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There is a clear need to promote motivating and effective training actions for the development of teachers’ digital competence, especially in the area of e-safety. Although educational video game-based learning has proven effective to improve motivation and learning outcomes, the existing evidence about its effectiveness for the development of teachers’ digital competence is very limited. This study examines the use of educational video games in an online course in MOOC format with the aim of developing teachers’ digital competence in the e-safety area. A total of 179 teachers from nonuniversity schools in the region of Castilla y León (Spain) participated in this study. A pre-test and a post-test were used to measure the knowledge acquired by the participants, and a questionnaire was used to measure their perceptions. The obtained results suggest that game-based learning using educational video games is an effective and viable approach to train teachers in the e-safety area of digital competence.
Aldo Gordillo; Enrique Barra; Sonsoles López-Pernas; Juan Quemada. Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games. Sustainability 2021, 13, 8485 .
AMA StyleAldo Gordillo, Enrique Barra, Sonsoles López-Pernas, Juan Quemada. Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games. Sustainability. 2021; 13 (15):8485.
Chicago/Turabian StyleAldo Gordillo; Enrique Barra; Sonsoles López-Pernas; Juan Quemada. 2021. "Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games." Sustainability 13, no. 15: 8485.
Although many courses in computer science and software engineering require students to work on practical assignments, these are usually toy projects that do not come close to real professional developments. As such, recent graduates often fail to meet industry expectations when they first enter the workforce. In view of the gap between graduates’ skills and industry expectations, several institutions have resorted to integrating open-source software development as part of their programs. In this pilot study, we report on the results of the contributions of eleven students to the FIWARE open-source project as part of their final year project. Our findings suggest that both teachers and students have a positive perception towards contributing to the FIWARE open-source initiative and that students increased their knowledge of technologies valued by the industry. We also found that this kind of project requires an additional initial effort for the students as well as for the instructor to monitor their progress. Consequently, it is important that the instructors have previous experience in FIWARE, as many of the students need help during the process.
Javier Conde; Sonsoles López-Pernas; Alejandro Pozo; Andres Munoz-Arcentales; Gabriel Huecas; Álvaro Alonso. Bridging the Gap between Academia and Industry through Students’ Contributions to the FIWARE European Open-Source Initiative: A Pilot Study. Electronics 2021, 10, 1523 .
AMA StyleJavier Conde, Sonsoles López-Pernas, Alejandro Pozo, Andres Munoz-Arcentales, Gabriel Huecas, Álvaro Alonso. Bridging the Gap between Academia and Industry through Students’ Contributions to the FIWARE European Open-Source Initiative: A Pilot Study. Electronics. 2021; 10 (13):1523.
Chicago/Turabian StyleJavier Conde; Sonsoles López-Pernas; Alejandro Pozo; Andres Munoz-Arcentales; Gabriel Huecas; Álvaro Alonso. 2021. "Bridging the Gap between Academia and Industry through Students’ Contributions to the FIWARE European Open-Source Initiative: A Pilot Study." Electronics 10, no. 13: 1523.
Learning programming is a complex and challenging task for many students. It involves both understanding theoretical concepts and acquiring practical skills. Hence, analyzing learners’ data from online learning environments alone fails to capture the full breadth of students’ actions if part of their learning process takes place elsewhere. Moreover, existing studies on learning analytics applied to programming education have mainly relied on frequency analysis to classify students according to their approach to programming or to predict academic achievement. However, frequency analysis provides limited insights into the individual time-related characteristics of the learning process. The current study examines students’ strategies when learning programming, combining data from the learning management system and from an automated assessment tool used to support students while solving the programming assignments. The study included the data of 292 engineering students (228 men and 64 women, aged 20–26) from the two aforementioned sources. To gain an in-depth understanding of students’ learning process as well as of the types of learners, we used learning analytics methods that account for the temporal order of learning actions. Our results show that students have special preferences for specific learning resources when learning programming, namely, slides that support search, and copy and paste. We also found that videos are relatively less consumed by students, especially while working on programming assignments. Lastly, students resort to course forums to seek help only when they struggle.
Sonsoles López-Pernas; Mohammed Saqr; Olga Viberg. Putting It All Together: Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming. Sustainability 2021, 13, 4825 .
AMA StyleSonsoles López-Pernas, Mohammed Saqr, Olga Viberg. Putting It All Together: Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming. Sustainability. 2021; 13 (9):4825.
