Campus Virtuales -- V. 03, n. 1 (2014)
Permanent URI for this collectionhttps://hdl.handle.net/10272/16867
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Item type: Item , The increased complexity of Higher Education collaboration in times of Open Education(Red universitaria de Campus Virtuales (RUCV), 2014) Nascimbeni, Fabio; Spina, EdisonThe Open Society movement, which goes back to noble fathers such as Bergson and Popper, and which is today declined along issues such as Open Government, Open Innovation, Open Data, Open Access and Open Source, is having a strong impact on the world of Higher Education. It is undeniable that universities around the globe are under an increased “complexity pressure”, due to growing international competition, globalisation of education and budget cuts, but also to the ICT revolution that is re-shaping teaching, learning and all other aspects of university life. In this context, Open Educational Resources (OER) and Open Educational Practices (OEP) are increasingly being considered as an option both to face the increasing students population in times of budget cuts and to increase the accessibility and equality of higher education. The paper will look at some dimensions of this increased complexity, focussing on emerging technologies and on emerging practices of students and staff mobility enhanced by ICT. We believe that ICT and Open Education are not only making more efficient and more accessible teaching and learning in universities, but are somehow starting to change the fundamentals of academic contexts, and we claim that to take stock of this potential it is important to be able to understand and managed the increased system complexity of contemporary and future Higher EducationItem type: Item , Metodología de Estudio del Rendimiento Académico Mediante la Minería de Datos(Red universitaria de Campus Virtuales (RUCV), 2014) Red Martínez, David Luis la; Podestá Gómez, Carlos EnriqueLa minería de datos orientada a la educación permite predecir determinado tipo de factor o característica de un caso, fenómeno o situación. En este artículo se describen los modelos de minería utilizados y se comentan los principales resultados obtenidos. Se consideran especialmente modelos de minería de agrupamiento, clasificación y asociación. En todos los casos se busca determinar los patrones de éxito y de fracaso académico de los alumnos para, de esta manera, predecir la probabilidad de los mismos de desertar o tener un bajo rendimiento académico, con la ventaja de poder hacerlo tempranamente, permitiendo así encarar acciones tendientes a revertir tal situación. Este trabajo se ha realizado en el año 2013, con información de los años 2009 a 2013, con alumnos de la asignatura Sistemas Operativos de la carrera terciaria de Tecnicatura Superior Analista Programador (TSAP) del Instituto Superior de Curuzú Cuatiá (ISCC), de Corrientes, ArgentinaItem type: Item , LIME: un modelo de recomendación para entornos de aprendizaje online formal/informal(Red universitaria de Campus Virtuales (RUCV), 2014) Corbí, Alberto; Burgos, DanielEn los modelos e implementaciones sobre eLearning (conocidos habitualmente como sistemas Gestores de Aprendizaje o LMS) se da una aparente ausencia de conexión entre las actividades de índole formal e informal. Además, la metodología online se focalice en el establecimiento de un set de unidades y objetos de aprendizaje, así como tests y recursos como foros de discusión, blogs personales y mensajería. Ignoran, por tanto, todo el potencial del aprendizaje que surge de la interrelación entre el LMS, redes sociales y otras fuentes externas. Gracias a este comportamiento, a la interacción del usuario y a la labor de seguimiento y consejo personalizado por parte de un tutor, puede mejorar esta experiencia de aprendizaje. Se ha diseñado y desarrollado un modelo de aprendizaje online adaptativo para redes sociales de ámbito restringido, que da relevancia a este enfoque. Además, se ha programado un módulo de software que implementa este modelo conceptual de manera práctica y empleando para ello estándares promulgados por el IMS Global y tecnologías web. Finalmente se presenta el despliegue técnico de este producto entorno a un sistema gestor de contenidos académicos realItem type: Item , Learning analytics para predecir la deserción de estudiantes a distancia(Red universitaria de Campus Virtuales (RUCV), 2014) García Tinizaray, Daysi; Ordoñez Briceño, Karla; Torres Diaz, Juan CarlosLos datos que se generan como producto del trabajo de los estudiantes en un entorno virtual tienen el potencial de convertirse en información valiosa para la toma de desiciones y para anticiparse en el tiempo y prevenir la deserción. En esta investigación se explora un conjunto de esos datos en una universidad de Ecuador cuyos estudiantes realizan sus estudios en modalidad a distancia. Se aplican métodos multivariantes y se obtiene un conjunto reducido de variables con las que se predice la deserción. El artículo abarca el desarrollo de un modelo predictivo aplicando regresión logística, los resultados muestran que las variables relacionadas al acceso a un entorno virtual, la participación en foros y la subida y descarga de recursos educativos son las que determinan una portencial deserciónItem type: Item , Geo-Positioned Activity-Based Collaborative Educational Mobile Platform(Red universitaria de Campus Virtuales (RUCV), 2014) López, Fernando; Fuente Valentín, Luis de laLearning platforms aimed at the traditional content-based pedagogical model are at today settled down (e.g. SCORM (2004)). However, it is still unclear how to best support activity-based learning platforms for informal settings, especially in the case of mobile learning. This report describes the criteria that guided the construction of such a mobile platform for collaborative learning and the difficulties identified during its construction. The first difficulty occurs when the learning path is not predefined, because in this case the users have to find the right content for their learning. The second difficulty occurs when the educational content consists of activities that should be able to adapt to different learning scenarios. Finally, the third difficulty deals with how to geolocate and organize the educational items that users have to visit. These differences allowed us to find original and effective solutions, which are described hereItem type: Item , Cloud Cuckoo Land: evidence from a study of student