of Forum Messages in MOOC Discussion Forums. Sustainability. 2021; 13 (16):9364.
Chicago/Turabian StyleRaquel L. Pérez-Nicolás; Carlos Alario-Hoyos; Iria Estévez-Ayres; Pedro Manuel Moreno-Marcos; Pedro J. Muñoz-Merino; Carlos Delgado Kloos. 2021. "Evaluation of an Algorithm for Automatic Grading of Forum Messages in MOOC Discussion Forums." Sustainability 13, no. 16: 9364.
MOOCs (massive open online courses) have a built-in forum where learners can share experiences as well as ask questions and get answers. Nevertheless, the work of the learners in the MOOC forum is usually not taken into account when calculating their grade in the course, due to the difficulty of automating the calculation of that grade in a context with a very large number of learners. In some situations, discussion forums might even be the only available evidence to grade learners. In other situations, forum interactions could serve as a complement for calculating the grade in addition to traditional summative assessment activities. This paper proposes an algorithm to automatically calculate learners’ grades in the MOOC forum, considering both the quantitative dimension and the relevance in their contributions. In addition, the algorithm has been implemented within a web application, providing instructors with a visual and a numerical representation of the grade for each learner. An exploratory analysis is carried out to assess the algorithm and the tool with a MOOC on programming, obtaining a moderate positive correlation between the forum grades provided by the algorithm and the grades obtained through the summative assessment activities. Nevertheless, the complementary analysis conducted indicates that this correlation may not be enough to use the forum grades as predictors of the grades obtained through summative assessment activities.
Sergio García-Molina; Carlos Alario-Hoyos; Pedro Manuel Moreno-Marcos; Pedro J. Muñoz-Merino; Iria Estévez-Ayres; Carlos Delgado Kloos. An Algorithm and a Tool for the Automatic Grading of MOOC Learners from Their Contributions in the Discussion Forum. Applied Sciences 2020, 11, 95 .
AMA StyleSergio García-Molina, Carlos Alario-Hoyos, Pedro Manuel Moreno-Marcos, Pedro J. Muñoz-Merino, Iria Estévez-Ayres, Carlos Delgado Kloos. An Algorithm and a Tool for the Automatic Grading of MOOC Learners from Their Contributions in the Discussion Forum. Applied Sciences. 2020; 11 (1):95.
Chicago/Turabian StyleSergio García-Molina; Carlos Alario-Hoyos; Pedro Manuel Moreno-Marcos; Pedro J. Muñoz-Merino; Iria Estévez-Ayres; Carlos Delgado Kloos. 2020. "An Algorithm and a Tool for the Automatic Grading of MOOC Learners from Their Contributions in the Discussion Forum." Applied Sciences 11, no. 1: 95.
Massive Open Online Courses (MOOCs) can be enhanced with the so-called learning-by-doing, designing the courses in a way that the learners are involved in a more active way in the learning process. Within the options for increasing learners’ interaction in MOOCs, it is possible to integrate (third-party) external tools as part of the instructional design of the courses. In MOOCs on computer sciences, there are, for example, web-based Integrated Development Environments (IDEs) which can be integrated and that allow learners to do programming tasks directly in their browsers without installing desktop software. This work focuses on analyzing the effect on learners’ engagement and behavior of integrating a third-party web-based IDE, Codeboard, in three MOOCs on Java programming with the purpose of promoting learning-by-doing (learning by coding in this case). In order to measure learners’ level of engagement and behavior, data was collected from Codeboard on the number of compilations, executions and code generated, and compared between learners who registered in Codeboard to save and keep a record of their projects (registered learners) and learners who did not register in Codeboard and did not have access to these extra features (anonymous learners). The results show that learners who registered in Codeboard were more engaged than learners who did not register (in terms of number of compilations and executions), spent more time coding and did more changes in the base code provided by the teachers. The main implication of this study suggests the need for a trade-off between designing MOOCs that allow a very easy and anonymous access to external tools aimed for a more active learning, and forcing learners to give a step forward in terms of commitment in exchange for benefitting from additional features of the external tool used.
