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Dr. Bernardo Tabuenca
Universidad Politécnica de Madrid

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Research Keywords & Expertise

0 Internet of Things
0 Learning Analytics
0 Mobile Learning
0 Open Educational Resources
0 Ubiquitous Computing

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Mobile Learning
Learning Analytics
Internet of Things
Open Educational Resources

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Long paper
Published: 13 August 2021 in Universal Access in the Information Society
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Freshmen in Higher Education are required to exhibit a strong inclination to taking ownership of their own learning. It entails well-developed self-regulated learning competences. This demand is further exacerbated in purely online settings such as open distant learning, MOOCs, or disruptive circumstances like the COVID pandemic. Time management skills are an essential component in this process and the target of this study, wherein 348 students covered a course through two conditions: the control group attended the semester in an unchanged way, while students in the experimental group were weekly invited to estimate and log their workload and time allocations, via “reflection amplifiers” provided on their mobile devices. While no major difference in time management and learning performance was observable, data reveals that perceived time allocation and prescribed study-time differ substantially. These results raise questions, on the students’ side, about the potential of qualitative (self-inputted) learning analytics to raise awareness on where time investments go. On the teachers’ side, the results highlight the need to better plan the curricula workload specifically for first-year students.

ACS Style

Bernardo Tabuenca; Wolfgang Greller; Dominique Verpoorten. Mind the gap: smoothing the transition to higher education fostering time management skills. Universal Access in the Information Society 2021, 1 -13.

AMA Style

Bernardo Tabuenca, Wolfgang Greller, Dominique Verpoorten. Mind the gap: smoothing the transition to higher education fostering time management skills. Universal Access in the Information Society. 2021; ():1-13.

Chicago/Turabian Style

Bernardo Tabuenca; Wolfgang Greller; Dominique Verpoorten. 2021. "Mind the gap: smoothing the transition to higher education fostering time management skills." Universal Access in the Information Society , no. : 1-13.

Preprint content
Published: 15 February 2021
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Recent reviews addressing the impact of noise exposure in teaching and learning situations conclude negative effects on learning performance. Providing objective real-time feedback on noise is key for teachers and students to adjust it into suitable levels. This experimental work presents the results from a study exploring the visual feedback based on noise level and the impact on students’ (n = 198) perceived learning performance collected in 24 sessions. The results suggest persuasive effects of the ambient display on the groups and an improvement of noise awareness in students. Measurements of perceived learning-performance, and perceived noise were collected and correlated with the objective noise samples concluding poorer perceived learning performance in noisiest groups. Finally, implications for further research as well as lessons learned to moderate noise levels in classrooms using ambient displays are discussed.

ACS Style

Bernardo Tabuenca; Dirk Börner; Marco Kalz. Effects of an ambient learning display on noise levels and perceived learning in a secondary school. 2021, 1 .

AMA Style

Bernardo Tabuenca, Dirk Börner, Marco Kalz. Effects of an ambient learning display on noise levels and perceived learning in a secondary school. . 2021; ():1.

Chicago/Turabian Style

Bernardo Tabuenca; Dirk Börner; Marco Kalz. 2021. "Effects of an ambient learning display on noise levels and perceived learning in a secondary school." , no. : 1.

Journal article
Published: 01 February 2021 in IEEE Transactions on Learning Technologies
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Recent reviews addressing the impact of noise exposure in teaching and learning situations conclude negative effects on learning performance. Providing objective real-time feedback on noise is key for teachers and students to adjust it into suitable levels. This experimental work presents the results from a study exploring the visual feedback based on noise level and the impact on students' (n=198) perceived learning performance. The results suggest persuasive effects of the ambient display on the groups and an improvement of noise awareness in students. Measurements of perceived learning-performance, and perceived noise were collected and correlated with the objective noise samples concluding poorer perceived learning performance in noisiest groups. Finally, implications for further research as well as lessons learned to moderate noise levels in classrooms using ambient displays are discussed.

ACS Style

Bernardo Tabuenca; Dirk Boerner; Marco Kalz. Effects of an ambient learning display on noise levels and perceived learning performance in a secondary school. IEEE Transactions on Learning Technologies 2021, PP, 1 -1.

AMA Style

Bernardo Tabuenca, Dirk Boerner, Marco Kalz. Effects of an ambient learning display on noise levels and perceived learning performance in a secondary school. IEEE Transactions on Learning Technologies. 2021; PP (99):1-1.

