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Enric Mor
Universitat Oberta de Catalunya (UOC)

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Conference paper
Published: 03 July 2021 in Algorithms and Data Structures
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Educational laboratories are flexible environments that allow learners to learn by practice, fostering their creativity, learning awareness, and collaboration with peers. Bringing these laboratory environments to an online setting is both challenging and necessary, particularly nowadays, when a significant part of learning takes place in online settings. Educational laboratories are well-suited places for learning to code, which is stated to require a great effort from learners, especially for non-STEM learners. This paper presents the design, development, and evaluation of CodeLab, a laboratory-based platform for learning to code through practice. A user-centered design approach was carried out, making learners active members of the design process through different design methods. As a result of two design iterations, CodeLab provides an integrated practice environment with a learning path based on a list of challenges and activities. Learners solve these activities and engage with their learning process by being aware of their own progress. The tool conveys a laboratory experience to non-STEM learners, fostering their practice skills, assessment, and autonomy.

ACS Style

Carles Garcia-Lopez; Enric Mor; Susanna Tesconi. CodeLab: An Online Laboratory for Learning to Code. Algorithms and Data Structures 2021, 437 -455.

AMA Style

Carles Garcia-Lopez, Enric Mor, Susanna Tesconi. CodeLab: An Online Laboratory for Learning to Code. Algorithms and Data Structures. 2021; ():437-455.

Chicago/Turabian Style

Carles Garcia-Lopez; Enric Mor; Susanna Tesconi. 2021. "CodeLab: An Online Laboratory for Learning to Code." Algorithms and Data Structures , no. : 437-455.

Conference paper
Published: 03 October 2020 in Structural Information and Communication Complexity
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ACS Style

Romualdo Gondomar; Enric Mor. From UCD to HCD and Beyond. Conciliating the Human Aims Between Philosophy and Design Education. Structural Information and Communication Complexity 2020, 108 -122.

AMA Style

Romualdo Gondomar, Enric Mor. From UCD to HCD and Beyond. Conciliating the Human Aims Between Philosophy and Design Education. Structural Information and Communication Complexity. 2020; ():108-122.

Chicago/Turabian Style

Romualdo Gondomar; Enric Mor. 2020. "From UCD to HCD and Beyond. Conciliating the Human Aims Between Philosophy and Design Education." Structural Information and Communication Complexity , no. : 108-122.

Journal article
Published: 09 September 2020 in Sustainability
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Open educational resources (OER) play an important role in teaching and learning, especially in lifelong learning. Educational resources should be created in a way that addresses lifelong learners’ needs. Human-centered design (HCD) is a design perspective and an iterative process that involves users in all phases of the process. Thus, an HCD approach can provide relevant advantages when creating OER for lifelong learning. This work presents the Design Toolkit as a case study of digital open educational contents for design education that has been created following an HCD process. The orientation of the Design Toolkit is to provide users OER in a tool format rather than in a traditional manner. The main goal of this research is to contribute to the understanding of how HCD impacts OER creation. The research focuses on teachers, assessing the Design Toolkit content organization and analyzing teacher adoption and usage of the resources. The HCD approach fosters teachers’ satisfaction, promotes OER adoption and provides new design requirements for a future iteration of the HCD process. The results show that designing OER involving users through an HCD approach sets the focus adequately on their needs and limitations. Teachers feel satisfied with the Design Toolkit, fostering the adoption of OER in different educational contexts. Finally, users’ involvement in the whole HCD process points out design and educational requirements for future work.

ACS Style

Carles Garcia-Lopez; Enric Mor; Susanna Tesconi. Human-Centered Design as an Approach to Create Open Educational Resources. Sustainability 2020, 12, 7397 .

AMA Style

Carles Garcia-Lopez, Enric Mor, Susanna Tesconi. Human-Centered Design as an Approach to Create Open Educational Resources. Sustainability. 2020; 12 (18):7397.

Chicago/Turabian Style

Carles Garcia-Lopez; Enric Mor; Susanna Tesconi. 2020. "Human-Centered Design as an Approach to Create Open Educational Resources." Sustainability 12, no. 18: 7397.

Conference paper
Published: 10 July 2020 in Transactions on Petri Nets and Other Models of Concurrency XV
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In order to attain a good user experience in e-assessment systems, learners should be aware of how they are progressing in the courses and they should feel motivated and engaged. The goal of this paper is to propose an e-assessment system, that aims to increase the self-awareness of learners about the courses’ progress that they are taking, and also to improve the learner’s motivation and engagement. While designing the system, two major design challenges have been identified and addressed. The design challenges include, informing the learners about their progress and making the learners feel motivated to work harder and enhance their learning of the course contents and learning activities. The proposed system informs the learners about their progress and aims to keep them motivated by providing them with minimum grade predictions for the next learning activity they would perform, during the semester of an online course. The learners are also informed of their risk of failing the course throughout the semester. Also, to keep the learners motivated and engaged personalized suggestions are provided by the teachers to enhance the learning of the course. The user experience evaluation of LIS highlights that it has helped the learners to enhance their learning experiences.

