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University Lecturer
01 February 2008 - 01 September 2021
Antonio Balderas received his MSc in Computer Science and his PhD degree at the University of Cadiz, Spain. He also works at the University of Cadiz as an Assistant Professor of the Department of Computer Science. His research is focused on the field of Technology-Enhanced Learning.
Competitions are being widely used to motivate students in diverse learning processes, including those in computer programming. This paper presents a methodology for designing and assessing competitive learning scenarios that allow students to develop three different coding skills: the ability to compete against unknown competitors, the ability to compete against known competitors and the ability to compete against refined versions of known competitors. The proposal is based on peer code review, implemented as an improvement cycle after the dissemination of the code among participants. A case study evaluating the methodology was conducted with two cohorts of students in an undergraduate course. The analysis of the obtained grades suggests that while performance after our assistance was improved, students could still fail or succeed independently of the assistance. Complementary data from student questionnaires and supervisor observations are aligned with this finding. As a conclusion, the evidence supports the validity of the methodology. Additionally, several guidelines based on the experience are provided to transfer the proposal to other environments.
Manuel Palomo-Duarte; Antonio García-Domínguez; Antonio Balderas. Assessment in Software Development for Competitive Environments: An AI Strategy Development Case Study. Electronics 2021, 10, 1566 .
AMA StyleManuel Palomo-Duarte, Antonio García-Domínguez, Antonio Balderas. Assessment in Software Development for Competitive Environments: An AI Strategy Development Case Study. Electronics. 2021; 10 (13):1566.
Chicago/Turabian StyleManuel Palomo-Duarte; Antonio García-Domínguez; Antonio Balderas. 2021. "Assessment in Software Development for Competitive Environments: An AI Strategy Development Case Study." Electronics 10, no. 13: 1566.
Virtual Worlds (VWs) are popular tools for teaching/learning in the twenty-first century classroom. The challenge remains however, to provide the means by which teachers could sustainably analyse and assess the performance of large groups of students in such environments. Unfortunately, external game features such as game scores and play duration have turned out to be unfair in some assessments. In this context, a case study was carried out in a foreign language course, illustrating how teachers could easily retrieve a number of performance indicators from VW-interaction logs and harness them to conduct a fine-grained analysis of students’ performance, while facilitating at the same time valuable tools for their assessment. Objective performance indicators in a server database were made accessible using an end-user development programming language. This way, a range of data visualisation methods could be employed to contrast different assumptions regarding learner performance when playing a VW-based game, which was designed to help CEFR A1 level students to learn German. This way, factors such as randomisation of game tasks, which could negatively affect learner performance, were alleviated.
Manuel Palomo-Duarte; Anke Berns; Antonio Balderas; Juan Dodero; David Camacho. Evidence-Based Assessment of Student Performance in Virtual Worlds. Sustainability 2020, 13, 244 .
AMA StyleManuel Palomo-Duarte, Anke Berns, Antonio Balderas, Juan Dodero, David Camacho. Evidence-Based Assessment of Student Performance in Virtual Worlds. Sustainability. 2020; 13 (1):244.
Chicago/Turabian StyleManuel Palomo-Duarte; Anke Berns; Antonio Balderas; Juan Dodero; David Camacho. 2020. "Evidence-Based Assessment of Student Performance in Virtual Worlds." Sustainability 13, no. 1: 244.
In March 2020, due to the Covid19 pandemic, higher education had to switch from face-to-face to exclusively virtual mode overnight. In this unexpected scenario, supervisors also had to adapt the assessment procedures, including the exams. This caused a significant controversy, as, according to many students, supervisors were more concerned about how to prevent students from cheating, than actually measuring their learning. This paper introduces an experience that implemented several of the students' requests in an online exam and conducts a comprehensive analysis of students’ behavior according to the virtual learning environment records. Different existing software tools are used for the analysis, complemented with a Python application ad-hoc developed. The objective indicators gathered provide evidence that some students cheated and invite focusing on evidence-based assessment.