Jesús Manuel Gallego-Romero; Carlos Alario-Hoyos; Iria Estévez-Ayres; Carlos Delgado Kloos. Analyzing learners’ engagement and behavior in MOOCs on programming with the Codeboard IDE. Educational Technology Research and Development 2020, 68, 2505 -2528.
AMA StyleJesús Manuel Gallego-Romero, Carlos Alario-Hoyos, Iria Estévez-Ayres, Carlos Delgado Kloos. Analyzing learners’ engagement and behavior in MOOCs on programming with the Codeboard IDE. Educational Technology Research and Development. 2020; 68 (5):2505-2528.
Chicago/Turabian StyleJesús Manuel Gallego-Romero; Carlos Alario-Hoyos; Iria Estévez-Ayres; Carlos Delgado Kloos. 2020. "Analyzing learners’ engagement and behavior in MOOCs on programming with the Codeboard IDE." Educational Technology Research and Development 68, no. 5: 2505-2528.
Tools are an essential support in any human activity. As the technology advances, we are able to design more advanced tools that help us in doing the activities more efficiently. Recently, we have seen breakthroughs in the two main components of tools, namely the interface and the computing engine behind. Natural interfaces allow us to communicate with tools in a way better adapted for humans. In relation to the engine, we are shifting from a computing paradigm to another one based on artificial intelligence, which learns as it is used. In this paper, we examine how these technological advances have an impact on education, leading to smart learning environments.
Carlos Delgado Kloos; Carlos Alario-Hoyos; Pedro J. Munoz-Merino; Maria Blanca Ibanez; Iria Estevez-Ayres; Carmen Fernandez-Panadero. Educational Technology in the Age of Natural Interfaces and Deep Learning. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 2020, 15, 26 -33.
AMA StyleCarlos Delgado Kloos, Carlos Alario-Hoyos, Pedro J. Munoz-Merino, Maria Blanca Ibanez, Iria Estevez-Ayres, Carmen Fernandez-Panadero. Educational Technology in the Age of Natural Interfaces and Deep Learning. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. 2020; 15 (1):26-33.
Chicago/Turabian StyleCarlos Delgado Kloos; Carlos Alario-Hoyos; Pedro J. Munoz-Merino; Maria Blanca Ibanez; Iria Estevez-Ayres; Carmen Fernandez-Panadero. 2020. "Educational Technology in the Age of Natural Interfaces and Deep Learning." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 15, no. 1: 26-33.
Learners in massive open online courses (MOOCs) are required to be autonomous during their learning process, and thus they need to self-regulate their learning to achieve their goals. According to existing literature, self-regulated learning (SRL) research in MOOCs is still scarce. More studies which build on past works regarding SRL in MOOCs are required, as well as literature reviews that help to identify the main challenges and future research directions in relation to this area. In this paper, the authors present the results of a systematic literature review on SRL in MOOCs, covering all the related papers published until the end of 2017. The papers considered in this review include real experiences with at least a MOOC (other learning scenarios sometimes claimed as MOOCs, such as blended courses, or online courses with access restrictions, are out of the scope of this analysis). Most studies on SRL in MOOCs share some common features: they are generally exploratory, based on one single MOOC and tend not to specify in which SRL model they are grounded. The results reveal that high self-regulators engage in non-linear navigation and approach MOOCs as an informal learning opportunity. In general, they prefer setting specific goals based on knowledge development and control their learning through assignments.
M. Elena Alonso-Mencía; Carlos Alario-Hoyos; Jorge Maldonado-Mahauad; Iria Estévez-Ayres; Mar Pérez-Sanagustín; Carlos Delgado Kloos. Self-regulated learning in MOOCs: lessons learned from a literature review. Educational Review 2019, 72, 319 -345.
AMA StyleM. Elena Alonso-Mencía, Carlos Alario-Hoyos, Jorge Maldonado-Mahauad, Iria Estévez-Ayres, Mar Pérez-Sanagustín, Carlos Delgado Kloos. Self-regulated learning in MOOCs: lessons learned from a literature review. Educational Review. 2019; 72 (3):319-345.