Chicago/Turabian StyleSonsoles López-Pernas; Mohammed Saqr; Olga Viberg. 2021. "Putting It All Together: Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming." Sustainability 13, no. 9: 4825.
Existing literature has provided strong evidence that educational escape rooms are engaging and effective learning activities when they are properly conducted in the classroom. However, no prior research has determined whether the positive effects of these novel educational activities on students’ perceptions and learning persist when conducted remotely. This article performs, for the first time, a comparative study of the effectiveness of face-to-face and remote educational escape rooms. For this purpose, two versions of the same educational escape room were conducted: one in-class and one remotely. Both experiences were evaluated by means of three different instruments: (1) a pre-test and a post-test for measuring learning gains, (2) a questionnaire for assessing students’ perceptions, and (3) a web platform for recording student interaction data during the activities. The results obtained suggest that, although remote educational escape rooms for learning programming can be as engaging as their face-to-face counterparts, their learning effectiveness is somewhat lower.
Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. Comparing Face-to-Face and Remote Educational Escape Rooms for Learning Programming. IEEE Access 2021, 9, 1 -1.
AMA StyleSonsoles Lopez-Pernas, Aldo Gordillo, Enrique Barra, Juan Quemada. Comparing Face-to-Face and Remote Educational Escape Rooms for Learning Programming. IEEE Access. 2021; 9 ():1-1.
Chicago/Turabian StyleSonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. 2021. "Comparing Face-to-Face and Remote Educational Escape Rooms for Learning Programming." IEEE Access 9, no. : 1-1.
Learning programming is a complex and challenging task for many students. It in-volves both understanding theoretical concepts and acquiring practical skills. Hence, analyzing learners’ data from online learning environments alone fails to capture the full breadth of stu-dents’ actions if part of their learning process takes place elsewhere. Moreover, existing studies on learning analytics applied to programming education have mainly relied on frequency analysis to classify students according to their approach to programming or to predict academic achieve-ment. However, frequency analysis provides limited insights into the individual time-related characteristics of the learning process. The current study examines students’ strategies when learning programming, combining data from the learning management system and from an au-tomated assessment tool. To gain an in-depth understanding of students’ learning process as well as of the types of learners, we used learning analytics methods that account for the temporal order of learning actions. Our results show that students have special preferences for specific learning resources when learning programming, namely slides that support search, and copy and paste. We also found that videos are relatively less consumed by students, especially while working on programming assignments. Lastly, students resort to course forums to seek help only when they struggle.
Sonsoles López-Pernas; Mohammed Saqr; Olga Viberg. Putting It All Together: Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming. 2021, 1 .
AMA StyleSonsoles López-Pernas, Mohammed Saqr, Olga Viberg. Putting It All Together: Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming. . 2021; ():1.
Chicago/Turabian StyleSonsoles López-Pernas; Mohammed Saqr; Olga Viberg. 2021. "Putting It All Together: Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming." , no. : 1.
In recent years, escape rooms have become one of the leading leisure activities worldwide. Derived from these activities, educational escape rooms have emerged as a new type of teaching practice with the promise of enhancing students’ learning through highly engaging experiences. The rapid rise of educational escape rooms has led to a misalignment between educators’ needs for being able to implement this novel teaching practice and the availability of tools to ease the process. Moreover, this lack of support is preventing teachers and students from taking full advantage of the potential of educational escape rooms. This article provides a road map of the most urgent issues to be addressed to bridge the aforementioned gap: easing the creation of digital puzzles, aiding in the logistical aspects of conducting an educational escape room, harnessing learning analytics, fostering remote collaboration, and integrating artificial intelligence to adapt the experience to each team.
Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra. Technology-Enhanced Educational Escape Rooms: A Road Map. IT Professional 2021, 23, 26 -32.
AMA StyleSonsoles Lopez-Pernas, Aldo Gordillo, Enrique Barra. Technology-Enhanced Educational Escape Rooms: A Road Map. IT Professional. 2021; 23 (2):26-32.
Chicago/Turabian StyleSonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra. 2021. "Technology-Enhanced Educational Escape Rooms: A Road Map." IT Professional 23, no. 2: 26-32.
