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Producción Científica Los maestros en formación que acuden al Prácticum vinculan los conocimientos adquiridos en la Universidad para llevarlos a la práctica en las escuelas, siendo relevante esta etapa para conocer la aplicación que hacen de la competencia digital en el Prácticum de Educación Primaria. La investigación se centró en analizar, mediante un estudio de caso, cómo estudiantes universitarios aplican la formación recibida en tecnologías ubicuas en la asignatura Educación Física en el Medio Natural a la escuela durante su Prácticum. Entre otros resultados, las evidencias mostraron aspectos que hicieron que la integración tecnológica durante el Prácticum fuera distinta entre los estudiantes (p.ej. background tecnológico del centro). Al incluir las TIC emergieron potencialidades (p.ej. la ubicuidad del aprendizaje) y dificultades (p.ej. problemas tecnológicos), las cuales iluminaron los aspectos a tener en cuenta en la aplicabilidad de los aprendizajes tecnológicos en el campo de las actividades físicas en el medio natural. Os professores em formação que frequentam o Practicum vinculam os conhecimentos adquiridos na Universidade para colocá-los em prática nas escolas, sendo este estágio relevante para conhecer a aplicação que eles fazem da competência digital no Practicum realizado na Educação Primária. A pesquisa centrou-se na análise, através de um estudo de caso, de como os estudantes universitários aplicam o treinamento recebido em tecnologias ubíquas na disciplina de Educação Física no Meio Ambiente Natural na escola durante suas práticas. Entre outros resultados, as evidências mostraram aspectos que tornaram a integração tecnológica durante o Practicum diferente entre os alunos (p.ex., o background tecnológico do centro). Ao incluir as TIC, surgiram potencialidades (p.ex., a ubiquidade da aprendizagem) e as dificuldades (p.ex., problemas tecnológicos) que iluminaram os aspectos a serem considerados na aplicabilidade da aprendizagem tecnológica no campo das atividades físicas no ambiente natural. Ministerio de Ciencia, Innovación y Universidades (Project TIN2014-53199-C3-2-R y TIN2017-85179-C3-2-R) Junta de Castilla y León (proyecto VA257P18) Comisión Europea (proyecto 588438-EPP-1-2017-1-EL-EPPKA2-KA)

Producción Científica, Este artículo presenta un proceso formativo de aprendizaje ubicuo con apoyo tecnológico, desarrollado en el área de Educación Física en el Medio Natural (EFMN). La investigación ha permitido analizar cómo repercute el aprendizaje ubicuo en la enseñanza/aprendizaje en el Grado de Educación Primaria en Educación Física, apoyándose en estudios de caso. Entre otros resultados, el aprendizaje ubicuo ha favorecido que el alumnado y el profesor hayan interactuado en el proceso desde distintos espacios y momentos, uniendo los ámbitos formales e informales, así como aportando un beneficio en los distintos elementos del currículum oficial. De esta manera, el alumnado ha incrementado su competencia digital, junto con una mejor adquisición de los contenidos de la asignatura, superando las distintas problemáticas que han emergido durante el proceso. Las conclusiones señalan que las herramientas tecnológicas han apoyado el currículum de EFMN, favoreciendo un proceso formativo ubicuo. Describimos la experiencia formativa realizada en la asignatura durante el curso 2012-2013, junto con su implementación tecnológica., In this paper we present a technologysupported ubiquitous learning process, developed in the area of Physical Education in the Natural Environment. The research conducted allowed us to analyze how ubiquitous learning impacted on the teaching / learning process in a university degree on Primary Education with a major in Physical Education, using a case study method. Among other findings, the research results suggest that ubiquitous learning encouraged students and teacher to interact in the learning process from different places and times, linking formal and informal settings, as well as providing a benefit in different elements of the official curriculum. In this way, students increased its digital competence and they achieved a better understanding of the contents of the subject, overcoming problems that emerged during the process. The conclusions we reached point out that technological tools supported the EFMN curriculum, causing an ubiquitous training process. In this paper, we describe the educational experience carried out in the subject during the 20122013 academic year, as well as the technological implementation performed., Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14), Ministerio de Economía, Industria y Competitividad (TIN2014­53199­C3­2­R)