Chicago/Turabian StyleM. Elena Alonso-Mencía; Carlos Alario-Hoyos; Jorge Maldonado-Mahauad; Iria Estévez-Ayres; Mar Pérez-Sanagustín; Carlos Delgado Kloos. 2019. "Self-regulated learning in MOOCs: lessons learned from a literature review." Educational Review 72, no. 3: 319-345.
Pedro Manuel Moreno-Marcos; Carlos Alario-Hoyos; Pedro J. Munoz-Merino; Iria Estevez-Ayres; Carlos Delgado Kloos. A Learning Analytics Methodology for Understanding Social Interactions in MOOCs. IEEE Transactions on Learning Technologies 2018, 12, 442 -455.
AMA StylePedro Manuel Moreno-Marcos, Carlos Alario-Hoyos, Pedro J. Munoz-Merino, Iria Estevez-Ayres, Carlos Delgado Kloos. A Learning Analytics Methodology for Understanding Social Interactions in MOOCs. IEEE Transactions on Learning Technologies. 2018; 12 (4):442-455.
Chicago/Turabian StylePedro Manuel Moreno-Marcos; Carlos Alario-Hoyos; Pedro J. Munoz-Merino; Iria Estevez-Ayres; Carlos Delgado Kloos. 2018. "A Learning Analytics Methodology for Understanding Social Interactions in MOOCs." IEEE Transactions on Learning Technologies 12, no. 4: 442-455.
The learning process in a MOOC (Massive Open Online Course) can be improved from knowing in advance learners’ grades on different assignments. This would be very useful to detect problems with enough time to take corrective measures. In this work, the aim is to analyse how different course scores can be predicted, what elements or variables affect the predictions and how much and in which way it is possible to anticipate scores. To do that, data from a MOOC about Java programming have been used. Results show the importance of indicators over the algorithms and that forum-related variables do not add power to predict grades, unlike previous scores. Furthermore, the type of task can vary the results. Regarding the anticipation, it was possible to use data from previous topics but with worse performance, although values were better than those obtained in the first seven days of the current topic.
Pedro Manuel Moreno-Marcos; Pedro J. Muñoz-Merino; Carlos Alario-Hoyos; Iria Estévez-Ayres; Carlos Delgado Kloos. Analysing the predictive power for anticipating assignment grades in a massive open online course. Behaviour & Information Technology 2018, 37, 1021 -1036.
AMA StylePedro Manuel Moreno-Marcos, Pedro J. Muñoz-Merino, Carlos Alario-Hoyos, Iria Estévez-Ayres, Carlos Delgado Kloos. Analysing the predictive power for anticipating assignment grades in a massive open online course. Behaviour & Information Technology. 2018; 37 (10-11):1021-1036.
Chicago/Turabian StylePedro Manuel Moreno-Marcos; Pedro J. Muñoz-Merino; Carlos Alario-Hoyos; Iria Estévez-Ayres; Carlos Delgado Kloos. 2018. "Analysing the predictive power for anticipating assignment grades in a massive open online course." Behaviour & Information Technology 37, no. 10-11: 1021-1036.
Forum messages in MOOCs (Massive Open Online Courses) are the most important source of information about the social interactions happening in these courses. Forum messages can be analyzed to detect patterns and learners' behaviors. Particularly, sentiment analysis (e.g., classification in positive and negative messages) can be used as a first step for identifying complex emotions, such as excitement, frustration or boredom. The aim of this work is to compare different machine learning algorithms for sentiment analysis, using a real case study to check how the results can provide information about learners' emotions or patterns in the MOOC. Both supervised and unsupervised (lexicon-based) algorithms were used for the sentiment analysis. The best approaches found were Random Forest and one lexicon based method, which used dictionaries of words. The analysis of the case study also showed an evolution of the positivity over time with the best moment at the beginning of the course and the worst near the deadlines of peer-review assessments.