Antonio Balderas; Juan Antonio Caballero-Hernández. Analysis of Learning Records to Detect Student Cheating on Online Exams: Case Study during COVID-19 Pandemic. Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality 2020, 1 .
AMA StyleAntonio Balderas, Juan Antonio Caballero-Hernández. Analysis of Learning Records to Detect Student Cheating on Online Exams: Case Study during COVID-19 Pandemic. Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality. 2020; ():1.
Chicago/Turabian StyleAntonio Balderas; Juan Antonio Caballero-Hernández. 2020. "Analysis of Learning Records to Detect Student Cheating on Online Exams: Case Study during COVID-19 Pandemic." Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality , no. : 1.
Iván Ruiz-Rube; Inmaculada Arnedillo-Sánchez; Antonio Balderas. MISTRuST: accoMmodatIon Short Term Rental Scanning Tool. Proceedings of the 16th International Conference on Web Information Systems and Technologies 2020, 1 .
AMA StyleIván Ruiz-Rube, Inmaculada Arnedillo-Sánchez, Antonio Balderas. MISTRuST: accoMmodatIon Short Term Rental Scanning Tool. Proceedings of the 16th International Conference on Web Information Systems and Technologies. 2020; ():1.
Chicago/Turabian StyleIván Ruiz-Rube; Inmaculada Arnedillo-Sánchez; Antonio Balderas. 2020. "MISTRuST: accoMmodatIon Short Term Rental Scanning Tool." Proceedings of the 16th International Conference on Web Information Systems and Technologies , no. : 1.
Antonio Balderas; Andrea Capiluppi; Manuel Palomo-Duarte; Alessio Malizia; Juan Manuel Dodero. Reducing procrastination while improving performance. Proceedings of the 15th International Symposium on Open Collaboration 2019, 10 .
AMA StyleAntonio Balderas, Andrea Capiluppi, Manuel Palomo-Duarte, Alessio Malizia, Juan Manuel Dodero. Reducing procrastination while improving performance. Proceedings of the 15th International Symposium on Open Collaboration. 2019; ():10.
Chicago/Turabian StyleAntonio Balderas; Andrea Capiluppi; Manuel Palomo-Duarte; Alessio Malizia; Juan Manuel Dodero. 2019. "Reducing procrastination while improving performance." Proceedings of the 15th International Symposium on Open Collaboration , no. : 10.
Antonio Balderas; Juan Manuel Dodero; Manuel Palomo-Duarte. Model-Driven Skills Assessmentin Knowledge Management Systems. Journal of Web Engineering 2019, 18, 353 -380.
AMA StyleAntonio Balderas, Juan Manuel Dodero, Manuel Palomo-Duarte. Model-Driven Skills Assessmentin Knowledge Management Systems. Journal of Web Engineering. 2019; 18 (4):353-380.
Chicago/Turabian StyleAntonio Balderas; Juan Manuel Dodero; Manuel Palomo-Duarte. 2019. "Model-Driven Skills Assessmentin Knowledge Management Systems." Journal of Web Engineering 18, no. 4: 353-380.
Wikis are appropriate tools for deploying authentic assessment experiences for learning and work scenarios in which a group of users are asked to develop a shared task. However, when the number of wiki users increases, the number of contributions can grow at a pace whereby accurately assessing them becomes a complex and non-scalable task. While different quantitative approaches have been shown to be scalable, they are usually coarse-grained and provide limited feedback about the assessment. This work proposes a scalable assessment methodology for wiki-based tasks, based on qualitative self- and peer assessment of wiki contributions. The methodology is implemented using a software tool and is applied as part of an undergraduate course, complementing a quantitative assessment approach. Positive evidence on the scalability of the method and how it implements a more fine-grained qualitative assessment than the regular quantitative approach is found, providing indicators for assessing both individual and group generic skills.