drop-out(Red universitaria de Campus Virtuales (RUCV), 2014) Cullen, Joe; Castellanos, CristinaThis paper considers some of the issues around the migration of higher education services to ‘the cloud’, selecting MOOCs as an example of one element of service delivery that is being seen as an example of how new forms of distributed services can revolutionise higher education – in particular by opening up access to more people from diverse backgrounds. The paper presents some counter-arguments to this view, and explores whether these new technologies of teaching and learning are able to preserve the integrity of ‘reflexive dialogue’ that seems to reflect the core value of our higher education institutions. It presents evidence from an EU-funded project – STAY IN – which is researching student drop out and how it can be reduced through on-line services – as a contribution to these debatesItem type: Item , Breaking the Seventh Heaven: How Implementation of New Technologies Could Affect the Young Generation in the Happiest Countries(Red universitaria de Campus Virtuales (RUCV), 2014) Ureña Joyanes, Raquel; Mattera, MarinaAlthough the presence of information technology in the developing nations has been growing steadily for several decades now there is still a significant gap between these and the developed countries and as some of the areas with lower tech-development have the highest degrees of happiness it is still an unknown how the implementation of new technologies, will affect the degree of happiness perceived in these regions. The present paper explores the insights of Economics of Happiness and its interrelation with technological advances in developing nations, considering that the implementation is most widespread among youngsters within and outside the educational scope. Finally, future lines of research into this matter are suggestedItem type: Item , Aplicación de las TIC en la educación superior como estrategia innovadora para el desarrollo de competencias digitales(Red universitaria de Campus Virtuales (RUCV), 2014) Mezarina Aguirre, Carlos Augusto; Páez Quintana, Heverd; Terán Romero, Orlando; Toscano Miranda, RaúlEl propósito del presente proyecto fue aportar evidencias para resolver la siguiente pregunta: ¿Cómo influye en el proceso educativo la utilización de una plataforma de gestión de contenido con tecnologías emergentes para desarrollar competencias digitales? El objetivo planteado se dirigió al análisis de la efectividad de la innovación de estrategias aplicadas con el uso de tecnologías emergentes para el desarrollo de competencias mediadas por tecnología en dos cursos de programas de educación superior en dos universidades de Latinoamérica (Colombia y Perú) en la modalidad presencial, partiendo de la estrategia de innovación educativa basada en evidencia con el método de investigación con estudio de casos, utilizando como técnicas de recolección de datos la entrevista, la bitácora del investigador y el análisis de documentos significativos. Con base en los hallazgos de la investigación se encontró que la utilización de una plataforma de gestión de contenido con tecnologías emergentes para desarrollar competencias digitales influye en el proceso educativo de la siguiente forma: a) La utilización de las TIC en procesos educativos a través del uso de plataforma de gestión de contenidos se constituye en un elemento dinamizador para el desarrollo de competencias digitales, b) Las TIC se consideran un aspecto transversal en la innovación de estrategias en procesos educativos para el desarrollo de competencias digitales, y c) la utilización de TIC en procesos educativos fomenta el trabajo en colaborativoItem type: Item , Am I doing well? A4Learning as a self-awareness tool to integrate in Learning Management Systems(Red universitaria de Campus Virtuales (RUCV), 2014) Fuente Valentín, Luis de la; Burgos, DanielMost current online education scenarios use a Learning Management System (LMS) as the basecamp for the course activities. The LMS offers some centralized services and also integrates functionality from third party services (cloud services). This integration enriches the platform and increases the educational opportunities of the scenario. In such a distance scenario, with the students working in different physical spatial locations, they find difficult to determine if their activity level matches the expectation of the course. A4Learning performs a daily-updated analysis of learners’ activities by establishing the similarity between two given students. That is, finds students that are doing similar things in the Learning Management System. Then, the system finds and represents how similar students have similar achievements in the course. A4Learning can be integrated within the LMS to provide the students with a visual representation their similarity with others as an awareness mechanism, so that the students can determine the achievements of similar students in previous courses and estimate their own performanceItem type: Item , Active Algorithms: Sociomaterial Spaces in the E-learning and Digital Cultures MOOC(Red universitaria de Campus Virtuales (RUCV), 2014) Knox, JeremyThis paper will explore two examples from the design, structure and implementation of the ‘E-learning and Digital Cultures’ Massive Open Online Course (MOOC) from the University of Edinburgh in partnership with Coursera. This five week long course (known as the EDCMOOC) was delivered twice in 2013, and is considered an atypical MOOC in its utilisation of both the Coursera platform and a range of social media and open access materials. The combination of distributed and aggregated structure will be highlighted, examining the arrangement of course material on the Coursera platform and student responses in social media. This paper will suggest that a dominant instrumentalist view of technology limits considerations of these systems to merely enabling or inhibiting educational aims. The subsequent discussion will suggest that sociomaterial theory offers a valuable framework for considering how educational spaces are produced through relational practices between humans and non-humans. An analysis of You Tube and a bespoke blog aggregator will show how the algorithmic properties of these systems perform functions that cannot be reduced to the intentionality of either the teachers using these systems, or the authors who create the software, thus constituting a complex sociomaterial educational enactment