Pedro Manuel Moreno-Marcos; Carlos Alario-Hoyos; Pedro J. Munoz-Merino; Iria Estévez-Ayres; Carlos Delgado Kloos. Sentiment analysis in MOOCs: A case study. 2018 IEEE Global Engineering Education Conference (EDUCON) 2018, 1489 -1496.
AMA StylePedro Manuel Moreno-Marcos, Carlos Alario-Hoyos, Pedro J. Munoz-Merino, Iria Estévez-Ayres, Carlos Delgado Kloos. Sentiment analysis in MOOCs: A case study. 2018 IEEE Global Engineering Education Conference (EDUCON). 2018; ():1489-1496.
Chicago/Turabian StylePedro Manuel Moreno-Marcos; Carlos Alario-Hoyos; Pedro J. Munoz-Merino; Iria Estévez-Ayres; Carlos Delgado Kloos. 2018. "Sentiment analysis in MOOCs: A case study." 2018 IEEE Global Engineering Education Conference (EDUCON) , no. : 1489-1496.
Education has undergone numerous changes over the last few years. The number and variety of technologies that can be used now to access education and enrich teaching and learning scenarios, as well as the number and variety of people that are connected to education entail that we face increasingly complex educational settings. This paper reflects on different aspects of current education and how these relate to multiple factors, which lead to the definition of multi-education. To this end, several terms related to multi-education, such as multi-media, multi-channel, multi-scale, multi-modal, and multi-intelligence will be analyzed, presenting related works, and trying to find out where we are heading.
Carlos Delgado Kloos; Pedro J. Munoz-Merino; Carlos Alario-Hoyos; Iria Estevez-Ayres; Maria Blanca Ibañez; Raquel M. Crespo-Garcia. The hybridization factor of technology in education. 2018 IEEE Global Engineering Education Conference (EDUCON) 2018, 1883 -1889.
AMA StyleCarlos Delgado Kloos, Pedro J. Munoz-Merino, Carlos Alario-Hoyos, Iria Estevez-Ayres, Maria Blanca Ibañez, Raquel M. Crespo-Garcia. The hybridization factor of technology in education. 2018 IEEE Global Engineering Education Conference (EDUCON). 2018; ():1883-1889.
Chicago/Turabian StyleCarlos Delgado Kloos; Pedro J. Munoz-Merino; Carlos Alario-Hoyos; Iria Estevez-Ayres; Maria Blanca Ibañez; Raquel M. Crespo-Garcia. 2018. "The hybridization factor of technology in education." 2018 IEEE Global Engineering Education Conference (EDUCON) , no. : 1883-1889.
Iria Estévez-Ayres; Jesús Arias Fisteus; Carlos Delgado-Kloos. Lostrego: A distributed stream-based infrastructure for the real-time gathering and analysis of heterogeneous educational data. Journal of Network and Computer Applications 2017, 100, 56 -68.
AMA StyleIria Estévez-Ayres, Jesús Arias Fisteus, Carlos Delgado-Kloos. Lostrego: A distributed stream-based infrastructure for the real-time gathering and analysis of heterogeneous educational data. Journal of Network and Computer Applications. 2017; 100 ():56-68.
Chicago/Turabian StyleIria Estévez-Ayres; Jesús Arias Fisteus; Carlos Delgado-Kloos. 2017. "Lostrego: A distributed stream-based infrastructure for the real-time gathering and analysis of heterogeneous educational data." Journal of Network and Computer Applications 100, no. : 56-68.
The concept of SPOCs (Small Private Online Courses) emerged as a way of describing the reuse of MOOCs (Massive Open Online Courses) for complementing traditional on-campus teaching. But SPOCs can also drive an entire methodological change to make a better use of face-to-face time between students and teachers in the classroom. This paper presents the redesign and evaluation of a first-year programming course in several engineering degrees, with over 400 students overall, through the reuse of MOOCs as SPOCs on campus, combined with a flipped classroom strategy aimed at promoting active learning. Results from a students’ self-reported questionnaire show a very positive acceptance of the SPOC, which includes both videos and complementary formative activities, and an increase of motivation through the combination of the SPOC and activities implemented in lectures to flip the classroom.
