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Els darreres anys, les activitats interactives estan sent usades com a material didàctic amb la finalitat de donar suport a processos d'ensenyament i aprenentatge. H5P és un software lliure que posa a disposició de l'usuari un entorn de treball que permet crear contingut interactiu online des del navegador web. Aquest contingut es pot emprar en diverses plataformes d'e-learning com Moodle o Drupal. En aquest estudi es realitza un anàlisis detallat de les característiques tècniques i funcionals d'aquesta eina per tal de crear contingut multimèdia, i s'analitza les seves possibilitats com a eina per impartir docència. També s'estudia el suport que rep dels desenvolupadors i l'interès que hi mostra la comunitat. S'hi explica pas a pas la creació d'una activitat, des de la creació de l'objecte H5P fins a la seva publicació i posterior reutilització. Es presentaren vàries activitats interactives a alumnes de cicles formatius de grau mitjà i superior de l'àmbit de la informàtica d'un institut del Gironès. S'hi analitza les seves opinions i la repercussió empírica en el seu procés d'aprenentatge. Es mostren avantatges i inconvenients de l'eina i les alternatives disponibles al mercat. Per últim, a partir de les dades obtingudes durant la creació d'aquest informe i de l'obtinguda de l'experiència a l'aula, se n'extreu la conclusió que per la seva bona recepció per part de l'alumnat pot ser una eina útil pel reforç de l'aprenentatge. En los últimos años, las actividades interactivas están siendo usadas como material didáctico con el fin de apoyar procesos de enseñanza y aprendizaje. H5P es un software libre que pone a disposición del usuario un entorno de trabajo que permite crear contenido interactivo online desde el navegador web. Este contenido se puede emplear en diversas plataformas de e-learning como Moodle o Drupal. En este estudio se realiza un análisis detallado de las características técnicas y funcionales de esta herramienta para la creación de contenido multimedia, y analiza sus posibilidades como herramienta para impartir docencia. También se estudia el apoyo que recibe de los desarrolladores y el interés que muestra la comunidad. Se explica paso a paso la creación de una actividad, desde la creación del objeto H5P hasta su publicación y posterior reutilización. Se presentaron varias actividades interactivas a alumnos de ciclos formativos de grado medio y superior del ámbito de la informática de la provincia de Girona. Se analiza sus opiniones y la repercusión empírica en su proceso de aprendizaje. Se muestran ventajas e inconvenientes de la herramienta y las alternativas disponibles en el mercado. Por último, a partir de los datos obtenidos en la construcción de este informe y mi experiencia en el aula, extraigo la conclusión de que gracias a la buena recepción por parte del alumnado puede ser una herramienta útil para el refuerzo del aprendizaje. Currently interactive activities are being used as teaching material in order to support teaching and learning processes. H5P is a free and open-source software that provides the user with a solid work environment that allows him to create interactive content online from the web browser. This content can be used on various e-learning platforms such as Moodle or Drupal. This study provides a detailed analysis of the technical and functional properties of the tool in order to create multimedia content and analyze its possibilities as a tool for teaching. It also studies the support that H5P is receiving from his own developers and the interest of community. It explains step by step the creation of an activity, from the creation of the H5P object to its publication and reuse. Various interactive activities were presented to students in a vocational training course in the field of computer science in Girona (Catalonia), and their opinions and the empirical impact on their learning process are analyzed. The study shows advantages and disadvantages of the tool and some alternatives available in the market. Finally, from these data and with my experience in the classroom, I have come to the conclusion that with the good reception that these technologies receive by students it can be a useful tool for reinforcement of learning from classroom and from home.

Social networks sites have a considerable impact on all our life aspects, especially the educational sector. This study aims at identifying the factors affecting students’ actual usage of social networks sites for educational purposes in Jordanian universities. The proposed model consists of factors of the Unified Theory of Acceptance and Use of Technology UTAUT2 theory (Effort expectancy, Performance expectancy, Social influence, Facilitating condition, Habit, Hedonic motivation) which is extended by adding two external factors (lecturer support, and student-related factors) as an extension. The study was conducted in (6) Jordanian universities, where (411) questionnaires were returned from the study sample with (380) responses are acceptable for data analysis (a response rate of 93%) from the total questionnaires that were distributed online. The statistical package for social sciences (SPSS 23.0) was used to determine the factors affecting the students’ actual use of s for educational purposes. Results: The results showed that (Performance expectancy, Social influence, Effort expectancy, Habit, lecturer support, and student-related factors) have a positive impact on the actual usage of social networks sites for educational purposes in Jordanian universities, while the factors (Facilitating condition and Hedonic motivation) don’t support their hypotheses). Based on the results, the researcher introduced a number of recommendations for the decision makers in the higher education that could be positively reflected on increasing the adoption of SNS for educational process in public Jordanian Universities

