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The thesis explores the development of strategic plan to design a platform aimed at addressing the problem of financial illiteracy. The primary objective of the thesis was to design an online platform that provides educational resources and advisory services to combat financial illiteracy. To achieve this goal, thorough research has been conducted on the industry, delving into its current state, trends, and challenges. Understanding the industry landscape has served as a foundation for formulating an effective strategic plan. The study also focuses on understanding the potential end users of the platform. Through in-depth analysis, this thesis aims to gain insights into their needs, preferences, and behaviours. This understanding played a crucial role in shaping the platform's features, usability, and user experience. Additionally, the thesis examines existing competitors in the market. By conducting a comprehensive competitor analysis, it has been tried to identify the strengths and weaknesses of established players in the industry. This analysis facilitated the development of a unique value proposition for the proposed platform. A significant aspect of the thesis involved exploring design alternatives for the platform. This project discusses different approaches, considering factors such as user interface design, technical infrastructure, and scalability. A crucial point of consideration is the debate between open- source and proprietary software, weighing the advantages and disadvantages of each approach. Lastly, financial projections are also included in the thesis to assess the platform's potential viability. This has been done by conducting a detailed financial analysis, forecasting revenue streams, cost structures, and potential growth trajectories. These projections aim to provide valuable insights into the platform's economic sustainability and future prospects. Based on the comprehensive research and analysis, the thesis concludes that the development of an online education and advisory platform focused on personal finance is a complex endeavour. The industry requires deep expertise and knowledge to effectively address financial illiteracy. Additionally, the thesis recommends the next steps to be the transition from conceptualization to implementation by building the platform. It is emphasized the importance of reinforcing the team with key profiles to ensure the platform's long-term sustainability

The aim of this research is to describe the impact of implementing an integrated STEAM Project in mobile technology on the Mathematical Reasoning ability of elementary school students and to describe the process of designing an integrated STEAM Project and mobile application. A quantitative descriptive and quasi-experimental research design was employed, with data collection of test (pre-test and post-test), and Questionnaire A pre-test, and post-test was administered to determine the impact of the STEAM Project on students’ reasoning abilities. A sample of 130 fifth grade students, 70 female students, and 60 male students from different elementary schools in Meuraxa District, Aceh Province, Indonesia participated in the research. Results show that an empirical analysis of mobile technology is valid and feasible for use with fifth grade elementary school students. Prior to implementing the STEAM Project, the average pre-test of reasoning ability was 40.44 with a standard deviation of 10.27. After implementation, the average score improved to 84.01 with a standard deviation of 7.31. The results of a Paired Sample Correlation obtained a mathematical reasoning ability score before and after implementation of the STEAM Project of 0.452. The calculations in the N-GAIN test table for the implementation of the STEAM Project on Reasoning Ability found 76 students, or 58.46 %, in the high category, and 54 students, or 41.54%, in the medium category. The results of this study provide information, and recommendations for the development of learning models that could improve reasoning abilities. The project could be used as a reference template to accelerate the recovery of quality education during challenging times such as a pandemic

The academic performance of our students is being presented as a permanent challenge for the academy due to its complex directly associated with the results of learning. So then, it originates the question: do academics' methodological innovation efforts impact academic performance? To answer this question, we present the results taken from these innovations applied to a Commercial Engineering course at Universidad de Antofagasta. Considering an universe of 251 students in a 4-year time horizon (2018-2021). It is proposed a teaching plann with digital resources for leraning and centered in students increasing the interaction with resources and with peers. The goal of the innovation is to improve the average grade point average by at least 5% and the failure rate (will decrease) by at least 15%. The innovation in the subject has increased the percentage of approved and the participation in lessons.

The unprecedented situation of the COVID-19 pandemic has caused the closure of universities worldwide and has forced the transition to online learning. This exceptional context compels us to understand students' experience with online learning. Previous literature identifies relevant factors that intervene in the online education experience and can affect students' academic development. One of the main concerns is the students' mental health, given the lockdown restrictions under which classes have been conducted. Furthermore, the impact of the prolonged lockdown and the pandemic fatigue on university students and their academic experience is still unclear. This study delves into engineering undergraduate students' online education experience during the COVID-19 pandemic and its emotional impact across time. With this aim, a questionnaire was distributed to second, third, and fourth-year engineering undergraduate students at two time points, approximately six months apart. The results show significant differences in students' connection with other students and teachers, workspace conditions, and boredom between time points. Besides, the findings indicate significant correlations between academic development and quality of online classes, adaptation of the course, workspace conditions, and connection with other students and teachers, and also between students' emotions and connection with other students and teachers. Finally, the study identifies best practices carried out during online teaching that will be of value for future courses and engineering education beyond the pandemic situation, amongst which those related to effective communication with teachers stand out.