Carlos Alario-Hoyos; Iria Estévez-Ayres; Carlos Delgado Kloos; Julio Villena-Román. From MOOCs to SPOCs… and from SPOCs to Flipped Classroom. Computer Vision 2017, 10474, 347 -354.
AMA StyleCarlos Alario-Hoyos, Iria Estévez-Ayres, Carlos Delgado Kloos, Julio Villena-Román. From MOOCs to SPOCs… and from SPOCs to Flipped Classroom. Computer Vision. 2017; 10474 ():347-354.
Chicago/Turabian StyleCarlos Alario-Hoyos; Iria Estévez-Ayres; Carlos Delgado Kloos; Julio Villena-Román. 2017. "From MOOCs to SPOCs… and from SPOCs to Flipped Classroom." Computer Vision 10474, no. : 347-354.
MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners’ motivations to take a course are very diverse, and certain self-regulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course. This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a self-report 7-point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled Introduction to Programming with Java. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management.
Carlos Alario-Hoyos; Iria Estevez-Ayres; Mar Pérez-Sanagustín; Carlos Delgado Kloos; Carmen Fernandez-Panadero. Understanding Learners’ Motivation and Learning Strategies in MOOCs. The International Review of Research in Open and Distributed Learning 2017, 18, 1 .
AMA StyleCarlos Alario-Hoyos, Iria Estevez-Ayres, Mar Pérez-Sanagustín, Carlos Delgado Kloos, Carmen Fernandez-Panadero. Understanding Learners’ Motivation and Learning Strategies in MOOCs. The International Review of Research in Open and Distributed Learning. 2017; 18 (3):1.
Chicago/Turabian StyleCarlos Alario-Hoyos; Iria Estevez-Ayres; Mar Pérez-Sanagustín; Carlos Delgado Kloos; Carmen Fernandez-Panadero. 2017. "Understanding Learners’ Motivation and Learning Strategies in MOOCs." The International Review of Research in Open and Distributed Learning 18, no. 3: 1.
The MOOC movement has helped faculty in focusing on how to lecture. However, once this is done, it would not make sense not to use this content for on-campus classes. In this paper, we will explain how to harness top content created for MOOCs to improve on-campus classes, where the personal interaction is a key added feature. Interactive practices and on-site interaction, especially in-class interaction, are of particular relevance in the evolution of Higher Education towards a more effective learning.
Carlos Delgado Kloos; Carlos Alario-Hoyos; Iria Estevez-Ayres; Pedro J. Munoz-Merino; Maria Blanca Ibañez; Raquel M. Crespo-Garcia. Boosting interaction with educational technology. 2017 IEEE Global Engineering Education Conference (EDUCON) 2017, 1763 -1767.
AMA StyleCarlos Delgado Kloos, Carlos Alario-Hoyos, Iria Estevez-Ayres, Pedro J. Munoz-Merino, Maria Blanca Ibañez, Raquel M. Crespo-Garcia. Boosting interaction with educational technology. 2017 IEEE Global Engineering Education Conference (EDUCON). 2017; ():1763-1767.
Chicago/Turabian StyleCarlos Delgado Kloos; Carlos Alario-Hoyos; Iria Estevez-Ayres; Pedro J. Munoz-Merino; Maria Blanca Ibañez; Raquel M. Crespo-Garcia. 2017. "Boosting interaction with educational technology." 2017 IEEE Global Engineering Education Conference (EDUCON) , no. : 1763-1767.
Both, MOOCs and learning analytics, are two emergent topics in the field of educational technology. This paper shows the main contributions of the eMadrid network in these two topics during the last years (2014–2016), as well as the planned future works in the network. The contributions in the field of the MOOCs include the design and authoring of materials, the improvement of the peer review process or experiences about teaching these courses and institutional adoption. The contributions in the field of learning analytics include the inference of higher level information, the development of dashboards, the evaluation of the learning process, or the prediction and clustering.