Producción Científica, The field of learning design studies how to support teachers in devising suitable activities for their students to learn. The field of learning analytics explores how data about students' interactions can be used to increase the understanding of learning experiences. Despite its clear synergy, there is only limited and fragmented work exploring the active role that data analytics can play in supporting design for learning. This paper builds on previous research to propose a framework (analytics layers for learning design) that articulates three layers of data analytics—learning analytics, design analytics and community analytics—to support informed decision‐making in learning design. Additionally, a set of tools and experiences are described to illustrate how the different data analytics perspectives proposed by the framework can support learning design processes., Ministerio de Economía, Industria y Competitividad (Projects TIN2014-53199-C3-2-R, TIN2014-53199-C3-3-R, TIN2017-85179-C3-2-R, TIN2017-85179-C3-3-R, MDM-2015- 0502), Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA082U16), European Commission (Proyect 588438-EPP-1-2017-1-EL-EPPKA2-KA)

Nuevos estudios emergen en el área de Educación Física, evidenciando que la tecnología puede potenciar el proceso educativo. Este artículo muestra un proceso formativo de los contenidos de orientación como actividad física en el medio natural con apoyo tecnológico. La investigación permitió analizar, siguiendo una metodología de estudio de caso con 65 estudiantes universitarios y un docente, cómo el aprendizaje ubicuo a través del uso de herramientas tecnológicas (Realidad Aumentada, geolocalización, etc.), apoyó el aprendizaje de la orientación en el medio natural. Entre otros resultados, el aprendizaje ubicuo estimuló el proceso de aprendizaje en distintos espacios físicos y virtuales, mejoró la adquisición de contenidos de orientación, la competencia digital, un aprendizaje en distintos momentos, etc. Aparte de estas potencialidades, también se identificaron problemáticas durante el proceso, como la tensión de que la tecnología no eclipsara el contacto con el medio natural, la ausencia de red, y otras., New studies on Physical Education are appearing, showing that technology can enhance the educational process. This article describes a technology-supported learning process on orienteering as a physical activity in the natural environment. By using a case study with 65 university students and one teacher, the research allowed us to analyze how ubiquitous learning, through the use of technological tools (Augmented Reality, geolocation, etc.) supported learning of orienteering in the natural environment. Among other findings, ubiquitous learning stimulated the learning process in different physical and virtual spaces, better acquisition of orienteering contents, digital competence, and learning at different times. Apart from these potentialities, some difficulties also emerged during the process, such as concerns about the dangers of technology overshadowing students’ connections with the natural environment, lack of internet coverage, and others., Novos estudos surgem na área de Educação Física evidenciando que a tecnologia pode melhorar o processo educativo. Este artigo mostra um processo dos conteúdos de orientação como atividade física no ambiente natural com apoio tecnológico. A pesquisa permitiu analisar, seguindo uma metodologia de estudo de caso com 65 estudantes universitários e um docente, como a aprendizagem ubíqua através do uso de ferramentas tecnológicas (realidade aumentada, geolocalização, etc.) ajudou a aprendizagem no ambiente natural. Entre outros resultados, a aprendizagem ubíqua estimulou o processo de aprendizagem em diferentes espaços físicos e virtuais, melhorou a aquisição de conteúdos de orientação, a competência digital, a aprendizagem em diferentes momentos, etc. Para além dessas potencialidades, também identificaram-se problemáticas durante o processo, tais como: a tensão de que a tecnologia não fosse contra o contato com o meio ambiente natural, a ausência de rede e outras.

Producción Científica Nuevos estudios emergen en el área de Educación Física, evidenciando que la tecnología puede potenciar el proceso educativo. Este artículo muestra un proceso formativo de los contenidos de orientación como actividad física en el medio natural con apoyo tecnológico. La investigación permitió analizar, siguiendo una metodología de estudio de caso con 65 estudiantes universitarios y un docente, cómo el aprendizaje ubicuo a través del uso de herramientas tecnológicas (Realidad Aumentada, geolocalización, etc.), apoyó el aprendizaje de la orientación en el medio natural. Entre otros resultados, el aprendizaje ubicuo estimuló el proceso de aprendizaje en distintos espacios físicos y virtuales, mejoró la adquisición de contenidos de orientación, la competencia digital, un aprendizaje en distintos momentos, etc. Aparte de estas potencialidades, también se identificaron problemáticas durante el proceso, como la tensión de que la tecnología no eclipsara el contacto con el medio natural, la ausencia de red, y otras. New studies on Physical Education are appearing, showing that technology can enhance the educational process. This article describes a technology-supported learning process on orienteering as a physical activity in the natural environment. By using a case study with 65 university students and one teacher, the research allowed us to analyze how ubiquitous learning, through the use of technological tools (Augmented Reality, geolocation, etc.) supported learning of orienteering in the natural environment. Among other findings, ubiquitous learning stimulated the learning process in different physical and virtual spaces, better acquisition of orienteering contents, digital competence, and learning at different times. Apart from these potentialities, some difficulties also emerged during the process, such as concerns about the dangers of technology overshadowing students’ connections with the natural environment, lack of internet coverage, and others