In intelligent e-learning systems that adapt a learning and teaching process to student knowledge, it is important to adapt the system as quickly as possible. However, adaptation is not possible until the student model is initialized. In this paper, a new approach to student model initialization using domain knowledge representative subset is described. The approach defines which concepts from domain knowledge should be included in the initial test so the system can make conclusions about what students truly know about domain knowledge. This representative subset of domain knowledge is defined using non-semantic mathematical approach based on graph theory. The initial test, created over a domain knowledge representative subset, guarantees encompassing all concepts that are relevant to domain knowledge. A two-level case study is conducted on what would be the representative subset of one selected domain knowledge. It compares semantically selected domain knowledge representative subsets (semantical analysis was done by domain area experts) to a non-semantical, mathematically selected domain knowledge representative subset. The results of the case study show that problems of inequality of semantically selected domain knowledge representative subsets are easily overcome using the presented approach.

Purpose: To analyse the impact of the compulsory adaptation of teaching brought about by Covid-19 in quantitative subjects, taking into account the technological, pedagogical and content-related aspects of the TPACK model. Design/Methodology: A structured questionnaire with differentiated blocks with closed and open-ended questions is applied. The data collected from 215 students are analysed descriptively and inferentially using Student's t-test. Sentiment analysis is carried out on the text collected from the survey’s open-ended questions. Findings: By applying e-learning under the TPACK model, lessons are redesigned in a way that encourages participation and follow-up. From the results of the survey carried out with students with a face-to-face profile, the positive assessment of the method and the tools used stand out. Practical implications: The use of technological tools and, above all, how they are introduced in the classroom improves student acceptance, thereby reducing the probability of students dropping out, especially among those with a strong face-to-face profile. Originality/value: This evidence-based research offers to address the shortage of conceptual models suitable for teacher training, not only in technology and its use but also in how to apply it effectively, including the knowledge, skills and abilities needed to implement it

Degut a les restriccions que els governs van haver d'aplicar per aturar l'expansió de la COVID-19 i minimitzar la situació d'emergència, la majoria de centres educatius van haver de tancar les seves portes i canviar les seves metodologies d'ensenyament-aprenentatge cara a cara a mètodes online. Cada centre educatiu va treballar en l'aplicació dels millors mètodes possibles, tenint en compte les seves necessitats i recursos, intentat de minimitzar l'impacte sobre els estudiants i els processos d'ensenyament-aprenentatge. Per assolir aquests objectius, les tecnologies de la informació i la comunicació van esdevenir essencials per poder continuar amb aquestes tasques educatives. El present treball pretén fer un estudi sobre les diferents metodologies, pràctiques i eines que molts docents han hagut d'utilitzar i adaptar a les circumstàncies provocades per la situació de pandèmia, i que un cop tornem a una situació de normalitat puguin resultar útils per al nostre dia a dia com a docents i per millorar el procés d'aprenentatge dels alumnes. Because of the restrictions, governments had to apply to stop the spread of COVID-19 and minimize the emergency situation, most of the education centers needed to close their doors and to change their face-to face teaching and learning processes to online methods. Every educational center worked on the application of the best method according to their needs and resources, trying to minimize the impact on students and the teaching-learning process and ICT became essential to continue with the educational task. The current work tries to study different methodologies, practices and tools that many teachers needed to use and to adapt to the circumstances caused because of the pandemic, and how these tools would be useful for teachers and school’s day-to-day to improve teaching-learning processes.

La pandèmia de la COVID-19 ha ocasionat el tancament d’universitats i la transició sobtada a l’aprenentatge a distància. Aquest context genera la necessitat d’entendre com ha estat l’experiència de l’estudiantat durant les classes en línia en la situació d’emergència sanitària. Aquest estudi té com a objectiu avaluar l’experiència de l’educació a distància durant la pandèmia de la COVID-19 mitjançant una enquesta anònima a 122 estudiants de segon, tercer i quart curs del Grau en Disseny Industrial i Desenvolupament del Producte de l’Escola Superior d’Enginyeries Industrial, Aeroespacial i Audiovisual de Terrassa (ESEIAAT). Els resultats mostren que el 58,2% de l’estudiantat ha disposat d’un espai d’estudi adequat malgrat que molts han experimentat problemes informàtics o de connexió a internet. Per altra banda, la percepció general és que les classes s’han adaptat correctament a la docència en línia, tot i que el 69,7% pensen que ha augmentat el temps dedicat a les assignatures. La resposta que ha tingut la universitat i el professorat envers la crisi sanitària es valora positivament per part dels i les estudiants. Finalment, l’estudi identifica bones pràctiques que seran de valor per la docència a distància, més enllà de la pandèmia