Antonio Balderas; Manuel Palomo-Duarte; Juan Manuel Dodero; María Soledad Ibarra-Sáiz; Gregorio Rodríguez-Gómez. Scalable authentic assessment of collaborative work assignments in wikis. International Journal of Educational Technology in Higher Education 2018, 15, 40 .
AMA StyleAntonio Balderas, Manuel Palomo-Duarte, Juan Manuel Dodero, María Soledad Ibarra-Sáiz, Gregorio Rodríguez-Gómez. Scalable authentic assessment of collaborative work assignments in wikis. International Journal of Educational Technology in Higher Education. 2018; 15 (1):40.
Chicago/Turabian StyleAntonio Balderas; Manuel Palomo-Duarte; Juan Manuel Dodero; María Soledad Ibarra-Sáiz; Gregorio Rodríguez-Gómez. 2018. "Scalable authentic assessment of collaborative work assignments in wikis." International Journal of Educational Technology in Higher Education 15, no. 1: 40.
The present proposal advocates for the use of Spaced Repetition System (SRS) in Computer-Assisted Language Training as a particular applicable cognitive approach for a personalised language learning system in a Higher Education virtual environment. To this end, the recently developed online SMCP-Training tool has been modelled to provide a sequenced learning scenario in a virtual language learning environment. This is a novel flexible and integrated computer-assisted tool that has been primarily conceived as a means to provide (extra-) practice in an autonomous learning context where the learner –undergraduate navigation students, seafarers and land-based marine operators- can essentially be instructed across different stages in the correct use of the IMO’s Standard Marine Communication Phrases (SMCP), the controlled maritime language. The online tool basically caters for self-training and personalised learning by automatising the recalling of the patterns which have been underscored in the trainees’ saved previous attempts. An algorithm to prioritise repetition of tests, based on data crossing of the learners’ opinion on their performance and the actual level of accuracy obtained in the test performance has been developed. The aim of this study is to explore the impact of Spaced Repetition (learning) System (SRS) on an undergraduate level group of Spanish Maritime Navigation and Transport students in the fourth year after testing the learners’ information retaining capabilities at pre-determined sequenced learning spans. The cycle sequence of this study is completed after an analysis and a discussion of the results.
María Araceli Losey León; Antonio Balderas. Cognitive Approach to Adaptive Testing Implementation in Virtual Maritime English Language Learning Environment Based on a Spaced Repetition System. Teaching Language and Teaching Literature in Virtual Environments 2018, 183 -202.
AMA StyleMaría Araceli Losey León, Antonio Balderas. Cognitive Approach to Adaptive Testing Implementation in Virtual Maritime English Language Learning Environment Based on a Spaced Repetition System. Teaching Language and Teaching Literature in Virtual Environments. 2018; ():183-202.
Chicago/Turabian StyleMaría Araceli Losey León; Antonio Balderas. 2018. "Cognitive Approach to Adaptive Testing Implementation in Virtual Maritime English Language Learning Environment Based on a Spaced Repetition System." Teaching Language and Teaching Literature in Virtual Environments , no. : 183-202.
Marine communications established between ships, between ship and land-based marine stations or between ship and helicopter services require the use of controlled sentence-patterns developed by the International Maritime Organization (IMO) to avoid language ambiguities which may generate a safety risk during navigational moments at sea, when the ship is berthing in port or when the ship is leaving the berth. In the academic setting, training and learning of this fixed compendium of English sentences involves a special effort. On the one hand, a given student can hardly train on his/her own, and needs someone else to simulate the interactions that take place in the maritime context. On the other hand, when training with other students, different English language levels come together and particular learners' strategies and learning pace coalescence in the language classroom. To address these issues, in this work we have developed the SMCP-Training tool for practising Maritime English course communications. This tool was used in two language courses taught at the School of Marine, Nautical and Radioelectronics Engineering of the University of Cádiz (Spain). Both the results collected after the tests were conducted and the students' impressions offer positive evidence about the benefits of its use as a primary resource for learning in virtual educational spaces and as a reinforcement of what has been learned.
