Héctor Sánchez

An Internet of Things Example: Classrooms Access Control over Near Field Communication

The Internet of Things is one of the ideas that has become increasingly relevant in recent years. It involves connecting things to the Internet in order to retrieve information from them at any time and from anywhere. In the Internet of Things, sensor networks that exchange information wirelessly via Wi-Fi, Bluetooth, Zigbee or RF are common. In this sense, our paper presents a way in which each classroom control is accessed through Near Field Communication (NFC) and the information is shared via radio frequency. These data are published on the Web and could easily be used for building applications from the data collected. As a result, our application collects information from the classroom to create a control classroom tool that displays access to and the status of all the classrooms graphically and also connects this data with social networks.

Playing Games on the Screen: Adapting Mouse Interaction at Early Ages

Technology is changing the way today’s children learn. Based on our experience in the development of educational software for children, it is our belief that computer interaction should consider the factors that affect children´s cognitive abilities and take an active part in the realm of the methodological process of hypermedia design. Departing from the results of a preliminary study with pre-school children, serious difficulties regarding mouse interaction when playing computer games are detected, mainly in the movements requiring more complex psychomotor abilities, such as double click and interactions leading to dragging the cursor. The evaluation reports on the need to adapt the mouse interaction to children´s cognitive development, from point-and-click to drag-and-drop, and the suitability of introducing intermediate variations adapted to young learners’ needs.

COMPETENCIAS TRANSVERSALES: PERCEPCIÓN DE SU DESARROLLO EN EL GRADO EN INGENIERÍA EN DISEÑO INDUSTRIAL Y DESARROLLO DE PRODUCTOS

Resumen Se realizo una investigacion con estudiantes del Grado en Ingenieria en Diseno Industrial y Desarrollo de Productos de la Universidad de Extremadura en Espana durante dos anos consecutivos para evaluar la adquisicion de competencias transversales. El estudio se enmarca en el contexto del nuevo sistema de ensenanza basado en competencias que reta a los docentes a buscar estrategias para ensenar y evaluar dichas competencias. Los datos fueron analizados estadisticamente tras un proceso de remuestreo, Bootstrap. En general, el alumnado de segundo curso presenta una mejor percepcion del desarrollo de las competencias transversales que el de primero, especialmente en las competencias de trabajo en equipo, conocimiento de las caracteristicas personales y aptitudes profesionales y capacidad para conseguir los objetivos programados. La principal aportacion de este estudio consiste en emplear herramientas para evaluar al alumnado universitario de forma integral, considerando las competencias transversales como parte fundamental del proceso de formacion.

Adaptive learning for very young learners

The use of Information and Communication Technologies (ICTs) is spreading inside the classrooms at all educational levels. As this integration has extended to young learners (3 to 5 years), the authorities have recommended their use so that children can acquire knowledge and dexterities they will use all their lives. Keeping in mind that it is at this age when very young learners acquire abilities and basic dexterities at their own pace, the more personalized the better. From all the premises above, we can claim that whereas other computer assisted language learning systems do not account for differences in children’s cognitive development when designing computerized applications, the introduction of AHS (Adaptive Hypermedia Systems) is aimed at adapting and personalizing content to children’s needs and abilities.

Everything Matters: Development of Cross-Curricular Competences in Engineering Through Web 2.0 Social Objects

The development of transversal competences is currently considered a key point within the European Area of Higher Education adaptation process. However, course and curricula design that accounts for such competences (e.g., team work, digital competence and ICT, critical thinking, leadership, and the like) remains a challenge and a field open to exploration. Departing from the social and collaborative learning methodologies supported by management platforms like Moodle, social networks, and Second Life, this chapter aims to present a set of teaching strategies, tasks, and practices to develop the necessary transversal competences for both successful study and future vocational integration.

Language Learning in the Palm of Your Hand

Since their availability, audiovisual, multimedia, broadcast and technological devices have been used to promote language learning -to capture language samples, to provide access to authentic speech and material, to enhance worldwide communication, and the like. Likewise, as technologies continue to evolve, the tendency to shrink in size and become more portable is increasingly becoming a more than usual feature. Such portable media - referred to in popular and scholarly literature as mobile, wireless or handheld- include, among others, PDAs, cellular phones, MP3 players, digital dictionaries, etc.. Mobile learning or m-learning could be considered a subdivision of the e-learning initiatives promoted by formative programs and technological development worldwide. Focused on how students perceive mobile technology as an additional language learning practice, and what aspects of their learning were aided by the use of mobile devices, this paper outlines an analysis in progress aimed to explore some of the benefits and challenges for language learning through mobile technology.

Increase motivation in learning Java Programming Fundamentals using Gamified Moodle: Case: Central University of Ecuador

Gamifying learning environments, combining classroom with gamified e-Learning platform, is one of the educational proposals that increases motivation and commitment of the students in the learning process. This research analyzes, quantitatively and qualitatively, the use of Gamified Moodle as a tool to improve the above mentioned parameters by the completion of autonomous tasks, in a Java Programming Fundamentals course at the Central University of Ecuador.

Chronos: A tool to develop the time management competence among engineering students

The development of cross‐curricular competences is one of the challenges European higher education is facing as consequence of the establishment of the European Higher Education Area (AHEA). One of these competences is the “time management,” an instrumental ability related to manage personal and working time. Time management seems to be a significant competence for engineering professionals, but despite its importance, the empirical literature linking such competence with the engineering teach remains limited. By addressing this research gap, the main purpose of this research is to gain insights into whether Chronos, a computer‐based game, proves efficient to train time management and change the perception of engineering students about the role played by this competence to improve productivity. In order to reach this goal, we perform an exploratory empirical study, based on data retrieved from 72 engineering students, which are analyzed by applying different statistical analysis (mainly mean test and regression analysis). Findings indicate that Chronos is a successful tool to develop time management competence in the context of engineering degrees. Thus, the present article promotes the reflection on the difficulties teachers face in the development of cross‐curricular competences and proposes new areas requiring further investigation, which are also discussed.

Tailored Training in Mobility: Interactive Video and Device-Specific Usage Patterns

Educational experiences using mobile devices are increasingly becoming popular and widespread. In this context, audiovisual elements are a common resource used in these initiatives but rarely as a core to direct the learning process. This paper studies the possibilities regarding the cohesion of video and learning elements so the resulting experiences are personalized to the users typical routines for each device in terms of their use in mobility: customizing the design, the interaction protocols and the delivery of the formative material.