The research aimed to describe the development process of online learning application in physics for school course using the ADDIE model. This application is called Learning Management System Supported Smartphone (LMS3). LMS3 can facilitate preservice physics teacher to enhance digital literacy. The authors analyzed need assessment based on learning objectives, designed LMS3 in the form of a flow chart system and storyboard, produced LMS3 through professional programmers, filled in LMS3 content and conducted expert validation, implemented LMS3 in physics for school course, and evaluated LMS3 during implementation. This research is a descriptive study involving media and pedagogical experts as well as 40 preservice physics teachers in Tasikmalaya. Data collection techniques were carried out by the study of literature, the expert validation, and preservice physics teacher perception questionnaires. Expert validation and preservice physics teacher perception were obtained by using a Likert scale. The validation results from the experts were processed using the validation value equation developed by Aiken. The results of the expert validation show that the validation value is 1 and met the minimum validation requirements of the application. Perception of preservice physics teacher showed positive response to LMS3. The LMS3 has good display, function, and good effect on their learning motivation and digital literacy.

Desde hace prácticamente dos décadas, las plataformas de elearning se han ido convirtiendo en un soporte fundamental de los procesos de enseñanza y aprendizaje universitarios. En estas páginas se presenta una investigación llevada a cabo durante 4 años en una Escuela Superior de Ingeniería (ESEIAAT) de la Universidad Politécnica de Cataluña (UPC), realizada con la pretensión de aproximarnos a los diferentes usos que subyacen en las propuestas docentes mediadas por la plataforma Atenea: tecnológico, pedagógico y comunicativo. Para ello se desarrolló una metodología híbrida, con aportación de técnicas cuantitativas y cualitativas, cuyos datos se extrajeron, entre otros, por medio de un cuestionario dirigido al profesorado y la observación periférica de 144 asignaturas, la totalidad de las pertenecientes a las 7 titulaciones de ingenierías industriales y de telecomunicación de la antigua Escola d’Enginyeria de Terrassa. Los resultados del estudio nos revelan una buena adecuación tecnológica de las aulas virtuales, una gradual transformación pedagógica de los cursos propuestos y una casi inexistente explotación de las herramientas de comunicación.

“Millora de l’experiència d’usuari de l’aplicació d’Atenea” és un projecte final de grau que té com a objectiu proposar un redisseny de l’experiència de l’usuari de l’aplicació Atenea basada en Moodle. Actualment Atenea disposa d’una app però és poc utilitzada pels estudiants. S’ha decidit analitzar-ne les raons i proposar-ne un redisseny més útil per a ells. Es tracta d’un treball que s’engloba dins la disciplina de disseny UX/UI, ja que és una proposta d’una interfície digital. Primerament es realitzen un seguit de tècniques i mètodes d’investigació i anàlisi per a conèixer les necessitats dels usuaris per així aconseguir millorar la seva satisfacció durant l’ús de la plataforma. La majoria dels mètodes utilitzats ( l’enquesta, el test d’usuaris, el card sorting i el tree testing) fan que els usuaris formin part de les decisions de definició de la interfície. Així es pot proposar un disseny que millora la usabilitat i utilitza com a base el disseny centrat amb l’usuari. Un cop definits els requeriments i l’arquitectura de la informació de la interfície, es comença a dissenyar l’app. Primer es realitzen els wireframes, els de baixa fidelitat per conceptualitzar les primeres idees, i els d’alta fidelitat per establir la jerarquia dels elements en cadascuna de les pantalles. A continuació, es defineix l’estètica de l’app i es realitza el disseny gràfic definitiu de les pantalles. Per poder validar la proposta es desenvolupa un prototip interactiu i, amb aquest, un test d’usuaris. Finalment es proposen petites millores per solucionar les problemàtiques detectades. En definitiva, és un projecte que millora la interfície actual de l’app d’Atenea per proporcionar un producte digital intuïtiu, útil i complert per a tots els estudiants de la Universitat Politècnica de Catalunya.