Chicago/Turabian Style

Bernardo Tabuenca; Dirk Boerner; Marco Kalz. 2021. "Effects of an ambient learning display on noise levels and perceived learning performance in a secondary school." IEEE Transactions on Learning Technologies PP, no. 99: 1-1.

Journal article
Published: 25 May 2020 in Journal of Systems and Software
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Systematic literature reviews (SLRs) rely on a rigorous and auditable methodology for minimizing biases and ensuring reliability. A common kind of bias arises when selecting studies using a set of inclusion/exclusion criteria. This bias can be decreased through dual revision, which makes the selection process more time-consuming and remains prone to generating bias depending on how each researcher interprets the inclusion/exclusion criteria. To reduce the bias and time spent in the study selection process, this paper presents a process for selecting studies based on the use of Cohen’s Kappa statistic. We have defined an iterative process based on the use of this statistic during which the criteria are refined until obtain almost perfect agreement (k>0.8). At this point, the two researchers interpret the selection criteria in the same way, and thus, the bias is reduced. Starting from this agreement, dual review can be eliminated; consequently, the time spent is drastically shortened. The feasibility of this iterative process for selecting studies is demonstrated through a tertiary study in the area of software engineering on works that were published from 2005 to 2018. The time saved in the study selection process was 28% (for 152 studies) and if the number of studies is sufficiently large, the time saved tend asymptotically to 50%. Researchers and students may take advantage of this iterative process for selecting studies when conducting SLRs to reduce bias in the interpretation of inclusion and exclusion criteria. It is especially useful for research with few resources.

ACS Style

Jorge Pérez; Jessica Díaz; Javier Garcia-Martin; Bernardo Tabuenca. Systematic literature reviews in software engineering—enhancement of the study selection process using Cohen’s Kappa statistic. Journal of Systems and Software 2020, 168, 110657 .

AMA Style

Jorge Pérez, Jessica Díaz, Javier Garcia-Martin, Bernardo Tabuenca. Systematic literature reviews in software engineering—enhancement of the study selection process using Cohen’s Kappa statistic. Journal of Systems and Software. 2020; 168 ():110657.

Chicago/Turabian Style

Jorge Pérez; Jessica Díaz; Javier Garcia-Martin; Bernardo Tabuenca. 2020. "Systematic literature reviews in software engineering—enhancement of the study selection process using Cohen’s Kappa statistic." Journal of Systems and Software 168, no. : 110657.

Journal article
Published: 15 April 2020 in Sensors
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The decrease in the cost of sensors during the last years, and the arrival of the 5th generation of mobile technology will greatly benefit Internet of Things (IoT) innovation. Accordingly, the use of IoT in new agronomic practices might be a vital part for improving soil quality, optimising water usage, or improving the environment. Nonetheless, the implementation of IoT systems to foster environmental awareness in educational settings is still unexplored. This work addresses the educational need to train students on how to design complex sensor-based IoT ecosystems. Hence, a Project-Based-Learning approach is followed to explore multidisciplinary learning processes implementing IoT systems that varied in the sensors, actuators, microcontrollers, plants, soils and irrigation system they used. Three different types of planters were implemented, namely, hydroponic system, vertical garden, and rectangular planters. This work presents three key contributions that might help to improve teaching and learning processes. First, a holistic architecture describing how IoT ecosystems can be implemented in higher education settings is presented. Second, the results of an evaluation exploring teamwork performance in multidisciplinary groups is reported. Third, alternative initiatives to promote environmental awareness in educational contexts (based on the lessons learned) are suggested. The results of the evaluation show that multidisciplinary work including students from different expertise areas is highly beneficial for learning as well as on the perception of quality of the work obtained by the whole group. These conclusions rekindle the need to encourage work in multidisciplinary teams to train engineers for Industry 4.0 in Higher Education.

ACS Style

Bernardo Tabuenca; Vicente García-Alcántara; Carlos Gilarranz-Casado; Samuel Barrado-Aguirre. Fostering Environmental Awareness with Smart IoT Planters in Campuses. Sensors 2020, 20, 2227 .

AMA Style

Bernardo Tabuenca, Vicente García-Alcántara, Carlos Gilarranz-Casado, Samuel Barrado-Aguirre. Fostering Environmental Awareness with Smart IoT Planters in Campuses. Sensors. 2020; 20 (8):2227.