Carlos Delgado Kloos; Carlos Alario-Hoyos; Carmen Fernandez-Panadero; Iria Estevez-Ayres; Pedro Muñoz-Merino; Ruth Cobos; Jaime Moreno; Edmundo Tovar; Rosa Cabedo; Nelson Piedra; Janneth Chicaiza; Jorge Lopez. eMadrid project: MOOCs and learning analytics. 2016 International Symposium on Computers in Education (SIIE) 2016, 1 -5.
AMA StyleCarlos Delgado Kloos, Carlos Alario-Hoyos, Carmen Fernandez-Panadero, Iria Estevez-Ayres, Pedro Muñoz-Merino, Ruth Cobos, Jaime Moreno, Edmundo Tovar, Rosa Cabedo, Nelson Piedra, Janneth Chicaiza, Jorge Lopez. eMadrid project: MOOCs and learning analytics. 2016 International Symposium on Computers in Education (SIIE). 2016; ():1-5.
Chicago/Turabian StyleCarlos Delgado Kloos; Carlos Alario-Hoyos; Carmen Fernandez-Panadero; Iria Estevez-Ayres; Pedro Muñoz-Merino; Ruth Cobos; Jaime Moreno; Edmundo Tovar; Rosa Cabedo; Nelson Piedra; Janneth Chicaiza; Jorge Lopez. 2016. "eMadrid project: MOOCs and learning analytics." 2016 International Symposium on Computers in Education (SIIE) , no. : 1-5.
The emergence of MOOCs has boosted the use of educational technology in all possible contexts. How can MOOC affordances, such as rich multimedia content, interactive exercises, and social networks, be harnessed in face-to-face education? In this paper, we present some experiences carried out at Universidad Carlos III de Madrid that combine MOOC-like content in on-campus courses. We believe that this is the most promising and useful way to use the affordances of technology in education.
Carlos Delgado Kloos; Pedro Muñoz-Merino; Carlos Alario-Hoyos; Iria Estevez-Ayres; Carmen Fernandez-Panadero. Mixing and blending MOOC Technologies with face-to-face pedagogies. 2015 IEEE Global Engineering Education Conference (EDUCON) 2015, 967 -971.
AMA StyleCarlos Delgado Kloos, Pedro Muñoz-Merino, Carlos Alario-Hoyos, Iria Estevez-Ayres, Carmen Fernandez-Panadero. Mixing and blending MOOC Technologies with face-to-face pedagogies. 2015 IEEE Global Engineering Education Conference (EDUCON). 2015; ():967-971.
Chicago/Turabian StyleCarlos Delgado Kloos; Pedro Muñoz-Merino; Carlos Alario-Hoyos; Iria Estevez-Ayres; Carmen Fernandez-Panadero. 2015. "Mixing and blending MOOC Technologies with face-to-face pedagogies." 2015 IEEE Global Engineering Education Conference (EDUCON) , no. : 967-971.
This paper summarizes some of the work that has been carried out within the eMadrid research network in the last four years in the area of educational technology at Universidad Carlos III de Madrid. In order to organize the findings and identify future trends and possibilities, a framework space is used with three dimensions: physical-digital, local-global, and formal-informal. Research results are presented along the three dimensions and possible future developments are suggested in this framework.
Carlos Delgado Kloos; Maria Blanca Ibañez; Carmen Fernandez-Panadero; Pedro J. Muñoz-Merino; Iria Estévez-Ayres; Raquel M. Crespo-García; Carlos Alario-Hoyos; Mar Pérez-Sanagustín. A multidimensional analysis of trends in educational technology. 2014 IEEE Frontiers in Education Conference (FIE) Proceedings 2014, 1 -4.