The new models of teaching and learning have their focus on technology, especially on issues related to ubiquity. The impact of ICT in education generates new learning opportunities: the mobile or ubiquitous, which open new doors to technological environments that allow students to learn at any time and place, providing, in addition, tools that give the possibility to perform collaborative work and learning. The integration of a ubiquitous virtual teaching and learning environment with collaborative work forms the Ubiquitous Computer Supported Collaborative Learning model. What has been mentioned before allowed us to understand the importance of making a specification of this model that provides the possibility of using a tool for professional use in the Software Engineering during the teaching and learning processes, including the specific activities of evaluation and monitoring of works. These tools, called Computer-Aided Software Engineering, must be an active part of the uCSCL model. This integration, forms the model proposed in our work, called uCASE-CL. A prototype of the implementation of the model was developed, which we have called UAI Case. This solution is a proposal to cover the need to have tools that can be used in the teaching of the SE, and which allow the student to acquire and strengthen the academic learning.

En este trabajo analizamos la adquisición y aprendizaje de las competencias digitales metodológicas (CDM) de la competencia digital docente adquiridas en el Máster Universitario en Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas en la Universidad UPC. La investigación forma parte del Trabajo de Final de Máster de Sílvia Galofre y Caroline Börjesson, dos alumnas que están actualmente cursando el Máster en Formación del Profesorado de Formación Profesional. La adquisición de las competencias digitales metodológicas se analizan desde dos perspectivas: la de los profesores que actualmente imparten asignaturas en el Máster y a través de su actividad profesional, transfieren las competencias digitales metodológicas a sus alumnos; y por otro lado, desde la perspectiva de los alumnos que están cursando el Máster y como futuros profesores, necesitarán acreditar la competencia digital metodológica, para obtener la competencia digital docente. Caroline Börjesson se encarga de analizar la perspectiva del claustro de profesores, mientras que Sílvia Galofré se ocupa de investigar la visión de los alumnos. Ambas investigaciones se desarrollan en paralelo, con un mismo objetivo. En el índice está indicada la parte común y específica de cada una de las investigaciones.

Aquest article descriu una eina que facilita la generació de forma semiautomàtica de les preguntes més rellevants, en diferents llengües, relacionades amb un lloc web, i la seva adaptació a webs de cursos universitaris. Concretament, es descriu com s'ha utilitzat per generar preguntes i respostes relatives a l'avaluació de cursos d'introducció a la programació. També s'inclou l'estudi que s'està realitzant per obtenir preguntes que facilitin l'aprenentatge dels conceptes bàsics d'aquests cursos.

The landscape of teaching and learning has changed in recent years because of the application of Information and Communications technology. Among the most representative innovations in this regard are Learning Management Systems. Despite of their popularity in institutional contexts and the wide set of tools and services that they provide to learners and teachers, they present several issues. Learning Management Systems are linked to an institution and a period of time, and are not adapted to learners' needs. In order to address these problems Personal Learning Environments are defined, but it is clear that these will not replace Learning Management Systems and other institutional contexts. Both types of environment should therefore coexist and interact. This paper presents a service-based framework to facilitate such interoperability. It supports the export of functionalities from the institutional to the personal environment and also the integration within the institution of learning outcomes from personal activities. In order to achieve this in a flexible, extensible and open way, web services and interoperability specifications are used. In addition some interoperability scenarios are posed. The framework has been tested in real learning contexts and the results show that interoperability is possible, and that it benefits learners, teachers and institutions.

Research in education confirmed that students engage in learning when they feel connected with others and when they play an active role in their learning process. Therefore; social presence (SP) considered as an important component of effective learning in both face-face and online learning environment. Therefore, this study intended to investigate students’ perception about SP when using Web 2.0 tool for learning-based interaction and the difference in their perception based on gender and number of the semesters of the study. The participants of this study were 71 postgraduate students in one of the Malaysian public universities. The quantitative methods of data collection and data analysis were used in this study. Therefore, the researcher employed survey method using Online Social Presence Questionnaire (OSPQ) to collect the data. The data were analyzed using SPSS software to find mean, standard deviation of students’ perception of their social presence while using Web 2.0 tool for learning-based interaction. Independent sample t-test was used to find the difference in students perception based on their gender. Moreover, One-Way ANOVA was used to find the difference in students’ SP perception based on their semester of the study. The findings of this study showed that students expressed high perception about their social presence on Web 2.0 tool. Nonetheless, male students perceived higher social presence on Web 2.0 tool than female students. However, there were not significant differences in students’ perception of social presence neither based on the gender difference nor on the number of the semester of the study.

