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Burgos is a Full Professor of Technologies for Education & Communication and Vice-rector for International Research, at Universidad Internacional de La Rioja (UNIR); he is Professor of Learning and Teaching, at An-Najah National University (Palestine). He holds a UNESCO Chair on eLearning and ICDE Chair in Open Educational Resources. He works as Director of the Research Institute for Innovation and Technology in Education (UNIR iTED, http://ited.unir.net). He is an Adjunct Professor at Universidad Nacional de Colombia (UNAL). He holds degrees in Communication (PhD), Computer Science (Dr. Ing), Education (PhD), Anthropology (PhD), Business Administration (DBA), Theology (PhD), and Artificial Intelligence (MIT, postgraduate).
In this paper, we report the scientific experience of HELMeTO 2020, the second edition of the International Workshop on Higher Education Learning Methodologies and Technologies Online, held virtually in Bari (Italy) in September 2020 because of the COVID-19 pandemic. The call received 59 proposals from nine countries, 39 papers were accepted to the virtual workshop and 26 full papers were finally selected to be published in the proceedings. The workshop illustrated a fast-developing scenario in which the epidemic emergency accelerated the dissemination and consolidation of online learning in higher education. A specific focus of the workshop can be identified as students’ learning experience, with studies on tutoring and active learning approaches, personalized solutions supported by data analysis, virtual reality and an in-depth analysis of human–computer interactions.
Laura Agrati; Daniel Burgos; Pietro Ducange; Pierpaolo Limone; Riccardo Pecori; Loredana Perla; Pietro Picerno; Paolo Raviolo; Christian Stracke. Bridges and Mediation in Higher Distance Education: HELMeTO 2020 Report. Education Sciences 2021, 11, 334 .
AMA StyleLaura Agrati, Daniel Burgos, Pietro Ducange, Pierpaolo Limone, Riccardo Pecori, Loredana Perla, Pietro Picerno, Paolo Raviolo, Christian Stracke. Bridges and Mediation in Higher Distance Education: HELMeTO 2020 Report. Education Sciences. 2021; 11 (7):334.
Chicago/Turabian StyleLaura Agrati; Daniel Burgos; Pietro Ducange; Pierpaolo Limone; Riccardo Pecori; Loredana Perla; Pietro Picerno; Paolo Raviolo; Christian Stracke. 2021. "Bridges and Mediation in Higher Distance Education: HELMeTO 2020 Report." Education Sciences 11, no. 7: 334.
The purpose of the study is to explore students’ and faculty members’ responses to universities’ migration from face-to-face to online instruction as a result of the coronavirus (COVID-19) crisis. To this extent, a qualitative approach was used for data collection and involved a number of qualitative methods: an open-ended question survey, focus group discussion, social media data, and university reports. Additionally, a thematic analysis was used for data analysis. The findings of the study reveal that students and faculty members were overwhelmed and stressed at the beginning, but as they started to acclimate to it, faculty members were satisfied. However, students seemed to be dissatisfied with this new approach to learning. Furthermore, faculty members and students both mentioned different challenges they had faced. The study reports on the technological tools used to mitigate the emerging challenges of both students and faculty members. Evaluating and assessing students was a main challenge for faculty members as the study analyzes the assessment and evaluation tools that they use in their online teaching. Comparative studies from Palestine and other countries are suggested for future research.
Saida Affouneh; Zuheir Khlaif; Daniel Burgos; Soheil Salha. Virtualization of Higher Education during COVID-19: A Successful Case Study in Palestine. Sustainability 2021, 13, 6583 .
AMA StyleSaida Affouneh, Zuheir Khlaif, Daniel Burgos, Soheil Salha. Virtualization of Higher Education during COVID-19: A Successful Case Study in Palestine. Sustainability. 2021; 13 (12):6583.
Chicago/Turabian StyleSaida Affouneh; Zuheir Khlaif; Daniel Burgos; Soheil Salha. 2021. "Virtualization of Higher Education during COVID-19: A Successful Case Study in Palestine." Sustainability 13, no. 12: 6583.