Antonio Balderas; Maria-Araceli Losey-Leon. Virtual Learning Tool for the Training of the Standard Marine Communication Phrases. 2018 International Symposium on Computers in Education (SIIE) 2018, 1 -5.
AMA StyleAntonio Balderas, Maria-Araceli Losey-Leon. Virtual Learning Tool for the Training of the Standard Marine Communication Phrases. 2018 International Symposium on Computers in Education (SIIE). 2018; ():1-5.
Chicago/Turabian StyleAntonio Balderas; Maria-Araceli Losey-Leon. 2018. "Virtual Learning Tool for the Training of the Standard Marine Communication Phrases." 2018 International Symposium on Computers in Education (SIIE) , no. : 1-5.
The high complexity of certain subjects can lead to a loss of interest in the subject matter from the students' part. In order to motivate and engage them in their own learning, teachers use techniques such as gamification, among others. However, finding a game to use in class that is usable and adapts to the needs of one's subject is not always possible, and sometimes the teacher has to adapt to the material available. This work presents VirUCA, a web platform developed for teachers to manage the subject of their games and to involve students in it through the creation of content and competition. The use of VirUCA in a Virology course showed an important increase in the level of motivation of its students.
Ana Belen Diaz; Antonio Balderas; Sokratis Papaspyrou. Gamification Adaptable to the Content of the Subjects through the VirUCA Web Platform. 2018 International Symposium on Computers in Education (SIIE) 2018, 1 -4.
AMA StyleAna Belen Diaz, Antonio Balderas, Sokratis Papaspyrou. Gamification Adaptable to the Content of the Subjects through the VirUCA Web Platform. 2018 International Symposium on Computers in Education (SIIE). 2018; ():1-4.
Chicago/Turabian StyleAna Belen Diaz; Antonio Balderas; Sokratis Papaspyrou. 2018. "Gamification Adaptable to the Content of the Subjects through the VirUCA Web Platform." 2018 International Symposium on Computers in Education (SIIE) , no. : 1-4.
Students’ acquisition of generic skills is key to their incorporation into the job world. However, teachers encounter several difficulties when measuring their students’ performance in generic skills. These difficulties increase in online courses based on learning management systems where there is no direct contact between teachers and their students. To address this problem, this work adopts a solution based on the use of activity records from learning management systems as indicators of students’ performance in generic skills. After conducting a survey among teachers of online courses on the suitability of the solution, an artefact was developed and applied within four online courses. Interviews conducted with teachers and the results of a survey for mapping skills and activities provide positive evidence of this solution’s potential.
Antonio Balderas; Luis De-La-Fuente-Valentín; Miguel Ortega-Gomez; Juan Manuel Dodero; Daniel Burgos. Learning Management Systems Activity Records for Students’ Assessment of Generic Skills. IEEE Access 2018, 6, 15958 -15968.
AMA StyleAntonio Balderas, Luis De-La-Fuente-Valentín, Miguel Ortega-Gomez, Juan Manuel Dodero, Daniel Burgos. Learning Management Systems Activity Records for Students’ Assessment of Generic Skills. IEEE Access. 2018; 6 ():15958-15968.
Chicago/Turabian StyleAntonio Balderas; Luis De-La-Fuente-Valentín; Miguel Ortega-Gomez; Juan Manuel Dodero; Daniel Burgos. 2018. "Learning Management Systems Activity Records for Students’ Assessment of Generic Skills." IEEE Access 6, no. : 15958-15968.