This paper presents a blended-learning strategy for improving the teaching method applied in the laboratory subject Manufacturing Technologies. The teaching method has been changed from a predominantly teacher-centred to an active learning system with a student-centred focus and e-learning activities. In face-to-face classes, a game-based learning platform has been used. This methodology ensured engaging classes at the same time that provided a useful live feedback for students and teachers. The virtualization of the laboratory was achieved by two different e-learning activities, self-assessment tasks and video clips. These e-learning tools have been used not only to improve the students’ learning but also to enhance their motivation. The results from academic outputs show a significant improvement after the new blended learning method is applied. Moreover, a student satisfaction survey shows the positive impact of the methodology on the students’ engagement and motivation.

Aquest projecte final de grau consisteix en una aplicació d’escriptori dissenyada per a l’aprenentatge interactiu de guitarra i desenvolupada amb el software Processing. El projecte parteix de la idea de programes com Guitar Pro o TuxGuitar, però creant una interacció entre l’usuari i el software permeten que hi hagi un flux de comunicació bidireccional d’informació mitjançant la connexió de la guitarra a l’ordinador a través d’un cable jack. L’aplicació funciona amb la guitarra connectada a l’ord inador a través de la línia d’entrada de micròfon. Seleccionant una de les opcions de la pantalla principal se li presentarà a l’usuari una partitura, quan estigui llest per a començar haurà de prémer la tecla ‘m’ del teclat i llavors començar a tocar el que llegeix a la pantalla. El programa l’avisarà un cop hagi tocat bé la nota corresponent deixant - lo avançar fins al final. Si té algun dubte de com és la digitació pot consultar - la prèviament mitjançant la opció de solució que ofereix el menú. El dissen y gràfic del software té la intenció de fer de l’aprenentatge un joc aportant diferents opcions perquè l’usuari pugui començar a aprendre les digitacions de les escales més bàsiques tenint com a professor o corrector el propi software. Per a desenvolupar a questa part s’han creat tres classes que permeten crear tots els espais que configuren les diferents pantalles de l’ aplicació. L’anàlisi d’àudio es realitza mitjançant la llibreria Minim de Processing, una llibreria d’àudio que permet utilitzar un framework que treballa amb anàlisi d’àudio a temps real , i que conté classes com la FFT o l’ AudioInput . Com algorisme de detecció de freqüència s’ha plantejat una adaptació del mètode HPS (Harmonic Product Spectrum) al llenguatge de Processing i la llibre ria Minim. Este proyecto final de grado consiste en una aplicación de escritorio diseñada para el aprendizaje interactivo de guitarra y desarrollada con el software Processing. El proyecto nace de la idea de programas como Guitar Pro o TuxGuitar, pero creando una interacción entre el usuario y el software permitiendo que haya un flujo de comunicación bidireccional de información mediante la conexión de la guitarra al ordenador a través de un cable jack. La aplicación funciona con la guitarra conec tada al ordenador a través de la línea de entrada de micrófono. Seleccionando una de las opciones de la pantalla principal se le presentará al usuario una partitura, cuando esté listo para empezar deberá pulsar la tecla ‘m’ del teclado y entonces empezar a tocar la partitura que lee en la pantalla. El programa le avisara cuando toque bien la nota correspondiente dejándolo avanzar hasta el final. Si tiene dudas sobre la digitación puede consultarlo a través de la opción ‘solución’ que ofrece el menú. El dis eño gráfico del software tiene la intención de hacer del aprendizaje un juego aportando diferentes opciones para que el usuario pueda comenzar a aprender las digitaciones de las escalas más básicas con la ayuda de un profesor o corrector que es el propio s oftware. Para desarrollar esta parte se han creado tres clases que permiten crear todos los espacios que configuran las distintas pantallas de la aplicación. El análisis de audio se realiza mediante la librería Minim de Processing, una librería de audio qu e permite utilizar un framework que trabaja con análisis de audio a tiempo real y que contiene clases coma la FFT o AudioInput. Como algoritmo de detección de frecuencia se ha planteado una adaptación del método HPS (Harmonic Product Spectrum) al lenguaje de Processing y la librería Minim. This final project degree consists in a desktop application designed in order to help to the interactive guitar learning and developed with the software Processing. The project idea was born across the use of s oftware as Guitar Pro or TuxGuitar and the motivation to create an interaction between the user and the software . The main idea is allowing the bidirectional flux of information through the guitar and laptop con nection by jack cable. The operating mode is connecting the guitar on the micro input. A guitar score will be presented to the user by selecting one option from the main screen; it is needed to press the ‘m’ button from the keyboard in order to start the analysis audio input, an d then starts to play what is showing in the screen. The program will show when is well played and let move up till the end. If it is needed some help to remember some positions, there is a ‘solution’ option. The graphic software interface wants to become the learning to a game through the different options submitted, and with the help of the virtual “teacher”. To develop this part, it was create three classes that let create all the different screens of the application. The audio analysis is made by the P rocessing Minim library; this is an audio library that allows using a real - time synthesis framework and has different classes as FFT or AudioInput. It is implemented an adaptation of the method HPS (Harmonic Product Spectrum) in order to work as a frequenc y detection algorithm