Educational escape rooms are emerging as a new type of learning activity with the potential to enhance students’ learning through highly engaging experiences. However, conducting educational escape rooms effectively is very complex and there are no software tools available for this purpose. This lack of support is hindering the widespread use and adoption of these activities. This article presents Escapp, a web platform that allows teachers to conduct effective and highly engaging educational escape rooms. The platform has been used for conducting three different educational escape rooms (one face-to-face and two remotely) in three higher education settings. Three case studies were conducted to empirically evaluate the usefulness of Escapp for conducting these activities, which involved more than 400 students. On the one hand, a questionnaire was administered to students to gather their opinions on the Escapp platform, obtaining very positive results in terms of overall usefulness, usability and engagement. On the other hand, data automatically recorded by Escapp during the three educational escape rooms are presented as evidence of the high number of student interactions that take place during activities of this kind and the need of using a software system for conducting them in an effective way. The results of this article show that Escapp is a well-suited solution for conducting effective face-to-face and remote educational escape rooms.
Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. Escapp: A Web Platform for Conducting Educational Escape Rooms. IEEE Access 2021, 9, 38062 -38077.
AMA StyleSonsoles Lopez-Pernas, Aldo Gordillo, Enrique Barra, Juan Quemada. Escapp: A Web Platform for Conducting Educational Escape Rooms. IEEE Access. 2021; 9 ():38062-38077.
Chicago/Turabian StyleSonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. 2021. "Escapp: A Web Platform for Conducting Educational Escape Rooms." IEEE Access 9, no. : 38062-38077.
There is a worrying gap between the digital competence that teachers must have to effectively develop their students’ digital competence and the one they actually have, especially in the area related to the safe and responsible use of technology. Further investigation is needed on the use of training activities, methods and tools aimed at enhancing this competence. This article examines, in the context of an online course in MOOC format, the usefulness of Social Lab, a simulated social network, as an educational tool to improve the digital competence of teachers in the area of safe and responsible use of technology.
Aldo Gordillo; Enrique Barra; Pablo Garaizar; Sonsoles Lopez-Pernas. Use of a Simulated Social Network as an Educational Tool to Enhance Teacher Digital Competence. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 2021, 16, 107 -114.
AMA StyleAldo Gordillo, Enrique Barra, Pablo Garaizar, Sonsoles Lopez-Pernas. Use of a Simulated Social Network as an Educational Tool to Enhance Teacher Digital Competence. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. 2021; 16 (1):107-114.
Chicago/Turabian StyleAldo Gordillo; Enrique Barra; Pablo Garaizar; Sonsoles Lopez-Pernas. 2021. "Use of a Simulated Social Network as an Educational Tool to Enhance Teacher Digital Competence." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 16, no. 1: 107-114.
With the rise of distance learning, new challenges have emerged for educators. Among these challenges, developing effective and motivating group activities for students in the remote classroom is one of the top priorities to be addressed. According to existing literature, educational escape rooms have proven to be engaging and effective learning activities when conducted face-to-face. However, no prior research has analyzed the instructional effectiveness of these activities when they are conducted remotely. Furthermore, none of the educational escape rooms reported in the literature has been designed for teaching software modeling. This article analyzes an educational escape room conducted remotely in a software engineering fundamentals course for teaching software modeling. A total of three evaluation instruments were used: a pre-test and a post-test to measure students’ learning gains, a questionnaire to collect students’ perceptions, and a web platform for automatically gathering data on students’ interactions. The contribution of this article is two-fold. On the one hand, it provides, for the first time, evidence that remote educational escape rooms can be effective learning activities. On the other hand, it provides, also for the first time, proof that educational escape rooms are effective and engaging activities for teaching software modeling.
Aldo Gordillo; Daniel Lopez-Fernandez; Sonsoles Lopez-Pernas; Juan Quemada. Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering. IEEE Access 2020, 8, 225032 -225051.
AMA StyleAldo Gordillo, Daniel Lopez-Fernandez, Sonsoles Lopez-Pernas, Juan Quemada. Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering. IEEE Access. 2020; 8 (99):225032-225051.
Chicago/Turabian StyleAldo Gordillo; Daniel Lopez-Fernandez; Sonsoles Lopez-Pernas; Juan Quemada. 2020. "Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering." IEEE Access 8, no. 99: 225032-225051.