Many researchers have underlined the benefits of student mobility in strengthening their communication skills. Studying a foreign language and fostering knowledge about behavioural attitudes are the most common research cases. One of the major issues of mobility, by its very nature, is that it implies significant travel and accommodation costs. Virtual mobility, or Virtual Exchange (VE), can be introduced as a proactive alternative solution. This work presents an evaluation of a telecollaborative online course model organised as a VE between German and Moroccan universities. It was established to explore the benefits of integrating a VE experience by practicing some 21st-century knowledge elements as tools for the development of intercultural, language, and digital competencies from the perspective of mobility. In this paper, we present a VE model and its design, structure, and progress. Then, we evaluate this first experience to overcome some challenges that similar future experiences could face. We analyse the tools proposed in this design, the interactions between the different actors, and their feedback. The evaluative study shows the acquisition of awareness of cultural differences and the improvement of language skills through practice in addition to the development of some digital skills.
Said Machwate; Rachid Bendaoud; Juergen Henze; Khalid Berrada; Daniel Burgos. Virtual Exchange to Develop Cultural, Language, and Digital Competencies. Sustainability 2021, 13, 5926 .
AMA StyleSaid Machwate, Rachid Bendaoud, Juergen Henze, Khalid Berrada, Daniel Burgos. Virtual Exchange to Develop Cultural, Language, and Digital Competencies. Sustainability. 2021; 13 (11):5926.
Chicago/Turabian StyleSaid Machwate; Rachid Bendaoud; Juergen Henze; Khalid Berrada; Daniel Burgos. 2021. "Virtual Exchange to Develop Cultural, Language, and Digital Competencies." Sustainability 13, no. 11: 5926.
Alzheimer’s disease (AD) causes symptoms such as dementia, memory loss, disorientation, and even aggressiveness, and is more common in women than in men. AD may also manifest itself in changes in sleep patterns. However, the relationship between AD (in all stages) and bedtime behavior has not been thoroughly investigated. In a prospective, cross-sectional survey, we evaluated 74 women categorized in two different stages of cognitive decline associated with AD (mild and severe) along with 37 women with no cognitive decline who served as controls. We obtained demographic and medical information such as age, health status, and medication, as well as psychiatrically confirmed staging of AD. We also collected actigraphy data for several nights in a row with a medical grade wristband using a 3-axis accelerometer and solid-state on-board memory. These data served as parameters for a clustering machine learning (ML) algorithm. The ML process was able to unsupervisedly identify 85% of the participants according to their pre-assigned degree of dementia. When the clustering was carried out in a binary fashion (i.e., only taking into account healthy members vs. severely affected AD patients), it was possible to correctly classify 91% of the cases. This study revealed a strong connection between the severity of the intellectual decline and the features distilled from actigraphically derived sleep parameters.
Alberto Corbi; Daniel Burgos. Connection between sleeping patterns and cognitive deterioration in women with Alzheimer’s disease. Sleep and Breathing 2021, 1 -11.
AMA StyleAlberto Corbi, Daniel Burgos. Connection between sleeping patterns and cognitive deterioration in women with Alzheimer’s disease. Sleep and Breathing. 2021; ():1-11.
Chicago/Turabian StyleAlberto Corbi; Daniel Burgos. 2021. "Connection between sleeping patterns and cognitive deterioration in women with Alzheimer’s disease." Sleep and Breathing , no. : 1-11.