This work aims to design an academic experience involving the implementation of an augmented reality tool in architecture education practices to improve the motivation and final marks of the student. We worked under different platforms for mobile devices to create virtual information channels through a database associated with 3D virtual models and any other type of media content, which are geo-located in their real position. The basis of our proposal is the spatial skills improvement that students can achieve using their innate affinity with user-friendly digital media such as smartphones or tablets, which allow them to visualize educational exercises in real geo-located environments and to share and evaluate students’ own-generated proposals on site. The proposed method aims to improve the access to multimedia content on mobile devices, allowing access to be adapted to all types of users and contents. The students were divided into various groups, control and experimental, in respect of the function of the devices and activities to perform. The goal they were given was to display 3D architectural geo-referenced content using SketchUp and ArMedia for iOS and a custom platform or Android environment.

Aquest treball va néixer de la necessitat declarada per part d’un centre de disposar d’un curs Moodle per a 1r de l’ESO que s’adaptés al seu temari i que contemplés diferents graus o nivells de dificultat per a donar suport a la diversitat que hi ha al centre. La creació del curs s’ha basat en la programació que té el centre i ha estat aquesta programació la guia per la construcció del curs. La majoria de recursos s’han extret directament d’internet i la tasca principal ha esta classificar-los segons dificultat i/o finalitat. També s’han creat qüestionaris adaptats a diferents nivells de dificultat. Els nivells escollits per la graduació de les tasques són: Grup de Reforç, Grup Classe i Grup a l’Alça. Donat que no sempre es pot dividir una classe en aquests tres grups, el curs Moodle proposat intentarà donar eines suficients a tos els alumnes per a que trobin aquella activitat adaptada al seu nivell, que els ajudi a assolir els coneixements que es treballen a l’aula. El treball per competències també hi és present en aquest TFM i a part de la competència matemàtica (que forma part de les metodològiques) es treballen les competències bàsiques comunicatives, metodològiques i personals. L’ ús de les Tecnologies de la Informació i la Comunicació (TIC) en l’ensenyament ens ajuda a atendre millor la diversitat que tenim avui dia a l’aula. A part de les eines pròpies de l’entorn Moodle (qüestionaris, tasques, autoavaluació, avaluació,...) es treballaran també un ventall molt ampli de recursos digitals, la majoria disponibles a la xarxa de manera gratuïta, com ara vídeos, fulls de càlcul, JClic, Scratch, GeoGebra, ThatQuiz, ... cadascun d’aquests recursos ens servirà per treballar diferents parts del temari, de diferents maneres però amb una finalitat única: aprendre matemàtiques.

Materials didàctics per als continguts de l’assignatura de tecnologies de 3er d’ESO per a la plataforma Moddle, pretén complementar el sistema tradicional d’ensenyament amb la incorporació de diferents activitats de diferents tipologies aprofitant un recurs, que fa relativament poc que el centre disposa, com és el sistema de gestió de l’aprenentatge (SGA) Moodle. En la primera part d’aquest treball es fa una introducció a les diferents tipologies que existeixen al mercat sobre aquestes plataformes, explicant quines són les parts principals que els composen. Tot seguit es fa un anàlisi de les plataformes en general, a on es veuran els avantatges i inconvenients que tenen associats les mateixes a nivell d’usos i a nivell d’implantació. Un cop vistes les característiques generals d’aquests sistemes, s’analitzaran les tendències a nivell global i després a nivell estatal d’aquests tipus sistemes, tractant de fer les comparatives entre programari lliure i propietari. D’aquesta manera arribarem a l’estudi de la plataforma Moodle i de la seva implantació al nostre centre. En aquest apartat, veurem l’estudi de costos tant a nivell econòmic, formatiu del professorat i temporal de la seva implantació. En la segona part d’aquest treball es plantejarà la situació de partida, com són els materials inclosos a la plataforma Moodle del centre. Per després prendre la decisió sobre els materials que voldrem desenvolupar d’entre moltes opcions. Així com posteriorment veurem el desenvolupament dels mateixos amb diferents eines que podem trobar al mercat, totalment lliures i gratuïtes, com poden ser Hot potatoes, JClic i eXe Learning. I a on finalment s’explicarà en detall els materials desenvolupats per a cada unitat didàctica o contingut del currículum de 3er d’ESO i la proposta en conjunt.