Resumen basado en el de la publicación Monográfico con el título Salud holística a través de técnicas corporales Se presentan diferentes herramientas tecnológicas utilizadas como recurso en el desarrollo de actividades físicas en el medio natural. Para ello, se ofrece una descripción de las mismas y de las limitaciones encontradas, y se aborda el uso didáctico de aplicaciones basadas en la realidad aumentada, geoposición, redes sociales y otras. Biblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; biblioteca@mecd.es ESP

Producción Científica A pesar del éxito actual de los MOOC, estos son criticados por limitarse a pedagogías conectivistas, centradas en el contenido. Otras pedagogías activas como el aprendizaje colaborativo o el basado en juegos, tienen escasa presencia en los MOOC, debido a la dificultad de su implementación, a pesar de los beneficios que han demostrado en otros contextos educativos. Debido a ello, existe interés en la comunidad por entender las capacidades de los MOOC actuales para incluir pedagogías activas. En este artículo se propone un marco conceptual para analizar distintos MOOC y poder comprender cómo plantean la colaboración y la gamificación. Para ello, se ha creado un modelo de análisis compuesto por distintas categorías, cuya aplicabilidad se ilustra mediante el análisis de tres MOOC existentes. Ministerio de Economía, Industria y Competitividad (Project TIN2014-53199- C3-2-R) Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA082U16)

Producción Científica, En el artículo presentamos diferentes herramientas tecnológicas utilizadas como recurso en el desarrollo de actividades físicas en el medio natural. Para ello, ofrecemos una descripción, las limitaciones encontradas así como el uso didáctico de aplicaciones basadas en Realidad Aumentada, Geoposición, Redes Sociales y otras.

Producción Científica MOOCs can bring together thousands of students with different background in the same course. This fact presents a good opportunity for instructors to design and enact collaborative activities that may involve groups. However, MOOCs present some drawbacks that can hinder the completion of this kind of activities such as the high drop-out rates, the self-paced character or the resistance of the students to abandon their comfort zone. The use of gamification in MOOC contexts has shown potential benefits to enhance students' engagement, encourage students to interact with others and promote activity submission, which can be useful for increasing the completion of such collaborative activities. This paper shows the gamification design, and the first outcomes, of a MOOC that involves gamified and collaborative activities. To carry this out, the course was configured with 15 badges that students can achieve when performing social and optional actions for completing the course Ministerio de Economía, Industria y Competitividad (Project TIN2014-53199-C3-2- R) Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA082U16)

Producción Científica While Ubiquitous Learning Environments (ULEs) have shown several benefits for learning, they pose challenges for orchestration. Teachers need to be aware of the learning process, which is difficult to achieve when it occurs across a heterogeneous set of spaces, resources and devices. In addition, ULEs can benefit from multimodal analyses due to the heterogeneity of the data sources available (e.g., logs, geolocation, sensor information, learning artifacts). In previous works, we proposed an orchestration system with some analytics features that can gather multimodal datasets during the learning process. Based on this experience, in this paper we describe the technological support provided by the system to collect data from multiple spaces and sources as well as the structure of the generated dataset. We also reflect about the challenges of multimodal learning analytics (MMLA) in ULEs, and we pose some ideas about how the system could better support MMLA in the future to mitigate those challenges. Ministerio de Economía, Industria y Competitividad (Project TIN2014-53199-C3-2-R) Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA082U16)