Laboratory experimentation has a vital role in science education. With the potential offered by information and communication technologies for the educational domain, virtual laboratories have emerged as a valuable alternative to face-to-face, hands-on laboratories. Moreover, the possibility of virtual laboratories opens new perspectives for higher education sustainability. They are a perfect approach for training learners to understand scientific principles in many fields of science by offering them the possibility to illustrate the scientific phenomena through automated and virtual practical activities that employ computer simulation. In this work, we present the use of computer simulation combined with the JavaScript programming language for the development of a low-cost virtual laboratory integrated into an interactive learning environment based on the Moodle platform. The methodology was based on the instructional design model ADDIE (Analysis, Design, Development, Implementation, and Evaluation), which structures the development planning of online teaching resources in different stages (analysis, design, development, implementation, and evaluation). The virtual laboratory was developed by Moroccan universities, with the help of European partners, and it was implemented in the 12 science faculties in Morocco. It presents a great choice for supporting laboratory activities for learners in the first year of their bachelor’s degree program. This virtual laboratory includes 12 virtual practical activities mapped to the physics curriculum, and they can be operated via the Internet on computers. The proposed virtual learning environment was evaluated by teachers and learners from the science faculties. The obtained results, together with similar findings from other studies, indicate the positive impact of the use of a virtual laboratory on learning outcomes, and support the adoption of the proposed learning environment in laboratory educational procedures as an alternative to physical laboratories.
Khadija El Kharki; Khalid Berrada; Daniel Burgos. Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities. Sustainability 2021, 13, 3711 .
AMA StyleKhadija El Kharki, Khalid Berrada, Daniel Burgos. Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities. Sustainability. 2021; 13 (7):3711.
Chicago/Turabian StyleKhadija El Kharki; Khalid Berrada; Daniel Burgos. 2021. "Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities." Sustainability 13, no. 7: 3711.
The COVID-19 pandemic revealed the need for new innovative methods to effectively maintain education in times of crisis and uncertainty. This study first presents the Online-Merge-Offline (OMO) learning approach, a way of learning that caters to the new needs of students and teachers in the post-COVID-19 era. OMO learning utilizes a hybrid infrastructure that combines Open Educational Practices and real-time learning spaces, both online and offline. This study then discusses the early results of a pilot experiment investigating OMO learning in China for three months from three dimensions: space design requirements, technological considerations, and pedagogical considerations. A qualitative, two-stage study focused on content analysis and a multiple-case study were carried out in the context of courses about English language learning with 30 teachers and students. The obtained findings showed that, although both teachers and students had a positive attitude towards OMO learning, they mentioned that a comprehensive set of core and functional competencies are needed—including the use of online platforms, communication skills, class management, and the effective use of resources. Additionally, the findings showed that more effort should be paid to classroom design, such as infrastructure, to efficiently support OMO learning. This study exemplifies a new approach toward the future of education to ensure sustainable education in this complex and uncertain world.
Ronghuai Huang; Ahmed Tlili; Huanhuan Wang; Yihong Shi; Curtis Bonk; Junfeng Yang; Daniel Burgos. Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study. Sustainability 2021, 13, 3512 .
AMA StyleRonghuai Huang, Ahmed Tlili, Huanhuan Wang, Yihong Shi, Curtis Bonk, Junfeng Yang, Daniel Burgos. Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study. Sustainability. 2021; 13 (6):3512.
Chicago/Turabian StyleRonghuai Huang; Ahmed Tlili; Huanhuan Wang; Yihong Shi; Curtis Bonk; Junfeng Yang; Daniel Burgos. 2021. "Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study." Sustainability 13, no. 6: 3512.
Sidharth Samanta; Mrutyunjaya Panda; Somula Ramasubbareddy; S. Sankar; Daniel Burgos. Spatial-Resolution Independent Object Detection Framework for Aerial Imagery. Computers, Materials & Continua 2021, 68, 1937 -1948.
AMA StyleSidharth Samanta, Mrutyunjaya Panda, Somula Ramasubbareddy, S. Sankar, Daniel Burgos. Spatial-Resolution Independent Object Detection Framework for Aerial Imagery. Computers, Materials & Continua. 2021; 68 (2):1937-1948.