AMA StyleCarlos Delgado Kloos, Maria Blanca Ibañez, Carmen Fernandez-Panadero, Pedro J. Muñoz-Merino, Iria Estévez-Ayres, Raquel M. Crespo-García, Carlos Alario-Hoyos, Mar Pérez-Sanagustín. A multidimensional analysis of trends in educational technology. 2014 IEEE Frontiers in Education Conference (FIE) Proceedings. 2014; ():1-4.
Chicago/Turabian StyleCarlos Delgado Kloos; Maria Blanca Ibañez; Carmen Fernandez-Panadero; Pedro J. Muñoz-Merino; Iria Estévez-Ayres; Raquel M. Crespo-García; Carlos Alario-Hoyos; Mar Pérez-Sanagustín. 2014. "A multidimensional analysis of trends in educational technology." 2014 IEEE Frontiers in Education Conference (FIE) Proceedings , no. : 1-4.
In the last decade, engineering education has evolved in many ways to meet society demands. Universities offer more flexible curricula and put a lot of effort on the acquisition of professional engineering skills by the students. In many universities, the courses in the first years of different engineering degrees share program and objectives, having a large number of students and teachers. These common courses are expected to provide the students with meaningful learning experiences, which could be achieved by using active learning. The use of active learning in engineering courses improves traditional teaching by promoting students’ participation and engagement, although active learning courses can be very sensitive to differences in learning paces or team conflicts; this being a challenge for the widespread adoption of active learning in courses with many students and teachers. This paper proposes a methodology that facilitates the detection and reaction to problems in active learning engineering courses with many students and teachers. This methodology is based on gathering feedback (from students and teachers) and decision-making processes at selected milestones. The methodology integrates intra-edition mechanisms in order to detect problems and react as the courses are being taught, and inter-edition mechanisms to ensure the persistence of necessary changes in the courses design. The methodology has been successfully applied during four consecutive editions to improve an undergraduate active learning programming course with an average of 257 students and 9 teachers per edition. An extended validation of expert educators suggests that this methodology can also be applied to traditional engineering courses.
Iria Estévez-Ayres; Carlos Alario-Hoyos; Mar Pérez-Sanagustín; Abelardo Pardo; Raquel M. Crespo-García; Derick Leony; Hugo A. Parada G.; Carlos Delgado-Kloos. A methodology for improving active learning engineering courses with a large number of students and teachers through feedback gathering and iterative refinement. International Journal of Technology and Design Education 2014, 25, 387 -408.
AMA StyleIria Estévez-Ayres, Carlos Alario-Hoyos, Mar Pérez-Sanagustín, Abelardo Pardo, Raquel M. Crespo-García, Derick Leony, Hugo A. Parada G., Carlos Delgado-Kloos. A methodology for improving active learning engineering courses with a large number of students and teachers through feedback gathering and iterative refinement. International Journal of Technology and Design Education. 2014; 25 (3):387-408.
Chicago/Turabian StyleIria Estévez-Ayres; Carlos Alario-Hoyos; Mar Pérez-Sanagustín; Abelardo Pardo; Raquel M. Crespo-García; Derick Leony; Hugo A. Parada G.; Carlos Delgado-Kloos. 2014. "A methodology for improving active learning engineering courses with a large number of students and teachers through feedback gathering and iterative refinement." International Journal of Technology and Design Education 25, no. 3: 387-408.
During the last decade, the number of distributed application domains with temporal requirements has significantly augmented, arising the necessity of exploring new concepts and paradigms that allow, on the one hand, the development of dynamic and flexible distributed applications and, on the other hand, the reusability of code. Service‐oriented paradigms have been successfully applied to distributed environments, increasing their flexibility and allowing the reusability of their components. Besides, distributed real‐time Java technologies have shown to be a good candidate to deploy real‐time distributed applications. This paper presents a model for service‐oriented applications on a time‐triggered distributed real‐time Java environment, focusing on the definition of the temporal model of an application and its schedulability, applying and evaluating this model in real‐time service‐oriented composition algorithms. Copyright © 2012 John Wiley & Sons, Ltd.