Producción Científica, Although there is significant evidence regarding benefits of small group collaboration in small-scale contexts, several challenges have been about use of collaborative learning in MOOCs. Group formation, which crucial activity in order to achieve effective collaboration, is scarcely covered in MOOC platforms, which do not allow the formation teams using criteria defined by the instructors. This paper presents exploratory study conducted in a seven-week MOOC, comparing group formation proposal, based on students’ activity criteria, to a baseline grouping function provided by the platform. We analyse the impact of each grouping approach over group performance, group activity, and student satisfaction. The results show initial evidence about the advantages of using the criteria-based formation approach regarding student satisfaction and group interactions, Ministerio de Economía, Industria y Competitividad (Project TIN2014-53199-C3-2-R), Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA082U16)

Producción Científica Technologies such as augmented Reality (AR), 3D Virtual Worlds (3DVWs) and mobile phones are extending education to other spaces beyond the classroom or the Virtual Learning Environments (VLEs). However, the richness of across-spaces learning situations that could be conducted in all these spaces is hampered by the difficulties (encompassed under the “orchestration” metaphor) that teachers face to carry them out. Monitoring can help in such orchestration, and it has been highly explored in face-to-face and blended learning. Nevertheless, in ubiquitous environments it is usually limited to activities taking place in a specific type of space (e.g., outdoors). In this paper we propose an orchestration system which supports the monitoring of learning situations that may involve web, AR-enabled physical and 3DVW spaces. The proposal was evaluated in three authentic studies, in which a prototype of the system provided monitoring through a web dashboard, an AR app, and a Virtual Globe. Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14)

Producción Científica En este poster pretendemos presentar un proceso formativo a través del aprendizaje ubicuo con apoyo tecnológico, desarrollado en la asignatura Educación física en el Medio ambiente (EFMN) del grado de Educación primaria, mención e EF y en diferentes centros escolares de Primaria durante el prácticum de algunos de los estudiantes de la asignatura citada.

Producción Científica, The integration of Computer-Supported Collaborative Learning (CSCL) in Massive Open Online Courses (MOOCs) is a challenge that several research projects are trying to address. However, team formation and their subsequent management in MOOCs is a complex task, that depends on multiple factors, both pedagogical and technological. This paper analyzes the factors that in uence team formation in MOOCs, as an initial step towards our overall goal of designing automatic tools to support the dynamic management of teams in MOOCs., Ministerio de Economía, Industria y Competitividad (Project TIN2014- 53199-C3-2-R), Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14)

Producción Científica, Gamification is the use of game design elements in non-game contexts, and it has reported potential benefits for students. However, the proposals supporting teachers to create gamified ubiquitous learning situations are tied to specific activities and enactment technologies. To start addressing this issue, we propose a system to help teachers design and deploy these situations involving a variety of technologies frequently used in education, Ministerio de Economía, Industria y Competitividad (Project TIN2014-53199-C3-2-R), Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14)

Producción Científica Recent technological advances in mobile devices enable the connec-tion of classrooms with other virtual and physical spaces. Some approaches aim at helping teachers carry out learning situations across such spaces. However, these proposals tend to be isolated from other activities in teachers’ current common practices, and do not allow teacher-controlled flexibility of what stu-dents do during the enactment. Aiming to overcome such limitations, the Buck-et-Server is a system that enables teachers to include learning buckets in their learning situations: containers of learning artifacts generated and/or consumed across-spaces by students during the enactment. Teachers create learning buck-ets at design time, configuring them with constraints to regulate the degree of freedom offered to the students. These learning buckets can be integrated into multiple existing technologies used in different educational spaces (e.g., web, physical and 3D virtual world spaces), thus helping embed buckets in the teach-ers’ current common practices. Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14)

Producción Científica, Different approaches have explored how to provide seamless learning across multiple ICT-enabled physical and virtual spaces, including three-dimensional virtual worlds (3DVW). However, these approaches present limitations that may reduce their acceptance in authentic educational practice: The difficulties of authoring and sharing teacher-created designs across different 3DVW platforms, or the lack of integration of 3DVWs with existing technologies in the classroom ecosystem (e.g., widespread web-based learning platforms such as Moodle, or mobile augmented reality applications). Focusing on a specific kind of 3DVW (virtual globes, such as Google Earth, used like 3DVWs), we propose a system that enables teachers to deploy across-spaces learning situations, which can be authored with a plethora of existing learning design tools, that involve different common web-based learning platforms, mobile AR applications and multiple kinds of virtual globes. A prototype of the architecture has been developed to evaluate this novel approach. The mixed-methods evaluation performed comprised both a feature analysis and a study where a teacher deployed an authentic across-spaces learning situation including Google Earth used as a 3DVW. Such evaluation shows that the system enables teachers deploy learning situations over different technological ecosystems composed by physical and web spaces, as well as by 3DVWs., Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14)