Chicago/Turabian StyleSidharth Samanta; Mrutyunjaya Panda; Somula Ramasubbareddy; S. Sankar; Daniel Burgos. 2021. "Spatial-Resolution Independent Object Detection Framework for Aerial Imagery." Computers, Materials & Continua 68, no. 2: 1937-1948.
Social Seducement is an Erasmus+ project aimed to improve the social inclusiveness of adults in risks of social exclusion by training them in the social economy. To do it, the gamified learning tool Social PlaNet was developed, trying to offer an efficient and attractive training plan on social economy entrepreneurship. This particular kind of economy brings several benefits to this target group, since it develops the action to benefit the local community and is usually run in groups. Moreover, the fact of training in entrepreneurship also provides long-term unemployed people to own their possibilities of work and, that way, to feel included in society again. In this chapter, an overview of the project and its outcomes are presented.
Natalia Padilla-Zea; Stefania Aceto; Daniel Burgos. Training on Social Entrepreneurship. Advances in Human and Social Aspects of Technology 2021, 302 -317.
AMA StyleNatalia Padilla-Zea, Stefania Aceto, Daniel Burgos. Training on Social Entrepreneurship. Advances in Human and Social Aspects of Technology. 2021; ():302-317.
Chicago/Turabian StyleNatalia Padilla-Zea; Stefania Aceto; Daniel Burgos. 2021. "Training on Social Entrepreneurship." Advances in Human and Social Aspects of Technology , no. : 302-317.
This book presents a selected collection of research works, out of practice, worldwide. Along the four sections: (1) global learning and crisis; (2) teachers’ support in crisis; (3) learners’ support in crisis; and (4) case studies, the chapters provide a unique and up-to-date view on how to face adversity and uncertain times. When the pandemic caused by the COVID-19 is hitting hard, and other natural or human-made disasters are still happening, this book presents the work of many researchers, professors and teachers in active, who bring their own experience in the field. This chapter provides a summary of the contributions and a few key recommendations on the topic to think ahead.
Daniel Burgos; Ahmed Tlili; Anita Tabacco. Education in a Crisis Context: Summary, Insights and Future. A Theory of Creative Thinking 2020, 3 -10.
AMA StyleDaniel Burgos, Ahmed Tlili, Anita Tabacco. Education in a Crisis Context: Summary, Insights and Future. A Theory of Creative Thinking. 2020; ():3-10.
Chicago/Turabian StyleDaniel Burgos; Ahmed Tlili; Anita Tabacco. 2020. "Education in a Crisis Context: Summary, Insights and Future." A Theory of Creative Thinking , no. : 3-10.
Ahmed Tlili; Fabio Nascimbeni; Daniel Burgos; Xiangling Zhang; Ronghuai Huang; Ting-Wen Chang. The evolution of sustainability models for Open Educational Resources: insights from the literature and experts. Interactive Learning Environments 2020, 1 -16.
AMA StyleAhmed Tlili, Fabio Nascimbeni, Daniel Burgos, Xiangling Zhang, Ronghuai Huang, Ting-Wen Chang. The evolution of sustainability models for Open Educational Resources: insights from the literature and experts. Interactive Learning Environments. 2020; ():1-16.
Chicago/Turabian StyleAhmed Tlili; Fabio Nascimbeni; Daniel Burgos; Xiangling Zhang; Ronghuai Huang; Ting-Wen Chang. 2020. "The evolution of sustainability models for Open Educational Resources: insights from the literature and experts." Interactive Learning Environments , no. : 1-16.