The COVID-19 pandemic imposed in many countries, in the short term, the interruption of face-to-face teaching activities and, in the medium term, the existence of a ‘new normal’, in which teaching methods should be able to switch from face-to-face to remote overnight. However, this flexibility can pose a great difficulty, especially in the assessment of practical courses with a high student–teacher ratio, in which the assessment tools or methods used in face-to-face learning are not ready to be adopted within a fully online environment. This article presents a case study describing the transformation of the assessment method of a programming course in higher education to a fully online format during the COVID-19 pandemic, by means of an automated student-centered assessment tool. To evaluate the new assessment method, we studied students’ interactions with the tool, as well as students’ perceptions, which were measured with two different surveys: one for the programming assignments and one for the final exam. The results show that the students’ perceptions of the assessment tool were highly positive: if using the tool had been optional, the majority of them would have chosen to use it without a doubt, and they would like other courses to involve a tool like the one presented in this article. A discussion about the use of this tool in subsequent years in the same and related courses is also presented, analyzing the sustainability of this new assessment method.
Enrique Barra; Sonsoles López-Pernas; Álvaro Alonso; Juan Sánchez-Rada; Aldo Gordillo; Juan Quemada. Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era. Sustainability 2020, 12, 7451 .
AMA StyleEnrique Barra, Sonsoles López-Pernas, Álvaro Alonso, Juan Sánchez-Rada, Aldo Gordillo, Juan Quemada. Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era. Sustainability. 2020; 12 (18):7451.
Chicago/Turabian StyleEnrique Barra; Sonsoles López-Pernas; Álvaro Alonso; Juan Sánchez-Rada; Aldo Gordillo; Juan Quemada. 2020. "Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era." Sustainability 12, no. 18: 7451.
This article presents a comprehensive study of human physiology to determine the impact of body mass index (BMI) on human gait. The approach followed in this study consists of a mathematical model based on the centre of mass of the human body, the inertia of a person in motion and the human gait speed. Moreover, the study includes the representation of a building using graph theory and emulates the presence of a person inside the building when an emergency takes place. The optimal evacuation route is obtained using the breadth-first search (BFS) algorithm, and the evacuation time prediction is calculated using a Gaussian process model. Then, the risk of the building is quantified by using a non-sequential Monte Carlo simulation. The results open up a new horizon for developing a more realistic model for the assessment of civil safety.
Washington Velásquez; Manuel S. Alvarez-Alvarado; Andres Munoz-Arcentales; Sonsoles López-Pernas; Joaquín Salvachúa; Manuel Alvarez-Alvarado. Body Mass Index in Human Gait for Building Risk Assessment Using Graph Theory. Sensors 2020, 20, 2899 .
AMA StyleWashington Velásquez, Manuel S. Alvarez-Alvarado, Andres Munoz-Arcentales, Sonsoles López-Pernas, Joaquín Salvachúa, Manuel Alvarez-Alvarado. Body Mass Index in Human Gait for Building Risk Assessment Using Graph Theory. Sensors. 2020; 20 (10):2899.
Chicago/Turabian StyleWashington Velásquez; Manuel S. Alvarez-Alvarado; Andres Munoz-Arcentales; Sonsoles López-Pernas; Joaquín Salvachúa; Manuel Alvarez-Alvarado. 2020. "Body Mass Index in Human Gait for Building Risk Assessment Using Graph Theory." Sensors 20, no. 10: 2899.
In recent years, a new business paradigm has emerged which revolves around effectively extracting value from data. In this scope, providing a secure ecosystem for data sharing that ensures data governance and traceability is of paramount importance as it holds the potential to create new applications and services. Protecting data goes beyond restricting who can access what resource (covered by identity and Access Control): it becomes necessary to control how data are treated once accessed, which is known as data Usage Control. Data Usage Control provides a common and trustful security framework to guarantee the compliance with data governance rules and responsible use of organizations’ data by third-party entities, easing and ensuring secure data sharing in ecosystems such as Smart Cities and Industry 4.0. In this article, we present an implementation of a previously published architecture for enabling access and Usage Control in data-sharing ecosystems among multiple organizations using the FIWARE European open source platform. Additionally, we validate this implementation through a real use case in the food industry. We conclude that the proposed model, implemented using FIWARE components, provides a flexible and powerful architecture to manage Usage Control in data-sharing ecosystems.
Andres Munoz-Arcentales; Sonsoles López-Pernas; Alejandro Pozo; Álvaro Alonso; Joaquín Salvachúa; Gabriel Huecas. Data Usage and Access Control in Industrial Data Spaces: Implementation Using FIWARE. Sustainability 2020, 12, 3885 .