ACS Style

Sidra Iftikhar; Ana-Elena Guerrero-Roldán; Enric Mor; David Bañeres. User Experience Evaluation of an e-Assessment System. Transactions on Petri Nets and Other Models of Concurrency XV 2020, 77 -91.

AMA Style

Sidra Iftikhar, Ana-Elena Guerrero-Roldán, Enric Mor, David Bañeres. User Experience Evaluation of an e-Assessment System. Transactions on Petri Nets and Other Models of Concurrency XV. 2020; ():77-91.

Chicago/Turabian Style

Sidra Iftikhar; Ana-Elena Guerrero-Roldán; Enric Mor; David Bañeres. 2020. "User Experience Evaluation of an e-Assessment System." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 77-91.

Conference paper
Published: 27 June 2019 in Transactions on Petri Nets and Other Models of Concurrency XV
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This paper presents the design process and implementation of a design knowledge repository. In recent years, design evolved into a broad discipline with a large application field. From an educational point of view, this design expansion brings the need to rebuild design contents and resources for both practitioners and learners. We designed and developed a repository of design resources. The design process followed a user-centered design approach, taking into account different types of users with learning needs. Design contents were analyzed taking into account the new challenges and disciplines of design and the educational needs of practitioners and learners. Three main types of design contents were identified and also the need to provide tools instead of simply contents, that is, up-to-date and actionable resources that, at the same time, lead to reflection and critical thinking. These tools were arranged into a toolbox, a knowledge repository that became a toolkit. The toolkit provides an adaptable navigation system that allows either direct access or exploration of the available tools.

ACS Style

Carles Garcia-Lopez; Susanna Tesconi; Enric Mor. Designing Design Resources: From Contents to Tools. Transactions on Petri Nets and Other Models of Concurrency XV 2019, 87 -100.

AMA Style

Carles Garcia-Lopez, Susanna Tesconi, Enric Mor. Designing Design Resources: From Contents to Tools. Transactions on Petri Nets and Other Models of Concurrency XV. 2019; ():87-100.

Chicago/Turabian Style

Carles Garcia-Lopez; Susanna Tesconi; Enric Mor. 2019. "Designing Design Resources: From Contents to Tools." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 87-100.

Conference paper
Published: 30 May 2018 in Transactions on Petri Nets and Other Models of Concurrency XV
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Engagement is a crucial goal in both interactive system design and education. Whereas engagement in digital systems are based on concepts such as immersion and user experience, engagement in education is described in three dimensions of behavioral, cognitive and emotional engagements. In this paper a research approach to understand user engagement in digital education is presented. The approach is based on a microlevel student engagement measurement that takes into account engagement in HCI and also in e-learning, facing the challenge of integrating the two points of view. The research followed an action research methodology which emphasizes investigation and improvement of a real-world situation with iterative plan-act-reflect cycles. The approach was tested in a fully online university where we designed and developed a module for capturing engagement data. The results show that user engagement can be captured in online educational settings providing a useful and actionable understanding of user engagement in digital education.

ACS Style

Isuru Balasooriya; Enric Mor; M. Elena Rodríguez. Understanding User Engagement in Digital Education. Transactions on Petri Nets and Other Models of Concurrency XV 2018, 3 -15.

AMA Style

Isuru Balasooriya, Enric Mor, M. Elena Rodríguez. Understanding User Engagement in Digital Education. Transactions on Petri Nets and Other Models of Concurrency XV. 2018; ():3-15.

Chicago/Turabian Style

Isuru Balasooriya; Enric Mor; M. Elena Rodríguez. 2018. "Understanding User Engagement in Digital Education." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 3-15.

Review
Published: 01 December 2013 in IN3 Working Paper Series
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E-Assessment, també conegut com technology-enhanced assessment o avaluació en línia és el procés continu d'avaluació electrònica on s'utilitza la tecnologia de la informació i la comunicació per a la presentació de les activitats d'avaluació, i el registre de les respostes. E-Assessment ofereix a professors i alumnes noves possibilitats per a la interacció en un entorn educatiu immersiu i receptiu, anant més enllà de l'entorn estàtic del tradicional enfocament del "llapis i paper". E-Assessment és un concepte emergent i s'ha tornat més i més atractiu en l'Educació Superior. Aquest treball presenta una revisió de la literatura de l'e-assessment al llarg de les dimensions dels seus elements claus, sistemes, eines i enfocaments, amb especial èmfasi en l'avaluació tant d'habilitats com coneixements. Aquestes dimensions poden proveir la teoria i la tecnologia que són útils per al disseny i desenvolupament d'un sistema d'e-assessment per a adquisició d'habilitats i de coneixements en un curs en línia.