Open Educational Resources (OER) have been researched for a long time in the open education field. Researchers are now shifting their focus from resources to practices for delivering open education, an area called Open Educational Practices (OEP). However, there is little information in the related literature regarding the design of an OEP-based course or the impact of these types of courses. Therefore, this study designs a new OEP-based course at a public university for teaching family education during the COVID-19 pandemic. It also investigates its impact on learning motivation and teachers’ perceptions. In this context, a practical pilot experiment using both qualitative and quantitative methods was conducted. Specifically, 36 learners participated in this experiment. The obtained findings highlight: (1) an innovative design framework for OEP-based courses that teachers can refer to in their contexts; (2) that learners had a high motivation level in terms of knowledge achievements, individual connection and engagement when taking the OEP-based course; and (3) several advantages and challenges of the OEP-based course from the teacher’s and learners’ perspectives. For instance, the teacher reported the fear of losing control over the learning process when applying OEP. The findings of this paper can help researchers and educators in adopting OEP in higher education especially in times of crises, as well as increase the sustainability of OEP, hence contributing to open education development.
Xiangling Zhang; Ahmed Tlili; Ronghuai Huang; Tingwen Chang; Daniel Burgos; Junfeng Yang; Jiacai Zhang. A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions. Sustainability 2020, 12, 9129 .
AMA StyleXiangling Zhang, Ahmed Tlili, Ronghuai Huang, Tingwen Chang, Daniel Burgos, Junfeng Yang, Jiacai Zhang. A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions. Sustainability. 2020; 12 (21):9129.
Chicago/Turabian StyleXiangling Zhang; Ahmed Tlili; Ronghuai Huang; Tingwen Chang; Daniel Burgos; Junfeng Yang; Jiacai Zhang. 2020. "A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions." Sustainability 12, no. 21: 9129.
The paper introduces the competence framework produced by the OpenGame project, that includes the attitudes, knowledge and skills that educators need to master in order to work with Open Educational Practices (OEP). With this outcome, the OpenGame research team aims at closing the gap between the expanded interest of researchers and practitioners towards a holistic vision of open education and the absence of a shared competence framework that can cover both the creation and/or use of Open Educational resources (OER) and the broader realm of OEP. Starting from literature review complemented with the analysis of 24 open teaching practices, 8 competences have been defined, related to both OER and open pedagogies. The competences relating to OER are: use open licences; search for OER; create, revise, and remix OER; and share OER. The competences relating to open pedagogy are: design open educational experiences; guide students to learn in the open; teach with OER; and implement open assessment. The framework details the knowledge and skills that correspond to each competence and can serve both as a starting point to build educators’ capacities to work with open approaches and as a reflexion tool to better understand what it means to be an Open Educator in the 21st century.
Fabio Nascimbeni; Antonio Teixeira; Alicia García Holgado; Francisco García Peñalvo; Natalia Padilla Zea; Ulf-Daniel Ehlers; James Brtunton; Daniel Burgos. The Opengame Competencies Framework: an Attempt to Map Open Education Attitudes, Knowledge and Skills. EDEN Conference Proceedings 2020, 105 -112.
AMA StyleFabio Nascimbeni, Antonio Teixeira, Alicia García Holgado, Francisco García Peñalvo, Natalia Padilla Zea, Ulf-Daniel Ehlers, James Brtunton, Daniel Burgos. The Opengame Competencies Framework: an Attempt to Map Open Education Attitudes, Knowledge and Skills. EDEN Conference Proceedings. 2020; (1):105-112.
Chicago/Turabian StyleFabio Nascimbeni; Antonio Teixeira; Alicia García Holgado; Francisco García Peñalvo; Natalia Padilla Zea; Ulf-Daniel Ehlers; James Brtunton; Daniel Burgos. 2020. "The Opengame Competencies Framework: an Attempt to Map Open Education Attitudes, Knowledge and Skills." EDEN Conference Proceedings , no. 1: 105-112.
The present study seeks to identify teachers' perceptions regarding STEM teaching professional development and to identify the factors that facilitate or hinder the success of teachers' professional development. The participants of the study were 35 teachers. A qualitative approach was used for data collection by conducting semistructured interviews with 11 teachers out of 35. All the participants were involved in the three focus group sessions. The findings of the study revealed that teachers have various perceptions toward the STEM professional development based on their experience, knowledge, and skills. Moreover, the study revealed different factors influencing STEM professional development among teachers including personal characteristics and internal factors including attitudes and beliefs toward STEM professional development activities, and teachers' capacity. Also, external factors such as design of the training program, availability of training material, and timing of training. The findings of the study could benefit the decision‐makers to be aware about these factors that influence professional development and the teachers' needs.