AMA StyleAndres Munoz-Arcentales, Sonsoles López-Pernas, Alejandro Pozo, Álvaro Alonso, Joaquín Salvachúa, Gabriel Huecas. Data Usage and Access Control in Industrial Data Spaces: Implementation Using FIWARE. Sustainability. 2020; 12 (9):3885.
Chicago/Turabian StyleAndres Munoz-Arcentales; Sonsoles López-Pernas; Alejandro Pozo; Álvaro Alonso; Joaquín Salvachúa; Gabriel Huecas. 2020. "Data Usage and Access Control in Industrial Data Spaces: Implementation Using FIWARE." Sustainability 12, no. 9: 3885.
The European electronic IDentification, Authentication and trust Services (eIDAS) regulation makes available a solution to ensure the cross-border mutual recognition of electronic IDentification (eID) mechanisms among Member States. However, the basic set of attributes currently provided by each country only contains citizens’ personal and legal attributes, preventing e-services to take full advantage of citizens’ domain-specific information, such as academic or medical data. In this article, we propose an extension of the eIDAS specification to support academic attributes as part of citizens’ profiles. In addition, we present an architecture to enable the connection of eIDAS nodes to national attribute providers to enrich citizens’ profiles with additional academic attributes. We have deployed the eIDAS extension in the specific case of the Spanish eIDAS infrastructure, and we have connected it to an attribute provider of the Technical University of Madrid (UPM). We have also improved a set of institutional services of that university by enabling the connection to eIDAS and enhancing the features offered to students based on their academic profiles retrieved from the eIDAS extended infrastructure. Finally, we have evaluated the resulting services thanks to real students from two different countries, concluding that the widespread adoption of the proposed solution in the academic services of European universities will greatly improve their quality and usability.
Álvaro Alonso; Alejandro Pozo; Aldo Gordillo; Sonsoles López-Pernas; Andrés Munoz-Arcentales; Lourdes Marco; Enrique Barra. Enhancing University Services by Extending the eIDAS European Specification with Academic Attributes. Sustainability 2020, 12, 770 .
AMA StyleÁlvaro Alonso, Alejandro Pozo, Aldo Gordillo, Sonsoles López-Pernas, Andrés Munoz-Arcentales, Lourdes Marco, Enrique Barra. Enhancing University Services by Extending the eIDAS European Specification with Academic Attributes. Sustainability. 2020; 12 (3):770.
Chicago/Turabian StyleÁlvaro Alonso; Alejandro Pozo; Aldo Gordillo; Sonsoles López-Pernas; Andrés Munoz-Arcentales; Lourdes Marco; Enrique Barra. 2020. "Enhancing University Services by Extending the eIDAS European Specification with Academic Attributes." Sustainability 12, no. 3: 770.
In recent years, educational escape rooms have started to gain momentum in the academic community. Prior research has reported on the use of educational escape rooms in several fields. However, earlier works have failed to assess the impact of this sort of activities for teaching programming in terms of learning effectiveness. This work fills the existing gap in the literature by examining an educational escape room for teaching programming in a higher education setting by means of three different instruments: (1) a pre-test and a post-test for measuring learning gains, (2) a survey for assessing students’ perceptions, and (3) a web platform for recording student interaction data during the activity. The results of this work provide, for the first time, empirical evidence that educational escape rooms are an effective and engaging way of teaching programming.
Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. Analyzing Learning Effectiveness and Students’ Perceptions of an Educational Escape Room in a Programming Course in Higher Education. IEEE Access 2019, 7, 184221 -184234.
AMA StyleSonsoles Lopez-Pernas, Aldo Gordillo, Enrique Barra, Juan Quemada. Analyzing Learning Effectiveness and Students’ Perceptions of an Educational Escape Room in a Programming Course in Higher Education. IEEE Access. 2019; 7 (99):184221-184234.
Chicago/Turabian StyleSonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. 2019. "Analyzing Learning Effectiveness and Students’ Perceptions of an Educational Escape Room in a Programming Course in Higher Education." IEEE Access 7, no. 99: 184221-184234.