Chicago/Turabian Style

Bernardo Tabuenca; Vicente García-Alcántara; Carlos Gilarranz-Casado; Samuel Barrado-Aguirre. 2020. "Fostering Environmental Awareness with Smart IoT Planters in Campuses." Sensors 20, no. 8: 2227.

Journal article
Published: 01 January 2020 in Comunicar
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E-Learning environments are enhancing both their functionalities and the quality of the resources provided, thus simplifying the creation of learning ecologies adapted for students with disabilities. The number of students with disabilities enrolled in online courses is so small, and their impairments are so specific that it becomes difficult to quantify and identify which specific actions should be taken to support them. This work contributes to scientific literature with two key aspects: 1) It identifies which barriers these students encounter, and which tools they use to create learning ecologies adapted to their impairments; 2) It also presents the results from a case study in which 161 students with recognised disabilities evaluate the efficiency and ease of use of an online learning environment in higher education studies. The work presented in this paper highlights the need to provide multimedia elements with subtitles, text transcriptions, and the option to be downloadable and editable so that the student can adapt them to their needs and learning style. Los entornos de aprendizaje en línea están mejorando sus funcionalidades y la calidad de los recursos, facilitando que estudiantes con discapacidad puedan crear y adaptar sus propias ecologías de aprendizaje. Normalmente, el número de estudiantes con discapacidad matriculados es tan residual y sus discapacidades tan particulares, que resulta difícil identificar y cuantificar qué medidas de asistencia son relevantes para este colectivo en general. El objetivo de este trabajo es hacer entender cómo aprenden los estudiantes en entornos en línea dependiendo de su discapacidad y de las características del entorno. Consistentemente, se definen cinco ecologías de aprendizaje que son más frecuentes. Este trabajo contribuye a la literatura científica en dos aspectos fundamentales: 1) identificar qué barreras se encuentran, qué herramientas de apoyo utilizan los estudiantes online con discapacidad y cómo las combinan para formar ecologías de aprendizaje adaptadas a discapacidades específicas; 2) presentar los resultados en los que 161 estudiantes con discapacidad reconocida evalúan la eficiencia y facilidad de uso de un entorno de aprendizaje online en el ámbito universitario. Se resalta la necesidad de proveer elementos multimedia con subtítulos, transcripciones de texto, y la opción de que sean descargables y editables para que el estudiante pueda adaptarlos a sus necesidades y estilo de aprendizaje.

ACS Style

Covadonga Rodrigo; Bernardo Tabuenca. Learning ecologies in online students with disabilities. Comunicar 2020, 28, 53 -65.

AMA Style

Covadonga Rodrigo, Bernardo Tabuenca. Learning ecologies in online students with disabilities. Comunicar. 2020; 28 (62):53-65.

Chicago/Turabian Style

Covadonga Rodrigo; Bernardo Tabuenca. 2020. "Learning ecologies in online students with disabilities." Comunicar 28, no. 62: 53-65.

Journal article
Published: 20 May 2019 in Sustainability
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(1) The amount of plastic discharges in the environment has drastically increased in the last decades negatively affecting aquatic ecosystems, societies, and the world economy. The policies initiated to deal with this problem are insufficient and there is an urgency to initiate local actions based on a deep understanding of the factors involved. (2) This paper investigates the potential of massive open online courses (MOOCs) to spread environmental education. Therefore, the conclusions drawn from the implementation of a MOOC to combat the problem of marine litter in the world are presented. (3) This work describes the activity of 3632 participants from 64 countries taking an active role presenting useful tools, connecting them with the main world associations, and defining applied action plans in their local area. Pre- and post-questionnaires explore behavioral changes regarding the actions of participants to combat marine litter. The role of MOOCs is contrasted with social media, formal education, and informal education. (4) Findings suggest that MOOCs are useful instruments to promote environmental activism, and to develop local solutions to global problems, for example, clean beaches, supplanting plastic bottles, educational initiatives, and prohibition of single-use plastic.

ACS Style

Bernardo Tabuenca; Marco Kalz; Ansje Löhr. Massive Open Online Education for Environmental Activism: The Worldwide Problem of Marine Litter. Sustainability 2019, 11, 2860 .

AMA Style

Bernardo Tabuenca, Marco Kalz, Ansje Löhr. Massive Open Online Education for Environmental Activism: The Worldwide Problem of Marine Litter. Sustainability. 2019; 11 (10):2860.