ACS Style

Enosha Hettiarachchi; M. Antonia Huertas; Enric Mor. Skill and Knowledge E-Assessment: A Review of the State of the Art. IN3 Working Paper Series 2013, 1 .

AMA Style

Enosha Hettiarachchi, M. Antonia Huertas, Enric Mor. Skill and Knowledge E-Assessment: A Review of the State of the Art. IN3 Working Paper Series. 2013; ():1.

Chicago/Turabian Style

Enosha Hettiarachchi; M. Antonia Huertas; Enric Mor. 2013. "Skill and Knowledge E-Assessment: A Review of the State of the Art." IN3 Working Paper Series , no. : 1.

Journal article
Published: 02 September 2013 in RIED. Revista Iberoamericana de Educación a Distancia
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El sistema universitario europeo ha definido los grados en base a un conjunto de competencias generales y específicas que deben ser adquiridas por los estudiantes. Las competencias establecidas deben reflejarse en las asignaturas de grado, siendo necesario alinear cada competencia con las actividades que realiza el estudiante. A su vez, los criterios de evaluación de cada actividad deben reflejar el grado de adquisición de cada competencia. Tanto la calificación emitida como el feedback que recibe el estudiante deben estar relacionados con las competencias para poder mostrar al estudiante su progresión. En este artículo se presenta el proceso de trabajo para alinear las competencias de grado con las de asignatura, sus actividades, criterios de evaluación y resultados de aprendizaje. La principal aportación es la interrelación realizada, concretando y clarificando las competencias específicas, tanto para los docentes como los estudiantes en el caso de la asignatura de Lógica.

ACS Style

Ana Elena Guerrero-Roldán; Maria Antonia Huertas; Enric Mor; Maria Elena Rodriguez. EXPLICITANDO LA INTERRELACIÓN ENTRE LAS ACTIVIDADES DE APRENDIZAJE, EL PROCESO DE EVALUACIÓN Y LA ADQUISICIÓN DE COMPETENCIAS. RIED. Revista Iberoamericana de Educación a Distancia 2013, 16, 1 .

AMA Style

Ana Elena Guerrero-Roldán, Maria Antonia Huertas, Enric Mor, Maria Elena Rodriguez. EXPLICITANDO LA INTERRELACIÓN ENTRE LAS ACTIVIDADES DE APRENDIZAJE, EL PROCESO DE EVALUACIÓN Y LA ADQUISICIÓN DE COMPETENCIAS. RIED. Revista Iberoamericana de Educación a Distancia. 2013; 16 (2):1.

Chicago/Turabian Style

Ana Elena Guerrero-Roldán; Maria Antonia Huertas; Enric Mor; Maria Elena Rodriguez. 2013. "EXPLICITANDO LA INTERRELACIÓN ENTRE LAS ACTIVIDADES DE APRENDIZAJE, EL PROCESO DE EVALUACIÓN Y LA ADQUISICIÓN DE COMPETENCIAS." RIED. Revista Iberoamericana de Educación a Distancia 16, no. 2: 1.

Conference paper
Published: 01 January 2011 in Transactions on Petri Nets and Other Models of Concurrency XV
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Information and knowledge society brings a new context where technology enhanced tools are key elements for being able to find, evaluate, use and communicate information effectively and efficiently [1]. Bookmarking tools could be the essential tools for supporting information behaviour, specifically information managing and communication. This paper analyses the user experience of existing bookmarking and social bookmarking tools in an e-learning environment. The educational setting provides the required environment to truly study these tools, since their success is not only in the ease of storing, tagging and sharing resources at a given moment in time but in how these resources will be retrieved when needed in the future. In this paper we present a functional analysis and the usability inspection of the tools that support the management and usage of information resources both during short and long terms.

ACS Style

Enric Mor; Nuria Ferran; Muriel Garreta-Domingo; Juan-Antonio Mangas. User Experience of Social Bookmarking Tools. Transactions on Petri Nets and Other Models of Concurrency XV 2011, 6763, 510 -516.

AMA Style

Enric Mor, Nuria Ferran, Muriel Garreta-Domingo, Juan-Antonio Mangas. User Experience of Social Bookmarking Tools. Transactions on Petri Nets and Other Models of Concurrency XV. 2011; 6763 ():510-516.