We are experiencing a new digital revolution in which data are becoming a key pillar for business and industry. Promoting data sharing, without compromising data sovereignty and traceability, is fundamental since it provides a heterogeneous ecosystem with the potential to enrich the variety of applications and services that take part in this digital revolution. In this scope, the use of secure and trusted platforms for sharing and processing personal and industrial data is crucial for the creation of a data market and a data economy. Protecting data goes beyond restricting who can access what resource (covered by identity and access control respectively): it becomes necessary to control how data are treated, which is known as data usage control. Data usage control provides a common and trustful security framework to guarantee the sovereignty and the responsible use of organizations’ data by third-party entities, easing and ensuring data sharing in ecosystems such as industry or smart cities. In this article, we present an architecture proposal for achieving access and usage control in shared data ecosystems among multiple organizations. The proposed architecture is based on the UCON (Usage Control) model and an extended XACML (eXtensible Access Control Markup Language) Reference Architecture, relying on key aspects of the IDS (International Data Spaces) Reference Architecture Model. Its modular design and technology-agnostic nature provide an integral solution while maintaining flexibility of implementation.
Andres Munoz-Arcentales; Sonsoles López-Pernas; Alejandro Pozo; Álvaro Alonso; Joaquín Salvachúa; Gabriel Huecas. An Architecture for Providing Data Usage and Access Control in Data Sharing Ecosystems. Procedia Computer Science 2019, 160, 590 -597.
AMA StyleAndres Munoz-Arcentales, Sonsoles López-Pernas, Alejandro Pozo, Álvaro Alonso, Joaquín Salvachúa, Gabriel Huecas. An Architecture for Providing Data Usage and Access Control in Data Sharing Ecosystems. Procedia Computer Science. 2019; 160 ():590-597.
Chicago/Turabian StyleAndres Munoz-Arcentales; Sonsoles López-Pernas; Alejandro Pozo; Álvaro Alonso; Joaquín Salvachúa; Gabriel Huecas. 2019. "An Architecture for Providing Data Usage and Access Control in Data Sharing Ecosystems." Procedia Computer Science 160, no. : 590-597.
Sonsoles López-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. IDENTIFICATION AND ANALYSIS OF REQUIREMENTS FOR A WEB PLATFORM FOR MANAGING EDUCATIONAL ESCAPE ROOMS. ICERI2019 Proceedings 2019, 4874 -4883.
AMA StyleSonsoles López-Pernas, Aldo Gordillo, Enrique Barra, Juan Quemada. IDENTIFICATION AND ANALYSIS OF REQUIREMENTS FOR A WEB PLATFORM FOR MANAGING EDUCATIONAL ESCAPE ROOMS. ICERI2019 Proceedings. 2019; ():4874-4883.
Chicago/Turabian StyleSonsoles López-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. 2019. "IDENTIFICATION AND ANALYSIS OF REQUIREMENTS FOR A WEB PLATFORM FOR MANAGING EDUCATIONAL ESCAPE ROOMS." ICERI2019 Proceedings , no. : 4874-4883.
Aldo Gordillo; Sonsoles López-Pernas; Enrique Barra. STUDENTS’ PERCEPTIONS TOWARD THE USE OF TEACHER-CREATED EDUCATIONAL GAMES IN A SECONDARY EDUCATION SETTING. ICERI2019 Proceedings 2019, 1986 -1996.
AMA StyleAldo Gordillo, Sonsoles López-Pernas, Enrique Barra. STUDENTS’ PERCEPTIONS TOWARD THE USE OF TEACHER-CREATED EDUCATIONAL GAMES IN A SECONDARY EDUCATION SETTING. ICERI2019 Proceedings. 2019; ():1986-1996.
Chicago/Turabian StyleAldo Gordillo; Sonsoles López-Pernas; Enrique Barra. 2019. "STUDENTS’ PERCEPTIONS TOWARD THE USE OF TEACHER-CREATED EDUCATIONAL GAMES IN A SECONDARY EDUCATION SETTING." ICERI2019 Proceedings , no. : 1986-1996.
Juan Quemada; Enrique Barra; Aldo Gordillo; Santiago Pavon; Joaquin Salvachua; Ignacio Vazquez; Sonsoles López-Pernas. AMMIL: A METHODOLOGY FOR DEVELOPING VIDEO-BASED LEARNING COURSES. ICERI2019 Proceedings 2019, 4893 -4901.
AMA StyleJuan Quemada, Enrique Barra, Aldo Gordillo, Santiago Pavon, Joaquin Salvachua, Ignacio Vazquez, Sonsoles López-Pernas. AMMIL: A METHODOLOGY FOR DEVELOPING VIDEO-BASED LEARNING COURSES. ICERI2019 Proceedings. 2019; ():4893-4901.