Chicago/Turabian Style

Bernardo Tabuenca; Marco Kalz; Ansje Löhr. 2019. "Massive Open Online Education for Environmental Activism: The Worldwide Problem of Marine Litter." Sustainability 11, no. 10: 2860.

Journal article
Published: 09 April 2019 in Revista de Educación a Distancia (RED)
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La era de los teléfonos móviles inteligentes cumple una década de madurez y las instituciones educativas parecen no asimilar los cambios que impone la sociedad digital. La necesidad de articular métodos de tutorización con ayuda de tecnología popular no es nueva, sino que es un agregado a barreras precedentes con tecnologías como Internet o las redes sociales. En este contexto, el ciberacoso representa una de las principales razones del desajuste con el cual profesores y dirigentes lidian para armonizar el uso de dispositivos móviles en los centros educativos. Este artículo explora desde los ojos de 135 profesores (M=32) qué uso se hace del móvil con fines educativos, su predisposición a utilizar móviles propios y redes sociales como herramienta de tutorización, qué peligros y ventajas se identifican de su uso, qué regulación existe actualmente en los centros educativos, y qué edad consideran apropiada para entregar un móvil con Internet a un niño/adolescente. Los resultados de este trabajo dan evidencia de los riesgos de la precocidad en el uso de dispositivos móviles, y se sugieren claves para facilitar la tutorización con ayuda de dispositivos móviles. Este trabajo ofrece una base de conocimiento relevante a futuras iniciativas de establecer usos apropiados del móvil desde la perspectiva docente en España.

ACS Style

Bernardo Tabuenca; Juan José Sánchez-Peña; María José Cuetos-Revuelta. El smartphone desde la perspectiva docente: ¿una herramienta de tutorización o un catalizador de ciberacoso? Revista de Educación a Distancia (RED) 2019, 1, 1 .

AMA Style

Bernardo Tabuenca, Juan José Sánchez-Peña, María José Cuetos-Revuelta. El smartphone desde la perspectiva docente: ¿una herramienta de tutorización o un catalizador de ciberacoso? Revista de Educación a Distancia (RED). 2019; 1 (59):1.

Chicago/Turabian Style

Bernardo Tabuenca; Juan José Sánchez-Peña; María José Cuetos-Revuelta. 2019. "El smartphone desde la perspectiva docente: ¿una herramienta de tutorización o un catalizador de ciberacoso?" Revista de Educación a Distancia (RED) 1, no. 59: 1.

Conference paper
Published: 01 April 2019 in 2019 IEEE Global Engineering Education Conference (EDUCON)
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The 2030 Agenda for Sustainable Development of UNESCO establishes goals and targets in areas of critical importance for humanity. Recently, members of the eMadrid network have organized the Conference Learning with MOOCs (LWMOOCS 2018), the leading worldwide global conference, inspired by this year's theme “MOOCs for All - A Social and International Approach”. This paper analyzes the main outcomes of this conference organized around the “Quality Education”, the Sustainable Development Goal 4.

ACS Style

Edmundo Tovar; Bernardo Tabuenca; Ahmed Alzaghoul; Carlos Delgado Kloos; James Sluss; Africa Lopez-Rey; Elena Ruiz; Felix Garcia-Loro; Elio Sancristobal; Miguel Rodriguez Artacho; Sergio Martin; Manuel Castro; Russ Meier; Nelson Piedra. Do MOOCs Sustain the UNESCO’s Quality Education Goal? 2019 IEEE Global Engineering Education Conference (EDUCON) 2019, 1499 -1503.

AMA Style

Edmundo Tovar, Bernardo Tabuenca, Ahmed Alzaghoul, Carlos Delgado Kloos, James Sluss, Africa Lopez-Rey, Elena Ruiz, Felix Garcia-Loro, Elio Sancristobal, Miguel Rodriguez Artacho, Sergio Martin, Manuel Castro, Russ Meier, Nelson Piedra. Do MOOCs Sustain the UNESCO’s Quality Education Goal? 2019 IEEE Global Engineering Education Conference (EDUCON). 2019; ():1499-1503.

Chicago/Turabian Style

Edmundo Tovar; Bernardo Tabuenca; Ahmed Alzaghoul; Carlos Delgado Kloos; James Sluss; Africa Lopez-Rey; Elena Ruiz; Felix Garcia-Loro; Elio Sancristobal; Miguel Rodriguez Artacho; Sergio Martin; Manuel Castro; Russ Meier; Nelson Piedra. 2019. "Do MOOCs Sustain the UNESCO’s Quality Education Goal?" 2019 IEEE Global Engineering Education Conference (EDUCON) , no. : 1499-1503.