Projecte final de carrera fet en col.laboració amb Ecole Polytecnique de Louvain In software engineering, a web application is an application delivered to users from a web server over a network such as the World Wide Web or an intranet. Web applications are popular due to the ubiquity of the web browser as a client, sometimes called a thin client. The Claroline platform is an eLearning and eWorking web application, allowing teachers to build effective online courses and to manage learning and collaborative activities on the web. Also, Claroline is Open Source software; therefore the platform can be modified, so we can extend or improve its functionality. A module is an installable package that adds either new restrictions or functionalities to the Claroline platform. Foditic is a website that uses an old release of the Claroline platform, modified to add new functionalities, improving the nature of the learning material itself. Two new Claroline modules have been created. They contain the new Foditic functions implemented to extend the functionality of the platform, adapted for unmodified Claroline servers. Thus, current and future releases of Claroline can be installed anywhere with the new features and enhancements that Foditic has contributed to its own website.

Data mining algorithms have been proved to be useful for the processing of large data sets in order to extract relevant information and knowledge. Such algorithms are also important for analyzing data collected from the users' activity users. One family of such data analysis is that of mining of log files of online applications that register the actions of online users during long periods of time. A relevant objective in this case is to study the behavior of online users and feedback the design processes of online applications to provide better usability and adaption to users' preferences. The context of this work is that of a virtual campus in which thousands of students and tutors carry out the learning and teaching activity using online applications. The information stored in log files of virtual campuses tend to be large, complex and heterogeneous in nature. Hence, their mining requires both efficient and intelligent processing and analysis of user interaction data during long-term learning activities. In this paper, we present a bi-clustering algorithm for processing large log data sets from the online daily activity of students in a real virtual campus. Our approach is useful to extract relevant knowledge about user activity such as navigation patterns, activities performed as well as to study time parameters related to such activities. The extracted information can be useful not only to students and tutors to stimulate and improve their experience when interacting with the system but also to the designers and developers of the virtual campus in order to better support the online teaching and learning.

This work is motivated by the need to develop decentralized P2P approaches to support learning and teaching activity in virtual universities. In this paper, we present the implementation of the JXTA-based e-learning P2P system. We also show the design and implementation of a SmartBox environment that will be used for stimulating the learners to increase the learning efficiency. The proposed e-learning P2P system is a useful tool for monitoring and controlling learnerspsila activity. We evaluate the proposed system by experimental results and show that proposed system has a good performance. In the future, we aim to use it in real virtual campus environments.

User modelling in on-line distance learning is an important research field focusing on two important aspects: describing and predicting students’ actions and intentions as well as adapting the learning process to students’ features, habits, interests, preferences, and so on. The aim is to greatly stimulate and improve the learning experience. In this context, user modeling implies a constant processing and analysis of user interaction data during long-term learning activities, which produces large and considerably complex information. As a consequence, processing this information is costly and requires computational capacity beyond that of a single computer. In order to overcome this obstacle, in this paper we show how a parallel processing approach can considerably decrease the time of processing log data that come from on-line distance educational web-based systems. The results of our study show the feasibility of using Grid middleware to speed and scale up the processing of log data and thus achieving an efficient and dynamic user modeling in on-line distance learning.

En este documento se incorporan todas las metodologías y especificaciones usadas para la implementación de un sistema hipermedia adaptable a usos educacionales. Contiene datos técnicos, así como formas de elaboración del software con los respectivos documentos de apoyo técnico, con el fin de que pueda ser utilizado por cualquier usuario que proyecte continuar el desarrollo del software o que, simplemente, quiera utilizarlo. Servirá también de apoyo a quien pretenda estudiar el impacto de este tipo de software, ya que se describen los estudios realizados en el área de impacto del mismo. Entiéndase por este tipo de aplicación (Hipermedia Adaptable) una alineación de las tecnologías hipermedia tradicionales con los llamados “tutores inteligentes”, con el objetivo de proporcionar la información ideal, de la manera ideal, teniendo como base tres principios básicos: ser una aplicación hipermedia, poseer un modelo de dominio (que representa el conocimiento sobre la enseñanza) y un modelo de usuario (esquema de representación de las características del aprendiz). El objetivo es desarrollar una aplicación que permita a cada estudiante, en cada situación concreta, el suministro adecuado de material de estudio para las asignaturas que pretende realizar. Siendo ésta una aplicación hipermedia adaptable, podemos destacar el hecho de que se permite, en cualquier momento, que el estudiante pueda alterar sus preferencias y estilo de aprendizaje, alterando así los contenidos que se facilitan. Con entornos gráficos completamente interactivos y adaptables para con el usuario, es una aplicación destinada, esencialmente, a la adaptación de contenidos de carácter educacional (material de estudio y las respectivas evaluaciones) en consonancia con el grado de conocimiento del usuario. Concluimos, tras las pruebas y cuestionarios realizados, que este tipo de aplicación podrá permitir mejores resultados en el estudio, permitiendo una mayor autonomía al estudiante, y un estudio más adaptado a cada persona, accediendo a un mejor aprendizaje. Es un tipo de aprendizaje que agrada a los estudiantes, porque les facilita hacer las cosas a su manera, a su ritmo.