Saida Affouneh; Soheil Salha; Daniel Burgos; Zuheir N. Khlaif; Abdel G. Saifi; Naela Mater; Ahmed Odeh. Factors that foster and deter STEM professional development among teachers. Science Education 2020, 104, 857 -872.
AMA StyleSaida Affouneh, Soheil Salha, Daniel Burgos, Zuheir N. Khlaif, Abdel G. Saifi, Naela Mater, Ahmed Odeh. Factors that foster and deter STEM professional development among teachers. Science Education. 2020; 104 (5):857-872.
Chicago/Turabian StyleSaida Affouneh; Soheil Salha; Daniel Burgos; Zuheir N. Khlaif; Abdel G. Saifi; Naela Mater; Ahmed Odeh. 2020. "Factors that foster and deter STEM professional development among teachers." Science Education 104, no. 5: 857-872.
Software-Defined Network (SDN) has become a promising network architecture in current days that provide network operators more control over the network infrastructure. The controller, also called as the operating system of the SDN, is responsible for running various network applications and maintaining several network services and functionalities. Despite all its capabilities, the introduction of various architectural entities of SDN poses many security threats and potential targets. Distributed Denial of Services (DDoS) is a rapidly growing attack that poses a tremendous threat to the Internet. As the control layer is vulnerable to DDoS attacks, the goal of this paper is to detect the attack traffic, by taking the centralized control aspect of SDN. Nowadays, in the field of SDN, various machine learning (ML) techniques are being deployed for detecting malicious traffic. Despite these works, choosing the relevant features and accurate classifiers for attack detection is an open question. For better detection accuracy, in this work, Support Vector Machine (SVM) is assisted by kernel principal component analysis (KPCA) with genetic algorithm (GA). In the proposed SVM model, KPCA is used for reducing the dimension of feature vectors, and GA is used for optimizing different SVM parameters. In order to reduce the noise caused by feature differences, an improved kernel function (N-RBF) is proposed. The experimental results show that compared to single-SVM, the proposed model achieves more accurate classification with better generalization. Moreover, the proposed model can be embedded within the controller to define security rules to prevent possible attacks by the attackers.
Kshira Sagar Sahoo; Bata Krishna Tripathy; Kshirasagar Naik; Somula Ramasubbareddy; Balamurugan Balusamy; Manju Khari; Daniel Burgos. An Evolutionary SVM Model for DDOS Attack Detection in Software Defined Networks. IEEE Access 2020, 8, 132502 -132513.
AMA StyleKshira Sagar Sahoo, Bata Krishna Tripathy, Kshirasagar Naik, Somula Ramasubbareddy, Balamurugan Balusamy, Manju Khari, Daniel Burgos. An Evolutionary SVM Model for DDOS Attack Detection in Software Defined Networks. IEEE Access. 2020; 8 (99):132502-132513.
Chicago/Turabian StyleKshira Sagar Sahoo; Bata Krishna Tripathy; Kshirasagar Naik; Somula Ramasubbareddy; Balamurugan Balusamy; Manju Khari; Daniel Burgos. 2020. "An Evolutionary SVM Model for DDOS Attack Detection in Software Defined Networks." IEEE Access 8, no. 99: 132502-132513.
With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.
Ronghuai Huang; Ahmed Tlili; Ting-Wen Chang; Xiangling Zhang; Fabio Nascimbeni; Daniel Burgos. Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. 2020, 7, 1 .
AMA StyleRonghuai Huang, Ahmed Tlili, Ting-Wen Chang, Xiangling Zhang, Fabio Nascimbeni, Daniel Burgos. Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. . 2020; 7 (1):1.