Se trata la orquestación de situaciones de aprendizaje “a través de espacios” (across-spaces, AS, en inglés), es decir, situaciones de aprendizaje que integran actividades que tienen lugar en múltiples espacios físicos y virtuales, y donde se da una transición suave, o continua, entre los distintos espacios. En particular, se intenta proporcionar herramientas conceptuales y tecnológicas para apoyar a los docentes en la orquestación de este tipo de situaciones de aprendizaje, que puedan incluir espacios físicos, web y mundos virtuales 3D. Siguiendo la Metodología de Investigación de Desarrollo de Sistemas, y con un paradigma de investigación interpretativo subyacente, se proponen dos constructos (modelo de POI y noción de cubo de aprendizaje o learning bucket) y dos sistemas (GLUEPS-AR y Bucket-Server), para ayudar a los docentes en la orquestación de situaciones de aprendizaje AS. Para la evaluación de las propuestas, se realizaron múltiples análisis de características, estudios pilotos y estudios de evaluación, enmarcados en un modelo de evaluación “receptivo”. Castilla y León ESP

Producción Científica Several approaches provide solutions for orchestrating across-spaces learning situations involving heterogeneous technologies. However, the learning situations that such systems support tend to be isolated from other activities and ICT tools of the teachers’ existing practice. We present some lessons learned during our research in the field, which can be used as guidelines to design systems for the orchestration of across-spaces settings that integrate multiple technologies already in use by teachers. Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14)

El presente proyecto consiste en la implantación de Software Libre en el Centro de Desarrollo Infantil (CENDI) No. 4, que es un centro de educación infantil de niños de 0 a 6 años con equipos antiguos de recursos limitados, de forma que se incorporen programas que sean adecuados a la edad de los niños, y además el profesorado pueda aprovechar los ordenadores, todo ello con el menor coste posible, debido a que el presupuesto del centro es muy limitado. Aquest projecte consisteix en la implantació de programari lliure al Centre de Desenvolupament Infantil (CENDI) No 4, que és un centre d'educació infantil de nens de 0 a 6 anys amb equips antics de recursos limitats, de manera que s'incorporin programes que siguin adequats a l'edat dels nens, i que a més el professorat pugui aprofitar els ordinadors, tot això amb el menor cost possible, atès que el pressupost del centre és molt limitat. This project involves the implementation of Free Software in the Children's Development Center (CENDI) No. 4, a nursery school or kindergarten for children from 0-6 years with old computers and limited resources, in order to incorporate software more appropriate to the age of the children and allowing also the teachers to take advantage of the computers, and at the lowest possible cost, because the school budget is very limited.

Technologies such as augmented Reality (AR), 3D Virtual Worlds (3DVWs) and mobile phones are extending education to other spaces beyond the classroom or the Virtual Learning Environments (VLEs). However, the richness of across-spaces learning situations that could be conducted in all these spaces is hampered by the difficulties (encompassed under the “orchestration” metaphor) that teachers face to carry them out. Monitoring can help in such orchestration, and it has been highly explored in face-to-face and blended learning. Nevertheless, in ubiquitous environments it is usually limited to activities taking place in a specific type of space (e.g., outdoors). In this paper we propose an orchestration system which supports the monitoring of learning situations that may involve web, AR-enabled physical and 3DVW spaces. The proposal was evaluated in three authentic studies, in which a prototype of the system provided monitoring through a web dashboard, an AR app, and a Virtual Globe.

While Ubiquitous Learning Environments (ULEs) have shown several benefits for learning, they pose challenges for orchestration. Teachers need to be aware of the learning process, which is difficult to achieve when it occurs across a heterogeneous set of spaces, resources and devices. In addition, ULEs can benefit from multimodal analyses due to the heterogeneity of the data sources available (e.g., logs, geolocation, sensor information, learning artifacts). In previous works, we proposed an orchestration system with some analytics features that can gather multimodal datasets during the learning process. Based on this experience, in this paper we describe the technological support provided by the system to collect data from multiple spaces and sources as well as the structure of the generated dataset. We also reflect about the challenges of multimodal learning analytics (MMLA) in ULEs, and we pose some ideas about how the system could better support MMLA in the future to mitigate those challenges.