Projecte de final de master realitzat en col.laboració amb l'empresa Bull s.a This document is the summary of my final assignment project report. In this report, I described my internship, the problems encountered and the solutions chosen. It includes also an analysis of my planning and the budget involved. This project aimed at producing a digital workspace which will provide for all pedagogical and management needs in the educational context. This digital workspace is designed to propose a unique and secure gateway to all on line services offered to the users. It will respect the single authentication principle and each application will manage by itself its own access right to its services. Within the team of developers, I was in charge of the data integration. It included the introduction of new data in the main database through an automated process, the management of data modification and the data forwarding to other application. This central process allows all the application to be synchronized at any moment with the data provided by the government. In the report, I present the functionality expected from the portal, and the requisite express by the client. Then, from a technical point of view, I introduce different portals and explain the reason behind our choice within all available. I also highlight a few technical points about the authentication system and the users management system. In another section of the report, I present my own work related to the data integration. From the extraction by the government to the transfer into the different applications, the data are passed from an application to another through different applications I designed and developed. A presented in-depth analysis of the requisites explains the reason of the design used. In the last part, the Gantt diagram and the budget presentation achieves the presentation of my internship.

Un documento que contiene poco más que algunas evidencias beneficiosas, o no, sobre el uso del vídeo como material educativo, diferentes técnicas y métodos para captar la atención en una grabación u oratoria, procedimientos a seguir para su elaboración, características recomendables para un resultado final atractivo y finalmente una parte práctica en la que se ha intentado plasmar todo esto.

This study aims to explore two crucial aspects of collaborative work and learning: the importance of enabling CSCL applications, on the one hand, to capture and structure the information generated by group activity and, on the other hand, to extract the relevant knowledge in order to provide learners and tutors with efficient awareness and support as regards collaboration. To this end, we first identify and define the main types of information generated in online group activity and then propose a process for efficiently embedding this information and the knowledge extracted from it into CSCL applications for awareness and feedback purposes. The conceptual model proposed finally gave rise to the design and implementation of a CSCL generic platform, called the Collaborative Learning Purpose Library (CLPL), which serves as a basis for the systematic development of collaborative learning applications and for providing full support to the mentioned process of knowledge management. (http://www.springerlink.com/content/rht6k060v67g9822/)

Projecte de cooperació al desenvolupament en col·laboració amb l'École Supérieure de Bobo-Dioulasso en què s'ha realitzat un estudi del seu context i les seves necessitats i a partir d'aquestes s'ha escollit, adaptat i implantat a terreny una plataforma Moodle.

Learning by discussion when applied to on-line collaborative learning settings can provide significant benefits for students in education in general. Indeed, the discussion process plays an important social task in collaborative learning practices. Participants can discuss about the activity being performed, collaborate with each other through the exchange of ideas that may arise, propose new resolution mechanisms, justify and refine their own contributions, and as a result, acquire new knowledge. Considering these benefits, current educational organizations incorporate on-line discussions into web-based courses as part of the very rationale of their pedagogical models. However, in-class collaborative assignments are usually greatly participated and contributed, which makes the monitoring and assessment tasks by tutors and moderators time-consuming, tedious and error-prone. Specially hard if not impossible by human tutors is to manually deal with the sequences of hundreds of contributions making up the discussion threads and the relations between these contributions. Consequently, tutoring tasks during on-line discussions usually restrict to offer evaluation results of the contributing effort and quality after the collaborative learning activity takes place and thus neglect the essential issue of constantly considering the process of knowledge building while it is still being performed. In this paper, we propose a multidimensional model based on data analysis from online collaborative discussion interactions that provides a first step towards an automatic evaluation in just-in-time fashion. The context of this study is a real on-line discussion experience that took place at the Open University of Catalonia.