Chicago/Turabian StyleRonghuai Huang; Ahmed Tlili; Ting-Wen Chang; Xiangling Zhang; Fabio Nascimbeni; Daniel Burgos. 2020. "Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources." 7, no. 1: 1.
Social PlaNet is a gamified learning platform to train social economy entrepreneurship, which has been developed in the Social Seducement Erasmus+ project. The main aim of this project is offering a labour option to long-term unemployed people in scenarios with poor working offers by promoting self-employment and local development. As a result of the shared work of partners from different disciplines, Social PlaNet has been developed based on the selection of a good pedagogical approach, the challenges of managing disadvantaged groups of people and the need to increase motivation while keeping the process similar to reality. From this research, the gamification approach inserted in a graphic scenario has been revealed as a good option to promote the acquisition of soft and inter-personal skills. Furthermore, the figure of facilitator is a engine to foster, guide and monitor the group of these groups of potential social entrepreneurs.
Natalia Padilla-Zea; Stefania Aceto; Daniel Burgos. Training on Social Economy Entrepreneurship. Journal of Information Technology Research 2020, 13, 156 -173.
AMA StyleNatalia Padilla-Zea, Stefania Aceto, Daniel Burgos. Training on Social Economy Entrepreneurship. Journal of Information Technology Research. 2020; 13 (3):156-173.
Chicago/Turabian StyleNatalia Padilla-Zea; Stefania Aceto; Daniel Burgos. 2020. "Training on Social Economy Entrepreneurship." Journal of Information Technology Research 13, no. 3: 156-173.
Introduction For this book review, we have chosen to present the Proceedings of the 5th International Conference on e-Learning, e-Education, and Online Training (eLEOT 2019) held in Kunming (China) last August. The 46 papers focus on the most recent and innovative trends in this broad area, included supporting case studies. In view of this issue, it seems interesting to further consider the latest trends, as presented in Asia. Indeed, this compendium of conference papers give us a better unde...
Daniel Burgos. Online learning as a key breakthrough on innovative education. Distances et médiations des savoirs 2020, 1 .
AMA StyleDaniel Burgos. Online learning as a key breakthrough on innovative education. Distances et médiations des savoirs. 2020; (30):1.
Chicago/Turabian StyleDaniel Burgos. 2020. "Online learning as a key breakthrough on innovative education." Distances et médiations des savoirs , no. 30: 1.
Introduction Pour cette note de lecture, nous avons choisi de vous présenter les actes de la 5e conférence internationale sur l’e-learning, l’e-education et la formation en ligne (eLEOT 2019) qui s’est tenue à Kuming (Chine) en août dernier. Les 46 articles de ce recueil exposent, études de cas à l’appui, les innovations les plus récentes dans ce vaste domaine. Dans la perspective de ce numéro, il nous a semblé intéressant de nous pencher sur les dernières tendances, telles qu’elles sont prés...
Daniel Burgos. L'apprentissage en ligne, une réelle avancée pour une éducation innovante. Distances et médiations des savoirs 2020, 1 .
AMA StyleDaniel Burgos. L'apprentissage en ligne, une réelle avancée pour une éducation innovante. Distances et médiations des savoirs. 2020; (30):1.
Chicago/Turabian StyleDaniel Burgos. 2020. "L'apprentissage en ligne, une réelle avancée pour une éducation innovante." Distances et médiations des savoirs , no. 30: 1.
Higher education institutions (HEIs) have been permeated by the technological advancement that the Industrial Revolution 4.0 brings with it, and forces institutions to deal with a digital transformation in all dimensions. Applying the approaches of digital transformation to the HEI domain is an emerging field that has aroused interest during the recent past, as they allow us to describe the complex relationships between actors in a technologically supported education domain. The objective of this paper is to summarize the distinctive characteristics of the digital transformation (DT) implementation process that have taken place in HEIs. The Kitchenham protocol was conducted by authors to answer the research questions and selection criteria to retrieve the eligible papers. Nineteen papers (1980–2019) were identified in the literature as relevant and consequently analyzed in detail. The main findings show that it is indeed an emerging field, none of the found DT in HEI proposals have been developed in a holistic dimension. This situation calls for further research efforts on how HEIs can understand DT and face the current requirements that the fourth industrial revolution forced.
