A systematic review of the scientific literature in a specific area is important for identifying research questions, as well as for justifying future research in said area. This process is complex for beginners in scientific research, especially if you have not developed skills for searching and filtering information, and do not know which high-level databases are relevant in their field of study. The method proposed leads the researcher from "My" to "The" current state of the problem; we propose an adaptation of the method by Kitchenham and Bacca, which divides the process into three sub-parts: planning, conducting and reporting results. From the approach of the research problem in the preliminary phase research questions (recommended between 3 to 5) and "mentefacto conceptual" is drawn; this last one gives originality to the method and facilitates the development of the thesaurus for searches and inclusion and exclusion criteria. Early research requires doing a basic systematic study to identify work done to review the literature in the area and, if any is found, to verify if those results yield an answer to our research questions. As part of planning the search process, general and specific inclusion and exclusion criteria were defined, along with some complementary inclusion and exclusion parameters. The method followed with rigor, returns to the researcher a list of impact journals in the study area, and a detail of articles that are related to each category of the research questions. A study case has been considered as a guide to expose each of the phases of the methodology in a practical way, with results that support the proposal.

To espouse the principles, values and agile practices in the academic scope, it is proposed to use the Scrum methodology as a reference model for teamwork, where the results are obtained incrementally, established short periods of works referenced by a pattern. The prioritized requirements list are given by applicant (teacher), who at the beginning of the academic period (6 months) together with the team (students and teachers) decide the possible points of the list to make in that lapse of time. The same team determines the tasks necessary your assignment. Once the academic period is over the results are presented and who requested them will validate the compliance with the requirements. Then, the team reflects together about the work done highlighting positive and negative aspects, improvement proposal and if necessary make a new interaction. This is repeated until the result meets the expectations of the applicant, who is in constant communication with the team being able to introduce changes in both the requirements and the priority of these.

Proponemos una revisión sistemática de literatura que considera la Experiencia Afectiva de Usuario (UAX) en ambientes con Inteligencia Artificial (IA), Sensores Biométricos y/o Recursos Digitales accesibles, haciendo singular enfoque en las adaptaciones para alumnos con Síndrome de Down. Se aplica el método de Torres-Carrión, planteando cinco preguntas de investigación: a) estándares de UX en entornos educativos, b) estrategias aplicadas con sensores biométricos para evaluar UAX, c) métodos/instrumentos para evaluar UAX de personas con Síndrome de Down en ambientes educativos, d) características de los recursos didácticos desarrollados para personas con discapacidades cognitivas y e) estrategias utilizadas en investigaciones de UAX e IA. La búsqueda en la base de datos Scopus genera 17 artículos y 37 revistas. Como resultados destacan los juegos y robótica como principales recursos para estimular el aprendizaje en personas con discapacidad cognitiva, así como, los métodos de indagación con resultados relevantes y eficientes, utilizando sensores fisiológicos y ambientales.

Open Educational Resources (OER) are digital content that are accessible through web repositories. They are used as support tools for education, especially for higher education, and they promote equality and social justice by providing access to, applying, and generating knowledge. Until now OER's have been developed from the pedagogic perspective, without taking advantage of the recent developments in communication technologies. Integration of social tools improves the active participation of both the developers and users of the OER's. This promotes the rapid creation of content that is easily accessible via search engines linked to educational platforms and social networks. It also allows tagging, which gives users the ability to add descriptive metadata. Authorship is recognized through the use of intellectual property licenses that promote open use of the material so that it can be used and edited. And above all collaborative learning is promoted. In this article a new cycle of OER production is proposed that includes activities to incorporate social networks and semantic technologies. The phases of the production cycle are developed using the ADDIE instructional model. The purpose of each phase and the social and semantic components to be included are identified. And finally, application guidelines are presented that detail the strategies and expected results for each phase of the proposed cycle. We have determined that the primary reasons for developing a production cycle for OER's using social authorship are: to allow educators and students to develop resources collaboratively; to reduce the amount of time spent in resource development; and to provide for reutilization of quality OER's. Finally, it should be recognized that the success of the model and its application depends on the institutional context where it is implemented, as well as the policies related to content generation, authorship acknowledgement and distribution of the resources.