Martín Llamas Nistal

Towards a Benchmark for the Evaluation of LD Expressiveness and Suitability

Commentary on: Chapter2: The Learning Design Specification (Olivier and Tattersall, 2005) Abstract: IMS Learning Design (LD) has been presented as the EML standard. We propose a methodology to achieve an evaluation benchmark for LD and EMLs based on the identification of perspectives and patterns. We consider a perspective as a feature of an EML with a specific purpose which can be analyzed independently. For each identified perspective, we study the involved patterns. A pattern is an abstraction that is frequently repeated in a design domain, it can be considered as a typical solution to a common problem. Perspectives and patterns provide the criteria that will made up the evaluation benchmark. The evaluation benchmark is proposed to carry out two kinds of evaluation: expressiveness and suitability. The final purpose is to contribute to the development of LD in order to enhance the reusability and interoperability of units of learning. Editors: Colin Tattersall and Rob Koper.

An intelligent tutoring module controlled by BDI agents for an e-learning platform

INES (INtelligent Educational System) is an operative prototype of an e-learning platform. This platform includes several tools and technologies, such as: (i) semantic management of users and contents; (ii) conversational agents to communicate with students in natural language; (iii) BDI-based (Believes, Desires, Intentions) agents, which shape the tutoring module of the system; (iv) an inference engine; and (v) ontologies, to semantically model the users, their activities, and the learning contents. The main contribution of this paper is the intelligent tutoring module of the system. Briefly, the tasks of this module are to recognize each student (checking his/her system credentials) and to obtain information about his/her learning progress. So, it can be able to suggest to each student specific tasks to achieve his/her particular learning objectives, based on several parameters related to the existing learning paths and the students profile.

Design of the monitoring system of a learning organizer

Self-regulated learning is an active field of research in pedagogy. Self-regulation techniques are being tested at several educational levels, including university degrees. One of the main problems found by the educators is that they need to monitor all their students constantly and thoroughly. This cannot be done properly if the number of students is not small, which happens specially at university levels. They need tools to address this problem and to be able to monitor their learning progress. We are developing a tool for self-regulated learners, to provide them support for their learning process using embedded learning strategies and tools to enable planning, monitoring and evaluation of their own learning process. Its functionalities have been extended in order to enable both the educators and the learners to monitor in depth their learning progress in order to improve their self-regulation skills. In this paper we present the monitoring system designed for this tool.

Heuristic-Driven Test Case Selection from Formal Specifications. A Case Study

We propose an approach to testing that combines formal methods with practical criteria, close to the testing engineers experience. It can be seen as a framework to evaluate and select test suites using formal methods, assisted by informal heuristics. This proposal is illustrated with a practical case study: the testing of a protocol for mobile auctions in a distributed, wireless environment.

Development of a xAPI application profile for self-regulated learning requirements for capturing SRL related data

In this paper we present an analysis of xAPI from the self-regulated learning needs point of view, focusing on how we can record all the actions derived from the implementation of self-regulated learning strategies. There are several questions unanswered: Which information could generate each strategy? How do we record this information using xAPI? Is the vocabulary and statements of xAPI appropriate or should be extended? Here we try to answer these questions, which may lead us towards the development of a xAPI application profile for SRL.

A metacognitive learning organizer to introduce learning strategies for PLE users and SRL students

Personal Learning Environment is a concept that is in line with Self-Regulated Learning. Building and using a PLE is a challenging task that requires students to have developed their metacognitive skills. In Self-Regulated Learning and lifelong learning, typical PLE scenarios, there is no guidance or tutoring. There is a need of helping the students to develop these skills, to learn how to manage time and how to evaluate their learning process in order to improve it. We propose the creation of an organizer with support for the development of metacognitive skills to help users meeting their learning goals.

A middleware for the integration of third-party learning tools in SOA-based Learning Management Systems: Supporting instance management and data transfer

The widespread adoption of broadband Internet connections and the need of institutions such as universities or enterprises to provide their staff with continuous education have led to a fast adoption of Learning Management Systems. These systems typically provide a centralized environment where students can communicate, carry out experiments, etc. However, the rapid growth of these platforms together with the unlimited need for learning tools, mainly in engineering education contexts (e.g. simulators, communication tools), are hindering their development. The natural alternative is to decouple these tools from the Learning Management Systems themselves, taking advantage of the Software as a Service distribution model. To perform such a decoupling a middleware is required to allow the integration and use of an external tool by the Learning Management System. In this paper a proposal for such middleware is described, with a special focus on the part devoted to manage instances and the transfer of data.

Towards a Generalized Architecture for the Integration of Tools in LMSs

In this article we introduce the main components of a generalized architecture to facilitate the integration of tools in LMSs. This proposal tries to improve the reuse possibilities of the tools in e-learning systems. Reusability has been suggested as a key solution to reduce the high costs of the development of educational experiences in e-learning systems. Up to now, reutilization has focused mainly on the educational contents around metadata standards, contents formats, packaging systems, etc. However, educational practices usually involve tools to facilitate the communication, collaboration and work of students and teachers as well. This proposal is part of a wider solution based on the language PoEML, in which not only the possibility of the inclusion of tools in LMSs is considered, but also the management of its utilization.

From Complex Specifications to a Working Prototype. A Protocol Engineering Case Study

We describe our experience using Formal Description Techniques (FDTs) to support the design of interception systems for GSM networks. Both the GSM protocol and the interceptor have been specified using LOTOS, an FDT standardized by the International Standardization Organization (ISO) to describe communication systems and protocols. This has permitted us to asses the feasibility of the proposed system and speed up further design phases. From the LOTOS model, a simulator has been generated automatically. The TOPO tool set was used across the process. An FTP link to a package containing the specification and the simulator is provided.

An Experience of Continuous Assessment in Telecommunication Technologies Engineering: New Costs for the Teacher

This paper presents a proposal for continuous assessment in a course of the first year in Telecommunication Technologies Engineering, carried out at the University of Vigo, Spain, and it is developed for the first time under the new directives of the European Higher Education Area. It describes the methodology, implementation experience, and feedback from the students. This paper concludes with an analysis of the cost for the teacher of the implementation of such techniques of continuous assessment.