Lina María Castro Benavides; Johnny Alexander Tamayo Arias; Martín Darío Arango Serna; John William Branch Bedoya; Daniel Burgos. Digital Transformation in Higher Education Institutions: A Systematic Literature Review. Sensors 2020, 20, 3291 .
AMA StyleLina María Castro Benavides, Johnny Alexander Tamayo Arias, Martín Darío Arango Serna, John William Branch Bedoya, Daniel Burgos. Digital Transformation in Higher Education Institutions: A Systematic Literature Review. Sensors. 2020; 20 (11):3291.
Chicago/Turabian StyleLina María Castro Benavides; Johnny Alexander Tamayo Arias; Martín Darío Arango Serna; John William Branch Bedoya; Daniel Burgos. 2020. "Digital Transformation in Higher Education Institutions: A Systematic Literature Review." Sensors 20, no. 11: 3291.
Nowadays, there are several technological trends in the world which promote changes of focus in organizations. This fact, coupled with the globalisation of information and economies, leads to a transformation aimed at achieving greater organizational efficiency and leveraging available digital resources in order to shift organizational cultures towards incorporating and taking advantage of digital instruments and tools. Digital transformation is approached as a turning point that leverages new paradigms emerging in the digital world. It has led experts to rethink how an institution can remain competitive and visible while undergoing social transformation, maintaining its validity and staying sustainable over time. This process is important in technological development, which produces constant changes in order to attend to the needs of the social environment where it is occurring. Universities occupy an important place among the institutions facing digital transformation, as they should lead the cultural shift that it implies. The transition to new ways of executing critical mission processes and procedures in the institutions leveraging digital artefacts leads to the consideration of the design and definition of strategic organizational units dedicated to implementing meaningful and valuable technology solutions. However, this should also lead to the creation of a digital culture aligned with the dynamics of new technological ecosystems. Higher education institutions are no stranger to these challenges. Many are undergoing renewals and structural reviews of their administrative and academic processes. The improvements they make using new technologies stand to benefit both the university community and wider society, which are the central reasons for the existence of universities. In accordance with the above, higher education institutions should propose the following as a general objective: ‘to foster a community attuned to innovation in the University, through a digital transformation, where the advancement of technology and emerging trends maximize collaboration, active learning, research and creation, in a way that encourages interdisciplinary critical thinking in order to help to the sustainable development of society’. It is not a myth but a reality that higher education institutions, like many other organizations, are being affected by several social and technological global trends towards digitalisation. The digital transformation process is potentially disruptive and needs further study due to its impact on their constitution. Therefore, the researchers suggest developing a complete research program around this phenomenon, in which new spaces for evaluation, reflection, redesign of processes and design of proposals can be created. Thus, culture of innovation, through a digital transformation, becomes an institutional way of life learned, shared and transmitted both by directive bodies, at both academic and administrative levels of the university.
John W. Branch; Daniel Burgos; Martin Dario Arango Serna; Giovanni Pérez Ortega. Digital Transformation in Higher Education Institutions: Between Myth and Reality. A Theory of Creative Thinking 2020, 41 -50.
AMA StyleJohn W. Branch, Daniel Burgos, Martin Dario Arango Serna, Giovanni Pérez Ortega. Digital Transformation in Higher Education Institutions: Between Myth and Reality. A Theory of Creative Thinking. 2020; ():41-50.
Chicago/Turabian StyleJohn W. Branch; Daniel Burgos; Martin Dario Arango Serna; Giovanni Pérez Ortega. 2020. "Digital Transformation in Higher Education Institutions: Between Myth and Reality." A Theory of Creative Thinking , no. : 41-50.