Iria Estévez-Ayres; Pablo Basanta-Val; Marisol Garcia-Valls. Composing and scheduling service-oriented applications in time-triggered distributed real-time Java environments. Concurrency and Computation: Practice and Experience 2012, 26, 152 -193.
AMA StyleIria Estévez-Ayres, Pablo Basanta-Val, Marisol Garcia-Valls. Composing and scheduling service-oriented applications in time-triggered distributed real-time Java environments. Concurrency and Computation: Practice and Experience. 2012; 26 (1):152-193.
Chicago/Turabian StyleIria Estévez-Ayres; Pablo Basanta-Val; Marisol Garcia-Valls. 2012. "Composing and scheduling service-oriented applications in time-triggered distributed real-time Java environments." Concurrency and Computation: Practice and Experience 26, no. 1: 152-193.
P. Basanta-Val; Marisol Garcia-Valls; Iria Estevez-Ayres; M.J. Martin-Gutiérrez. Módulo Empresarial para la Validación Formal de Ejercicios aplicado a la Programación Concurrente en Java. Revista Iberoamericana de Automática e Informática industrial 2012, 9, 290 -299.
AMA StyleP. Basanta-Val, Marisol Garcia-Valls, Iria Estevez-Ayres, M.J. Martin-Gutiérrez. Módulo Empresarial para la Validación Formal de Ejercicios aplicado a la Programación Concurrente en Java. Revista Iberoamericana de Automática e Informática industrial. 2012; 9 (3):290-299.
Chicago/Turabian StyleP. Basanta-Val; Marisol Garcia-Valls; Iria Estevez-Ayres; M.J. Martin-Gutiérrez. 2012. "Módulo Empresarial para la Validación Formal de Ejercicios aplicado a la Programación Concurrente en Java." Revista Iberoamericana de Automática e Informática industrial 9, no. 3: 290-299.
Handling the dynamics of future service-based distributed systems in real-time is a complex problem; a number of state transitions or reconfigurations take place that must be handled in real-time; this requires to impose some bounds to the structure of the system to ensure timely operation. We present a model for real-time reconfiguration based on a service model using the concept of service implementations that are actual versions of a specific functionality or service. Over this model, we present an algorithm for service composition that provides a feasible solution compliant with the provided application quality of service (QoS) criteria that consists of a set of service implementations. This algorithm executes in linear time by drawing a clear separation between the composition algorithm and the real-time analysis of the service implementation paths; this is a key idea that allows to have the linear time service-based composition algorithm as a simple straight forward graph search guided by some values or heuristics related to the application QoS. Our solution targets real-time systems being, therefore, appropriate for timely reconfiguration. The proposed solution is evaluated using an profiling tool. We provide experimental results of this tool showing the suitability of the approach and the proposed concepts.
Marisol Garcia-Valls; R. Fern'Ndez-Castro; Iria Estevez-Ayres; P. Basanta-Val; I. Rodriguez-Lopez. A Bounded-time Service Composition Algorithm for Distributed Real-time Systems. 2012 IEEE 14th International Conference on High Performance Computing and Communication & 2012 IEEE 9th International Conference on Embedded Software and Systems 2012, 1413 -1420.
AMA StyleMarisol Garcia-Valls, R. Fern'Ndez-Castro, Iria Estevez-Ayres, P. Basanta-Val, I. Rodriguez-Lopez. A Bounded-time Service Composition Algorithm for Distributed Real-time Systems. 2012 IEEE 14th International Conference on High Performance Computing and Communication & 2012 IEEE 9th International Conference on Embedded Software and Systems. 2012; ():1413-1420.
Chicago/Turabian StyleMarisol Garcia-Valls; R. Fern'Ndez-Castro; Iria Estevez-Ayres; P. Basanta-Val; I. Rodriguez-Lopez. 2012. "A Bounded-time Service Composition Algorithm for Distributed Real-time Systems." 2012 IEEE 14th International Conference on High Performance Computing and Communication & 2012 IEEE 9th International Conference on Embedded Software and Systems , no. : 1413-1420.