Proceedings
Published: 01 January 2019 in Proceedings
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Ambient displays can play an important role in the teaching process guiding students to perform learning activities in public spaces. In the last years, automated feedback is becoming popular due to the proliferation of sensors, actuators, mobile devices, and networks. The contribution of this paper is twofold: (1) first, we present the implementation of an ambient display designed to provide feedback in learning scenarios using different actuators; (2) second, we present the results of a survey to investigate how adequate might be Bluetooth technology to sense and attract students to perform a learning activity.

ACS Style

Bernardo Tabuenca; Luohong Wu; Edmundo Tovar; Wu. The PRISMA: A Visual Feedback Display for Learning Scenarios. Proceedings 2019, 31, 81 .

AMA Style

Bernardo Tabuenca, Luohong Wu, Edmundo Tovar, Wu. The PRISMA: A Visual Feedback Display for Learning Scenarios. Proceedings. 2019; 31 (1):81.

Chicago/Turabian Style

Bernardo Tabuenca; Luohong Wu; Edmundo Tovar; Wu. 2019. "The PRISMA: A Visual Feedback Display for Learning Scenarios." Proceedings 31, no. 1: 81.

Long paper
Published: 06 March 2017 in Universal Access in the Information Society
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The progressive adoption of smartphones and interconnected devices is inspiring students to redesign their physical spaces toward a seamless shift between daily life and learning activities. In the last years, Massive Open Online Courses (MOOCs) represent one of the key resources facilitating universal access to education as they enable students to learn across formal and informal contexts. However, there is little research exploring these alternative ways to present the content offered to learners in MOOCs for improved accessibility from personal contexts. This work presents the first study evaluating mobile-screencast technology as a means to facilitate learning processes in online courses. The contribution from this manuscript is threefold: First, preferred learning spaces for students enrolled to accomplish the activities in a MOOC are identified; second, mobile-screencast is evaluated as a solution for improved accessibility in online courses; third, an open tool for mobile-screencast and initial results from a formative evaluation are presented. This tool can be reused and adapted in further MOOC implementations. Finally, lessons learned are discussed and cues for future implementations are challenged.

ACS Style

Bernardo Tabuenca; Marco Kalz; Ansje Löhr. MoocCast: evaluating mobile-screencast for online courses. Universal Access in the Information Society 2017, 17, 745 -753.

AMA Style

Bernardo Tabuenca, Marco Kalz, Ansje Löhr. MoocCast: evaluating mobile-screencast for online courses. Universal Access in the Information Society. 2017; 17 (4):745-753.

Chicago/Turabian Style

Bernardo Tabuenca; Marco Kalz; Ansje Löhr. 2017. "MoocCast: evaluating mobile-screencast for online courses." Universal Access in the Information Society 17, no. 4: 745-753.

Journal article
Published: 17 September 2016 in Journal of Learning Analytics
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We present a data set comprising noise samples collected during 26 sessions of the subject “Technology” of Secondary Education studies with a mobile device. The data set includes rich metadata with the aim to facilitate the correlation with further studies, namely, type of session (i.e. traditional face-to-face lecture, collaborative workshop session, individual computer session), the number of students participating in the session, the percentage of male/female students, the mean age of the students, timestamp when the sample was collected, language of the session, country, city and location where it took place. The data is shared in different format to facilitate its management across platforms.

ACS Style

Bernardo Tabuenca; Dirk Börner. Noise in Classrooms Data Set. Journal of Learning Analytics 2016, 3, 325 -329.

AMA Style

Bernardo Tabuenca, Dirk Börner. Noise in Classrooms Data Set. Journal of Learning Analytics. 2016; 3 (2):325-329.

Chicago/Turabian Style

Bernardo Tabuenca; Dirk Börner. 2016. "Noise in Classrooms Data Set." Journal of Learning Analytics 3, no. 2: 325-329.

