Juan Manuel Dodero

Assessment of Generic Skills through an Organizational Learning Process Model.

This contribution has been published in this repository with the permission of the publisher. This contribution was presented in WEBIST 2018 (http://www.webist.org/?y=2018) and has been published by SCITEPRESS in http://www.scitepress.org/PublicationsDetail.aspx?ID=y9Yt0eHt02o=&.

Ontology-Based Categorisation of Medical Texts for Health Professionals

The appropriate categorisation of written information by health professionals is very important to guarantee its accessibility. Unfortunately, the information technology tools that support professionals on that task imply a heavy workload, so that the responsibility for categorising the written content is often delegated to administrative staff. Well-known health ontologies such as SNOMED-CT or MeSH provide a representation of the clinical contents to be used by the information systems. This research proposes a computer based method to automatically extract and code the diagnostics, procedures and treatments according to health ontologies. A Knowledge Management System based on an extended version of Drupal is used to implement and evaluate this proposal. Results provide a positive evidence on the application of the method to support medical professionals.

Learning Analytics in Mobile Applications Based on Multimodal Interaction

One of the most valuable skills for teachers is the ability to produce their own digital solutions, translating teaching concepts into end-user computer systems. This often requires the involvement of computing specialists. As a result, the development of educational programming environments remains a challenge. Learning experiences based multimodal interaction applications (gesture interaction, voice recognition or artificial vision) are becoming commonplace in education because they motivate and involve students. This chapter analyses the state-of-the-art in LA techniques and user-friendly authoring tools. It presents a tool to support the creation of multimodal interactive applications equipped with non-intrusive monitoring and analytics capabilities. This tool enables teachers with no programming skills to create interactive LA-enriched learning scenarios. To this end, several components that manage LA activities are included in the tool, they range from automatically capturing users’ interaction with mobile applications, to querying data and retrieving metrics, to visualising tables and charts.

Tendencias y tipos de aprendizaje en MALL: una revisión sistemática de la literatura (2012-2016) - [Trends and types of learning in MALL: a systematic literature review (2012-2016)]

The growing expansion of Information and Communication Technology (ICT) has not only given rise to new ways of communicating and interacting, but also of teaching and learning. In foreign language teaching this has led to the rise of new disciplines such as Computer Assisted Language Learning (CALL) and, more recently, Mobile Assisted Language Learning (MALL). Although the first MALL implementations appeared more than two decades ago, it is still a barely explored area, bearing in mind the possibilities offered by mobile devices such as smartphones. As the purpose of this study is, on the one hand, to identify current trends and, on the other hand, to contribute to future research, this article presents a systematic literature review (SLR), based on research studies published in journals, conferences and specialised books between 2012 and 2016. Special attention is given to the type of learning supported by the apps that can be found within the specialised literature. This study aims to add to previous SLR in order to gain insight into the state of the art of MALL, as well as to identify the challenges it still faces.

Métodos de evaluación de competencias en serious games: estudio y análisis sobre su estado actual - [Skill assessment methods in serious games: a state of the art study and analysis]

Serious games or educational games are video games with learning purposes. Players must obtain skills and learning outcomes playing a videogame. They are usually assessed according to their behaviors during the gameplay. Unfortunately, assessment in serious games is a more complex process than other e-Learning assessment processes due to specific features, like game context or genre. This paper compiles assessment methods for serious games detected in the current scientific literature. A definition for each found method and an overall analysis about considered features and possible similarities are provided. Finally, conclusions of the study and future research lines are presented.