The appropriate categorisation of written information by health professionals is very important to guarantee its accessibility. Unfortunately, the information technology tools that support professionals on that task imply a heavy workload, so that the responsibility for categorising the written content is often delegated to administrative staff. Well-known health ontologies such as SNOMED-CT or MeSH provide a representation of the clinical contents to be used by the information systems. This research proposes a computer based method to automatically extract and code the diagnostics, procedures and treatments according to health ontologies. A Knowledge Management System based on an extended version of Drupal is used to implement and evaluate this proposal. Results provide a positive evidence on the application of the method to support medical professionals.
Antonio Balderas; Tatiana Person; Rubén Baena-Pérez; Juan Manuel Dodero; Iván Ruiz-Rube; José Luís De-Diego-González. Ontology-Based Categorisation of Medical Texts for Health Professionals. Proceedings 2018, 2, 1203 .
AMA StyleAntonio Balderas, Tatiana Person, Rubén Baena-Pérez, Juan Manuel Dodero, Iván Ruiz-Rube, José Luís De-Diego-González. Ontology-Based Categorisation of Medical Texts for Health Professionals. Proceedings. 2018; 2 (19):1203.
Chicago/Turabian StyleAntonio Balderas; Tatiana Person; Rubén Baena-Pérez; Juan Manuel Dodero; Iván Ruiz-Rube; José Luís De-Diego-González. 2018. "Ontology-Based Categorisation of Medical Texts for Health Professionals." Proceedings 2, no. 19: 1203.
The performance in generic skills is increasingly important for organizations to succeed in the current competitive environment. However, assessing the level of performance in generic skills of the members of an organization is a challenging task, subject to both subjectivity and scalability issues. Organizations usually lay their organizational learning processes on a Knowledge Management System (KMS). This work presents a process model to support managers of KMSs in the assessment of their individuals’ generic skills. The process model was deployed through an extended version of a learning management system. It was connected with different information system tools specifically developed to enrich its features. A case study with Computer Science final-year students working in a software system was conducted following an authentic learning approach, showing promising results.
Antonio Balderas; Juan Antonio Caballero-Hernández; Juan Manuel Dodero; Manuel Palomo-Duarte; Iván Ruiz-Rube. Assessment of Generic Skills through an Organizational Learning Process Model. Proceedings of the 14th International Conference on Web Information Systems and Technologies 2018, 293 -300.
AMA StyleAntonio Balderas, Juan Antonio Caballero-Hernández, Juan Manuel Dodero, Manuel Palomo-Duarte, Iván Ruiz-Rube. Assessment of Generic Skills through an Organizational Learning Process Model. Proceedings of the 14th International Conference on Web Information Systems and Technologies. 2018; ():293-300.
Chicago/Turabian StyleAntonio Balderas; Juan Antonio Caballero-Hernández; Juan Manuel Dodero; Manuel Palomo-Duarte; Iván Ruiz-Rube. 2018. "Assessment of Generic Skills through an Organizational Learning Process Model." Proceedings of the 14th International Conference on Web Information Systems and Technologies , no. : 293-300.
Virtual Worlds (VWs) have been widely used to support learning processes. One main advantage is providing valuable data on student behaviour and interaction. Nonetheless, most platforms provide only limited access to student logs. Moreover, accessing logs usually requires technical skills most teachers do not have. In this context, the authors present a Domain Specific Language (DSL) designed to allow teachers to generate queries for retrieving valuable log information with a view to obtain evidence on learner behaviour and interaction; hence, to aid in the analysis of in-world behaviour and learning processes. Since this data is automatically retrieved, the teacher can easily run new queries to refine indicators or contrast hypotheses. The authors describe a case study carried out with undergraduate German language students using a VW-based video game. The results provide a set of indicators for analysing individual and group behaviour measuring student competence to communicate in the target language.
Antonio Balderas; Anke Berns; Manuel Palomo-Duarte; Juan Manuel Dodero; Iván Ruiz-Rube. Retrieving Objective Indicators from Student Logs in Virtual Worlds. Journal of Information Technology Research 2017, 10, 69 -83.