Conference paper
Published: 26 November 2015 in Transactions on Petri Nets and Other Models of Concurrency XV
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A fundamental objective of human-computer interaction research is to make systems that are seamlessly integrated into daily life activities. Hence, the challenge is not only to make information available to people at any time, at any place, and in any form, but specifically to say the right thing at the right time in the right way. On the other hand, the proliferation of sensor technology is facilitating the scaffolding and customization of smart learning environments. This manuscript presents an ecology of resources comprising NFC, BLE and Arduino technology, orchestrated in the context of a learning environment to provide smoothly integrated feedback via ambient displays. This ecology is proposed as a suitable solution for self-regulated learning, providing support for setting goals, setting aside time to learn, tracking study time and monitoring the progress. Hereby, the ecology is described and intriguing research questions are introduced.

ACS Style

Bernardo Tabuenca; Dirk Börner; Marco Kalz; Marcus Specht. User-Modelled Ambient Feedback for Self-regulated Learning. Transactions on Petri Nets and Other Models of Concurrency XV 2015, 535 -539.

AMA Style

Bernardo Tabuenca, Dirk Börner, Marco Kalz, Marcus Specht. User-Modelled Ambient Feedback for Self-regulated Learning. Transactions on Petri Nets and Other Models of Concurrency XV. 2015; ():535-539.

Chicago/Turabian Style

Bernardo Tabuenca; Dirk Börner; Marco Kalz; Marcus Specht. 2015. "User-Modelled Ambient Feedback for Self-regulated Learning." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 535-539.

Journal article
Published: 01 November 2015 in Computers & Education
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This longitudinal study explores the effects of tracking and monitoring time devoted to learn with a mobile tool, on self-regulated learning. Graduate students (n¿=¿36) from three different online courses used their own mobile devices to track how much time they devoted to learn over a period of four months. Repeated measures of the Online Self-Regulated Learning Questionnaire and Validity and Reliability of Time Management Questionnaire were taken along the course. Our findings reveal positive effects of tracking time on time management skills. Variations in the channel, content and timing of the mobile notifications to foster reflective practice are investigated, and time-logging patterns are described. These results not only provide evidence of the benefits of recording learning time, but also suggest relevant cues on how mobile notifications should be designed and prompted towards self-regulated learning of students in online courses. Mobile notifications and learning analytics can be used to foster self-regulated learning.Tracking and monitoring learning time on mobile devices improve time management skills.Learning analytics served on mobile devices raise awareness on the learning process.Sporadic contextualized mobile notifications support the competence of learning to learn.

ACS Style

Bernardo Tabuenca; Marco Kalz; Hendrik Drachsler; Marcus Specht. Time will tell: The role of mobile learning analytics in self-regulated learning. Computers & Education 2015, 89, 53 -74.

AMA Style

Bernardo Tabuenca, Marco Kalz, Hendrik Drachsler, Marcus Specht. Time will tell: The role of mobile learning analytics in self-regulated learning. Computers & Education. 2015; 89 ():53-74.

Chicago/Turabian Style

Bernardo Tabuenca; Marco Kalz; Hendrik Drachsler; Marcus Specht. 2015. "Time will tell: The role of mobile learning analytics in self-regulated learning." Computers & Education 89, no. : 53-74.

Conference paper
Published: 01 August 2015 in Communications in Computer and Information Science
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Lifelong learners’ activities are scattered along the day, in different locations and making use of multiple devices. Most of the times they have to merge learning, work and everyday life making difficult to have an account on how much time is devoted to learning activities and learning goals. Indeed, learning experiences are disrupted and there is a lack of solutions to integrate daily life activities and learning in the same process. On the other hand, smartphones are becoming a universal learning device facilitating new tools and ways of interaction that can be smoothly embedded into daily life. This manuscript presents the NFC LearnTracker, a mobile tool proposing the user to introspect his autobiography as a learner to identify successful physical learning environments, mark them with sensor tags, bind them to self-defined learning goals, keep track of the time invested on each goal with a natural interface, and monitor the learning analytics. This work implies a suitable tool for lifelong learners to bind scattered activities keeping them in a continuing learning flow. The NFC LearnTracker is released under open access licence with the aim to foster adaptation to further communities as well as to facilitate the extension to the increasing number of sensor and NFC tags existent in the market.

ACS Style

Bernardo Tabuenca; Marco Kalz; Marcus Specht. Binding Daily Physical Environments to Learning Activities with Mobile and Sensor Technology. Communications in Computer and Information Science 2015, 73 -84.

AMA Style

Bernardo Tabuenca, Marco Kalz, Marcus Specht. Binding Daily Physical Environments to Learning Activities with Mobile and Sensor Technology. Communications in Computer and Information Science. 2015; ():73-84.