Chicago/Turabian Style

Enric Mor; Nuria Ferran; Muriel Garreta-Domingo; Juan-Antonio Mangas. 2011. "User Experience of Social Bookmarking Tools." Transactions on Petri Nets and Other Models of Concurrency XV 6763, no. : 510-516.

Conference paper
Published: 01 January 2010 in Proceedings of the 6th International Conference on Web Information Systems and Technology
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ACS Style

Antonia Huertas; Enric Mor. TOOL DEVELOPMENT TO SUPPORT LEARNING, IMMEDIATE FEEDBACK, AND CONTINUOUS ASSESSMENT IN LOGIC. Proceedings of the 6th International Conference on Web Information Systems and Technology 2010, 222 -225.

AMA Style

Antonia Huertas, Enric Mor. TOOL DEVELOPMENT TO SUPPORT LEARNING, IMMEDIATE FEEDBACK, AND CONTINUOUS ASSESSMENT IN LOGIC. Proceedings of the 6th International Conference on Web Information Systems and Technology. 2010; ():222-225.

Chicago/Turabian Style

Antonia Huertas; Enric Mor. 2010. "TOOL DEVELOPMENT TO SUPPORT LEARNING, IMMEDIATE FEEDBACK, AND CONTINUOUS ASSESSMENT IN LOGIC." Proceedings of the 6th International Conference on Web Information Systems and Technology , no. : 222-225.

Conference paper
Published: 01 January 2009 in Transactions on Petri Nets and Other Models of Concurrency XV
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This work outlines the design process of a user centered learning object repository. A repository should foster the development and acquisition of both generic and specific informational competencies. The results of the first stage of the user centered design process are presented which provide a clear understanding of user and task requirements and the context of use. A user study was conducted using quantitative and qualitative methodologies. A qualitative approach was performed through the content analysis of 24 in-depth interviews achieved through a random stratified sampling method. Regarding the quantitative approach, more than 5 million student navigation sessions were processed in order to know the real information behavior accomplished in the virtual campus and more specifically all the services and resources used and the search actions carried out by users. Our aim is to achieve a thorough informational behavior analysis that involves access, treatment, integration, evaluation, creation and communication of information for learning purposes which will be useful for integrating learning object repositories in virtual learning environments.

ACS Style

Núria Ferran; Ana-Elena Guerrero-Roldán; Enric Mor; Julià Minguillón. User Centered Design of a Learning Object Repository. Transactions on Petri Nets and Other Models of Concurrency XV 2009, 5619, 679 -688.

AMA Style

Núria Ferran, Ana-Elena Guerrero-Roldán, Enric Mor, Julià Minguillón. User Centered Design of a Learning Object Repository. Transactions on Petri Nets and Other Models of Concurrency XV. 2009; 5619 ():679-688.

Chicago/Turabian Style

Núria Ferran; Ana-Elena Guerrero-Roldán; Enric Mor; Julià Minguillón. 2009. "User Centered Design of a Learning Object Repository." Transactions on Petri Nets and Other Models of Concurrency XV 5619, no. : 679-688.

Conference paper
Published: 01 January 2007 in Proceedings of the Third International Conference on Web Information Systems and Technologies
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ACS Style

Enric Mor; Julia Minguillon; Francesc Santanach. CAPTURING USER BEHAVIOR IN E-LEARNING ENVIRONMENTS. Proceedings of the Third International Conference on Web Information Systems and Technologies 2007, 464 -469.

AMA Style

Enric Mor, Julia Minguillon, Francesc Santanach. CAPTURING USER BEHAVIOR IN E-LEARNING ENVIRONMENTS. Proceedings of the Third International Conference on Web Information Systems and Technologies. 2007; ():464-469.

Chicago/Turabian Style

Enric Mor; Julia Minguillon; Francesc Santanach. 2007. "CAPTURING USER BEHAVIOR IN E-LEARNING ENVIRONMENTS." Proceedings of the Third International Conference on Web Information Systems and Technologies , no. : 464-469.

Conference paper
Published: 01 January 2004 in Alternate track papers & posters of the 13th international conference on World Wide Web - WWW Alt. '04
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ACS Style

Enric Mor; Julia Minguillon. E-learning personalization based on itineraries and long-term navigational behavior. Alternate track papers & posters of the 13th international conference on World Wide Web - WWW Alt. '04 2004, 1 .

AMA Style

Enric Mor, Julia Minguillon. E-learning personalization based on itineraries and long-term navigational behavior. Alternate track papers & posters of the 13th international conference on World Wide Web - WWW Alt. '04. 2004; ():1.

Chicago/Turabian Style

Enric Mor; Julia Minguillon. 2004. "E-learning personalization based on itineraries and long-term navigational behavior." Alternate track papers & posters of the 13th international conference on World Wide Web - WWW Alt. '04 , no. : 1.