AMA StyleAntonio Balderas, Anke Berns, Manuel Palomo-Duarte, Juan Manuel Dodero, Iván Ruiz-Rube. Retrieving Objective Indicators from Student Logs in Virtual Worlds. Journal of Information Technology Research. 2017; 10 (3):69-83.
Chicago/Turabian StyleAntonio Balderas; Anke Berns; Manuel Palomo-Duarte; Juan Manuel Dodero; Iván Ruiz-Rube. 2017. "Retrieving Objective Indicators from Student Logs in Virtual Worlds." Journal of Information Technology Research 10, no. 3: 69-83.
Learning experiences based on multimodal interactive applications are becoming common at all educational levels. Designing assessments for learning applications is often addressed through learning analytics. Multimodal interactive applications generate a large amount of data about students' interaction that can provide insights about their profile, behavior and performance. Unfortunately, this information is usually not accessible or difficult to collect from such applications, especially for teachers without computer programming skills. In this work, we present a visual development environment that supports the creation of multimodal interactive applications for learning with non-intrusive monitoring capacities, thus providing teachers the opportunity to create their own learning analytics tools even if they are not skilled in computer programming.
Antonio Balderas; Iván Ruiz-Rube; José Miguel Mota; Juan M. Dodero; Manuel Palomo-Duarte. A development environment to customize assessment through students interaction with multimodal applications. Proceedings of the Fourth International Conference on Animal-Computer Interaction 2016, 1043 -1048.
AMA StyleAntonio Balderas, Iván Ruiz-Rube, José Miguel Mota, Juan M. Dodero, Manuel Palomo-Duarte. A development environment to customize assessment through students interaction with multimodal applications. Proceedings of the Fourth International Conference on Animal-Computer Interaction. 2016; ():1043-1048.
Chicago/Turabian StyleAntonio Balderas; Iván Ruiz-Rube; José Miguel Mota; Juan M. Dodero; Manuel Palomo-Duarte. 2016. "A development environment to customize assessment through students interaction with multimodal applications." Proceedings of the Fourth International Conference on Animal-Computer Interaction , no. : 1043-1048.
Purpose In a project-based learning experience, the detailed monitoring of the activities in which team members participate can be useful to evaluate their work. However, the project activity produces a large amount of data that can be hardly assessed by a single project supervisor. This poses a scalability issue if the number of users or projects size increases. In this vein, the purpose of this paper is to make the assessment of online learning experiences more sustainable. Design/methodology/approach This paper describes a learning-oriented collaborative assessment method, supported by an open data framework. Also, an architecture for the extraction of different indicators to facilitate the assessment process is presented. Findings The assessment method and the open data framework were applied to a project-based course on web engineering. This experience has provided positive evidences because the grade measurement was backed up with assessment evidences and calculated with less effort. Research limitations/implications At the moment, results indicate that apparently there are no significant evidences against the sustainable evaluation practices for students’ summative evaluation. Nevertheless, when more data become available, a more statistically significant analysis could be made to determine the influence of the assessment practices in the final result of the evaluated skills. Originality/value In contrast to various existing proposals for e-assessment, the strategy focuses on assessing learning experiences in software development projects. Also, the approach is based on the reuse of information from external process supporting tools by integrating a number of metrics in a non-intrusive way.
Ignacio Traverso-Ribón; Antonio Balderas-Alberico; Juan Manuel Dodero; Ivan Ruiz-Rube; Manuel Palomo-Duarte. Open data framework for sustainable assessment of project-based learning experiences. Program 2016, 50, 380 -398.
AMA StyleIgnacio Traverso-Ribón, Antonio Balderas-Alberico, Juan Manuel Dodero, Ivan Ruiz-Rube, Manuel Palomo-Duarte. Open data framework for sustainable assessment of project-based learning experiences. Program. 2016; 50 (4):380-398.