Chicago/Turabian Style

Bernardo Tabuenca; Marco Kalz; Marcus Specht. 2015. "Binding Daily Physical Environments to Learning Activities with Mobile and Sensor Technology." Communications in Computer and Information Science , no. : 73-84.

Journal article
Published: 09 March 2015 in International Journal of Advanced Corporate Learning (iJAC)
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The increasing number of mobile vendors releasing NFC-enabled devices to the market and their prominent adoption has moved this technology from a niche product to a product with a large market-share. NFC facilitates natural interactions between digital world and physical learning environments. The scaffolding of learning ecologies is a key aspect for lifelong learners in their challenge to integrate learning activities into busy daily life. The contribution of this manuscript is twofold: first, a review of scientific literature in which NFC has been used with a direct or indirect purpose to learn is presented, and potential uses for learners are classified according to their type of interaction; based on these findings the NFC MediaPlayer is presented as an instantiation of an ecology of resources (EoR) in a lifelong learning context. Finally, shortcomings and best practices are highlighted in the conclusions, and future work is discussed.

ACS Style

Bernardo Tabuenca; Marco Kalz; Marcus Specht. Tap it again, Sam: Harmonizing Personal Environments towards Lifelong Learning. International Journal of Advanced Corporate Learning (iJAC) 2015, 8, 16 .

AMA Style

Bernardo Tabuenca, Marco Kalz, Marcus Specht. Tap it again, Sam: Harmonizing Personal Environments towards Lifelong Learning. International Journal of Advanced Corporate Learning (iJAC). 2015; 8 (1):16.

Chicago/Turabian Style

Bernardo Tabuenca; Marco Kalz; Marcus Specht. 2015. "Tap it again, Sam: Harmonizing Personal Environments towards Lifelong Learning." International Journal of Advanced Corporate Learning (iJAC) 8, no. 1: 16.

Conference paper
Published: 15 January 2015 in Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction
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This paper describes the research and development of tangible interactive ambient display prototypes to support learning scenarios. Therefore a prototypical system design called the Feedback Cube is presented. The prototypes combine motion sensors, visual and auditive actuators, as well as wireless communication capabilities in a cubic layout. An initial formative study underpins the prototypes’ potential to facilitate interaction and/or indicate feedback. Based on the presented results possible applications scenarios in a learning context are outlined.METALOGUE. Seventh Framework Programme collaborative project funded by the European Commission under grant agreement number: 611073 (http://www.metalogue.eu)

ACS Style

Dirk Börner; Bernardo Tabuenca; Jeroen Storm; Sven Happe; Marcus Specht. Tangible Interactive Ambient Display Prototypes to Support Learning Scenarios. Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction 2015, 721 -726.

AMA Style

Dirk Börner, Bernardo Tabuenca, Jeroen Storm, Sven Happe, Marcus Specht. Tangible Interactive Ambient Display Prototypes to Support Learning Scenarios. Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction. 2015; ():721-726.

Chicago/Turabian Style

Dirk Börner; Bernardo Tabuenca; Jeroen Storm; Sven Happe; Marcus Specht. 2015. "Tangible Interactive Ambient Display Prototypes to Support Learning Scenarios." Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction , no. : 721-726.

Journal article
Published: 18 December 2014 in IEEE Transactions on Learning Technologies
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Nowadays, smartphone users are constantly receiving notifications from applications that provide feedback, as reminders, recommendations or announcements. Nevertheless, there is little research on the effects of mobile notifications to foster meta-learning. This paper explores the effectiveness of mobile notifications to foster reflection on meta-learning by presenting the results of two studies: (1) a formative study with 37 secondary school students offering a daily reflection and reporting exercise about their learning experience during the day; (2) an experiment involving 60 adults to read an eBook on energy-efficient driving for one hour. During that time, the participants received mobile notifications inviting them to reflect in-action. On the one hand, the results from the first study show that students do not have a habit of seeing themselves as learners and developing a “professional” awareness about their daily activity at work/school. On the other hand, the second study explores the effects of different notification types on knowledge gain and motivation. Results envision a higher knowledge gain and motivation for the group assigned with the least complex interactions with mobile devices during the reflection exercise. Finally, these results are discussed and important research questions for future research on mobile notifications are raised.

ACS Style

Bernardo Tabuenca; Marco Kalz; Stefaan Ternier; Marcus M. Specht. Stop and Think: Exploring Mobile Notifications to Foster Reflective Practice on Meta-Learning. IEEE Transactions on Learning Technologies 2014, 8, 124 -135.