Chicago/Turabian StyleJuan Quemada; Enrique Barra; Aldo Gordillo; Santiago Pavon; Joaquin Salvachua; Ignacio Vazquez; Sonsoles López-Pernas. 2019. "AMMIL: A METHODOLOGY FOR DEVELOPING VIDEO-BASED LEARNING COURSES." ICERI2019 Proceedings , no. : 4893-4901.
Álvaro Alonso; Aldo Gordillo; Alejandro Pozo; Sonsoles López-Pernas; Lourdes Marco; Enrique Barra. EXTENDING THE EIDAS EUROPEAN SPECIFICATION FOR SUPPORTING ACADEMIC ATTRIBUTES. ICERI2019 Proceedings 2019, 2008 -2014.
AMA StyleÁlvaro Alonso, Aldo Gordillo, Alejandro Pozo, Sonsoles López-Pernas, Lourdes Marco, Enrique Barra. EXTENDING THE EIDAS EUROPEAN SPECIFICATION FOR SUPPORTING ACADEMIC ATTRIBUTES. ICERI2019 Proceedings. 2019; ():2008-2014.
Chicago/Turabian StyleÁlvaro Alonso; Aldo Gordillo; Alejandro Pozo; Sonsoles López-Pernas; Lourdes Marco; Enrique Barra. 2019. "EXTENDING THE EIDAS EUROPEAN SPECIFICATION FOR SUPPORTING ACADEMIC ATTRIBUTES." ICERI2019 Proceedings , no. : 2008-2014.
Despite the efforts made, there is still an alarming difference between the digital competence that teachers have and the one they should have in order to develop their students' digital competence. The lack of teacher training in safe and responsible use of ICT is a special cause for concern. Online courses in MOOC format meet all the required conditions to offer a possible solution to the unavoidable and urgent need for initial and in-service teacher training in this area of digital competence. However, there is currently no evidence in the literature on the effectiveness of these courses for this purpose. This study examines the instructional effectiveness of courses in MOOC format for teacher training in the safe and responsible use of ICT by analysing three different official courses. The courses were analysed using three different methods: a questionnaire to measure participants’ perceptions, pre-tests and post-tests to measure the knowledge acquired, and LORI (Learning Object Review Instrument) to measure the quality of digital educational resources created by the participants. The results suggest that online courses in MOOC format are an effective way to train teachers in the safe and responsible use of ICT, and that these courses can enable the development of digital competence in the area of content creation. A pesar de los esfuerzos realizados, aún existe una alarmante diferencia entre la competencia digital que tienen los profesores y la que deberían tener para desarrollar la competencia digital en sus alumnos. De especial preocupación es la carencia de formación del profesorado en uso seguro y responsable de las TIC. Los cursos en línea con formato MOOC reúnen todas las condiciones necesarias para ofrecer una posible solución a la ineludible y apremiante necesidad de formación inicial y continua del profesorado en esta área de la competencia digital. Sin embargo, no existe actualmente evidencia en la literatura sobre la efectividad de estos cursos para tal cometido. Este estudio examina la efectividad instruccional de los cursos con formato MOOC para la formación del profesorado en el uso seguro y responsable de las TIC mediante el análisis de tres cursos oficiales diferentes. Estos se analizaron empleando tres instrumentos diferentes: un cuestionario para medir la percepción de los participantes, pre-tests y pos-tests para medir los conocimientos adquiridos y el instrumento LORI (Learning Object Review Instrument) para medir la calidad de recursos educativos digitales creados por los participantes. Los resultados sugieren que los cursos en línea con formato MOOC constituyen una forma efectiva de formar al profesorado en el uso seguro y responsable de las TIC, y que estos cursos pueden ayudar al desarrollo de la competencia digital en el área de creación de contenidos.
Aldo Gordillo; Sonsoles López-Pernas; Enrique Barra. Effectiveness of MOOCs for teachers in safe ICT use training. Comunicar 2019, 27, 103 -112.
AMA StyleAldo Gordillo, Sonsoles López-Pernas, Enrique Barra. Effectiveness of MOOCs for teachers in safe ICT use training. Comunicar. 2019; 27 (61):103-112.
Chicago/Turabian StyleAldo Gordillo; Sonsoles López-Pernas; Enrique Barra. 2019. "Effectiveness of MOOCs for teachers in safe ICT use training." Comunicar 27, no. 61: 103-112.