Chicago/Turabian StyleIgnacio Traverso-Ribón; Antonio Balderas-Alberico; Juan Manuel Dodero; Ivan Ruiz-Rube; Manuel Palomo-Duarte. 2016. "Open data framework for sustainable assessment of project-based learning experiences." Program 50, no. 4: 380-398.
En las experiencias de aprendizaje basadas en proyectos, la monitorización detallada de las actividades de los miembros de cada equipo puede resultar de utilidad para la evaluación de su trabajo. Mediante procedimientos de evaluación, los supervisores pueden evaluar las capacidades de trabajo en equipo con una finalidad formativa. Suelen aplicarse estrategias como la auto-evaluación, la evaluación entre iguales y la co-evaluación para hacer que la evaluación formativa sea sostenible. Seguir una estrategia de evaluación no es siempre sencillo para los miembros de los equipos, pues necesitan un conocimiento razonable del proceso y los criterios de evaluación. Este artículo describe una metodología de evaluación orientada al aprendizaje y un framework software de datos abiertos aplicable a la evaluación de proyectos de desarrollo colaborativo. Se han elaborado una rúbrica y una serie de indicadores que proporcionan evidencias sobre las habilidades y, posteriormente, se han aplicado a un curso basado en proyectos de pequeña escala. Los proyectos se gestionaron y ejecutaron con la ayuda de una forja de software libre que incluye una herramienta de gestión de tareas para la planificación y el seguimiento, un repositorio de control de versiones para almacenar el software entregable y una wiki para almacenar los entregables textuales. La experiencia ha proporcionado evidencias a favor del método de evaluación y el framework de datos abiertos para hacer la evaluación del trabajo en equipo más sostenible.
Ignacio Traverso Ribón; Antonio Banderas Alberico; Juan Manuel Dodero; Iván Ruiz Rube; Manuel Palomo. Evaluación sostenible de experiencias de aprendizaje basado en proyectos. Education in the Knowledge Society (EKS) 2016, 17, 19 -44.
AMA StyleIgnacio Traverso Ribón, Antonio Banderas Alberico, Juan Manuel Dodero, Iván Ruiz Rube, Manuel Palomo. Evaluación sostenible de experiencias de aprendizaje basado en proyectos. Education in the Knowledge Society (EKS). 2016; 17 (1):19-44.
Chicago/Turabian StyleIgnacio Traverso Ribón; Antonio Banderas Alberico; Juan Manuel Dodero; Iván Ruiz Rube; Manuel Palomo. 2016. "Evaluación sostenible de experiencias de aprendizaje basado en proyectos." Education in the Knowledge Society (EKS) 17, no. 1: 19-44.
Nowadays, virtual learning environments are developed as digital ecosystems based on existing resources, applications, and web services. Even if they are not hosted in a centralized course management system, they are usually highly coupled. In this paper, we show how semantic technologies can help decoupling them. We build an e-learning web ecosystem enriched with an educational information according to an educational information model and a domain-specific model, so we provide teachers and students with a common user interface. We implemented our proposal in the ASCETA project, integrating well-known open-source systems, such as wikis, blogs, microblogging services, content management systems, and task management systems.
Juan Manuel Dodero; Manuel Palomo-Duarte; Ivan Ruiz-Rube; Ignacio Traverso; Jose Miguel Mota; Antonio Balderas. Learning Technologies and Semantic Integration of Learning Resources. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 2015, 10, 11 -16.
AMA StyleJuan Manuel Dodero, Manuel Palomo-Duarte, Ivan Ruiz-Rube, Ignacio Traverso, Jose Miguel Mota, Antonio Balderas. Learning Technologies and Semantic Integration of Learning Resources. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. 2015; 10 (1):11-16.
Chicago/Turabian StyleJuan Manuel Dodero; Manuel Palomo-Duarte; Ivan Ruiz-Rube; Ignacio Traverso; Jose Miguel Mota; Antonio Balderas. 2015. "Learning Technologies and Semantic Integration of Learning Resources." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 10, no. 1: 11-16.