AMA Style

Bernardo Tabuenca, Marco Kalz, Stefaan Ternier, Marcus M. Specht. Stop and Think: Exploring Mobile Notifications to Foster Reflective Practice on Meta-Learning. IEEE Transactions on Learning Technologies. 2014; 8 (1):124-135.

Chicago/Turabian Style

Bernardo Tabuenca; Marco Kalz; Stefaan Ternier; Marcus M. Specht. 2014. "Stop and Think: Exploring Mobile Notifications to Foster Reflective Practice on Meta-Learning." IEEE Transactions on Learning Technologies 8, no. 1: 124-135.

Journal article
Published: 16 November 2014 in Universal Access in the Information Society
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The proliferation of smartphones in the last decade and the number of publications in the field of authoring systems for computer-assisted learning depict a scenario that needs to be explored in order to facilitate the scaffolding of learning activities across contexts. Learning resources are traditionally designed in desktop-based authoring systems where the context is mostly restricted to the learning objective, capturing relevant case characteristics, or virtual situation models. Mobile authoring tools enable learners and teachers to foster universal access to educational resources not only providing channels to share, remix, or recontextualize these, but also capturing the context in situ and in time. As a further matter, authoring educational resources in a mobile context is an authentic experience where authors can link learning with their own daily life activities and reflections. The contribution of this manuscript is fourfold: First, the main barriers for ubiquitous and mobile authoring of educational resources are identified; second, recent research on mobile authoring tools is reviewed, and 10 key shortcomings of current approaches are identified; third, the design of a mobile environment to author educational resources (MAT for ARLearn) is presented, and the results of an evaluation of usability and hedonic quality are presented; fourth, conclusions and a research agenda for mobile authoring are discussed.

ACS Style

Bernardo Tabuenca; Marco Kalz; Stefaan Ternier; Marcus Specht. Mobile authoring of open educational resources for authentic learning scenarios. Universal Access in the Information Society 2014, 15, 329 -343.

AMA Style

Bernardo Tabuenca, Marco Kalz, Stefaan Ternier, Marcus Specht. Mobile authoring of open educational resources for authentic learning scenarios. Universal Access in the Information Society. 2014; 15 (3):329-343.

Chicago/Turabian Style

Bernardo Tabuenca; Marco Kalz; Stefaan Ternier; Marcus Specht. 2014. "Mobile authoring of open educational resources for authentic learning scenarios." Universal Access in the Information Society 15, no. 3: 329-343.

Conference paper
Published: 01 October 2014 in 2014 IEEE Frontiers in Education Conference (FIE) Proceedings
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Lifelong leaners are intrinsically motivated to embed learning activities into daily life activities. Nevertheless, finding a suitable combination of the two is not trivial since lifelong learners have to face conflicts of time and location. Hence, lifelong learners normally build personal learning ecologies in those moments they set aside to learn making use of their available resources. On the other hand, the advent of Near Field Communication (NFC) technology facilitates the harmonization in the interactions between the digital world and daily physical spaces. Likewise, NFC enabled phones are becoming more and more popular. The contribution of this manuscript is threefold: first, scientific literature where NFC has been used with a direct or indirect purpose to learn is reviewed, and potential uses for lifelong learners are identified; based on these findings the Ecology of Resources for Lifelong Learning is presented as suitable setup for the scaffolding of learning activities with NFC augmented physical spaces; finally, this ecology is piloted and different learning scenarios are proposed for further extension.

ACS Style

Bernardo Tabuenca; Marco Kalz; Marcus Specht. Tap it again, Sam: Harmonizing the frontiers between digital and real worlds in education. 2014 IEEE Frontiers in Education Conference (FIE) Proceedings 2014, 1 -9.

AMA Style

Bernardo Tabuenca, Marco Kalz, Marcus Specht. Tap it again, Sam: Harmonizing the frontiers between digital and real worlds in education. 2014 IEEE Frontiers in Education Conference (FIE) Proceedings. 2014; ():1-9.

Chicago/Turabian Style

Bernardo Tabuenca; Marco Kalz; Marcus Specht. 2014. "Tap it again, Sam: Harmonizing the frontiers between digital and real worlds in education." 2014 IEEE Frontiers in Education Conference (FIE) Proceedings , no. : 1-9.