Virtual worlds (VWs) have become increasingly popular to support students' foreign language learning, especially beyond the classroom. Unfortunately students' interaction in VWs is not always available for the supervisor and thus is not easy to analyse. Nonetheless, it provides interesting information not only in terms of assessment, but also to detect general learner profiles and trends in their use. Therefore we propose a computer system that accepts queries in a simple but specific language for VWs, allowing the supervisor to design assessment formulas, generate reports on students' interaction in VWs and refine the formulas from these results until obtaining a valid indicator for analysing and assessing the retrieved data. In this paper, we describe a case study which has been carried out in a German foreign language course, using a VW implemented video-game and assessing students' foreign language skills. The study has been deployed in a scalable way through our computer system. Preliminary results provide a set of indicators for individual and group behaviour which can be used to assess student's ability to communicate in the target language.
Antonio Balderas; Anke Berns; Manuel Palomo-Duarte; Juan Manuel Dodero; Raúl Gómez-Sánchez; Iván Ruiz-Rube. A domain specific language to retrieve objective indicators for foreign language learning in virtual worlds. Proceedings of the 3rd International Conference on Intelligent Information Processing 2015, 675 -680.
AMA StyleAntonio Balderas, Anke Berns, Manuel Palomo-Duarte, Juan Manuel Dodero, Raúl Gómez-Sánchez, Iván Ruiz-Rube. A domain specific language to retrieve objective indicators for foreign language learning in virtual worlds. Proceedings of the 3rd International Conference on Intelligent Information Processing. 2015; ():675-680.
Chicago/Turabian StyleAntonio Balderas; Anke Berns; Manuel Palomo-Duarte; Juan Manuel Dodero; Raúl Gómez-Sánchez; Iván Ruiz-Rube. 2015. "A domain specific language to retrieve objective indicators for foreign language learning in virtual worlds." Proceedings of the 3rd International Conference on Intelligent Information Processing , no. : 675-680.
The Learning Management Systems provide a set of facilities for the lecturer to manage his courses. Unfortunately, they have limitations when it comes to assessing generic skills. In most of them, every activity is assessable but just with a simple grade and there is not a direct link between activities and generic skills. In this work we present two alternatives to solve this issue: an assisted method based on a Model-driven architecture approach and a Rest Web service that facilitates the assessment of generic skills. We apply both approaches to a case study consisting in a Moodle-based course where we assess the ability of plan and manage time of each student. Results show that the approaches are complementary, the Web service provides more detailed formative feedback, but the Model-driven approach seems more scalable for courses with a high number of students, where it is more difficult to assess their generic skills.
Antonio Balderas; Alvaro Galan-Pinero; Juan Antonio Caballero Hernandez; Gregorio Rodríguez Gómez; Juanma Dodero; Manuel Palomo-Duarte. Domain-driven competence assessment in virtual learning environments. Application to planning and time management skills. 2014 International Symposium on Computers in Education (SIIE) 2014, 121 -126.
AMA StyleAntonio Balderas, Alvaro Galan-Pinero, Juan Antonio Caballero Hernandez, Gregorio Rodríguez Gómez, Juanma Dodero, Manuel Palomo-Duarte. Domain-driven competence assessment in virtual learning environments. Application to planning and time management skills. 2014 International Symposium on Computers in Education (SIIE). 2014; ():121-126.
Chicago/Turabian StyleAntonio Balderas; Alvaro Galan-Pinero; Juan Antonio Caballero Hernandez; Gregorio Rodríguez Gómez; Juanma Dodero; Manuel Palomo-Duarte. 2014. "Domain-driven competence assessment in virtual learning environments. Application to planning and time management skills." 2014 International Symposium on Computers in Education (SIIE) , no. : 121-126.