In 2004, the Universitat Polit&egrave, cnica de Catalunya decided to change one of its critical and strategic information services: the online teaching support platform. An Open Source software, Moodle, was adopted and the previous proprietary software was abandoned. In 2020, the home confinement of the population due to the pandemic caused by COVID-19 has been a stress test for the entire university community, and very specifically by those responsible for providing the support of the online teaching support platform. The increase in activity and the prospect of the generalization of online assessment raised the concerns of possible scalability issues with the quiz functionality during the examination period. The solution applied involved using Moodle&rsquo, s IMS LTI interoperability features to deploy a high-performance version of the Moodle Quizz Module As A Service (SaaS), to plug-and-play within the university&rsquo, s LMS without drawing on its internal resources. This solution combined with a systems strategy, private cloud operations, internal communication and teacher training, solved this problem and successfully complete the assessment of the university course in a situation of confinement.

En aquest treball explicarem la creació d'una aplicació per a la resolució de problemes de física de plans inclinats utilitzant només un dit i un telèfon mòbil per poder solucionar aquests problemes de forma ràpida i fàcil. La metodologia MMT, que és la que utilitzo en el projecte, es basa en programació amb Android Studio i l'aplicació que vaig a desenvolupar permetrà resoldre exercicis de física sobre plànols inclinats. Per poder generar aquesta aplicació hi haurà una explicació de la programació amb Android Studio, així com del codi utilitzat que ens permetrà desenvolupar aquesta aplicació per poder així obtenir el resultat desitjat. Aquest treball combina part de codi juntament amb formules matemàtiques i físiques, una part gràfica i una part humana que serà la que farà funcionar l'aplicació una vegada realitzada. Aquest treball s'uneix a molts treballs realitzats en el passat amb altres realitzats amb anterioritat on es resolen problemes físics o matemàtics com el descompte, la fórmula dels gasos nobles, la llei de Kirchhoff, etc. Amb aquest treball dono la meva aportació a aquesta idea de fer una llibreria d'aplicacions de problemes físics, matemàtics, biològics i químics que permetran facilitar la resolució de problemes per a estudiants i altres persones que necessiten ajuda per resoldre les equacions matemàtiques que els descriuen. En este trabajo explicaremos la creación de una aplicación para la resolución de problemas de física de planos inclinados utilizando tan solo un dedo y un teléfono móvil para poder solucionar estos problemas de forma rápida y sencilla. La metodología MMT que es la que utilizo en el proyecto se basa en programación con Android Studio y la aplicación que voy a desarrollar permitirá resolver ejercicios de física sobre planos inclinados. Para poder llegar a crear esta aplicación habrá una explicación de la programación con Android Studio, así como del código utilizado que nos permitirá desarrollar esta aplicación para poder así obtener el resultado deseado. Este trabajo combina parte de código junto con formulas matemáticas y físicas, una parte grafica y una parte humana que será la que hará funcionar la aplicación una vez realizada. Este trabajo se une a muchos trabajos realizados en el pasado a otros realizados con anterioridad donde se resuelven problemas físicos o matemáticos como el descuento, la formula de los gases nobles, la ley de Kirchhoff, etc. Con este trabajo doy mi aportación a esta idea de realizar una librería de aplicaciones de problemas físicos, matemáticos, biológicos y químicos que permitirán facilitar la resolución de problemas para estudiantes y demás personas que necesiten ayuda para resolver las ecuaciones matemáticas que los describen. In this work we will explain the creation of an application for solving physics problems of inclined planes using just one finger and your mobile phone to solve these problems quickly and easily. The MMT methodology that is the one that I use in the project is based on programming with Android Studio and the application that I am going to develop will allow solving physics exercises on inclined planes. In order to create this application, we will have an explanation of the programming with Android Studio, as well as the code used that will allow us to develop this application in order to obtain the desired result. This work combines the code of the application together with mathematical and physical formulas, a graphic part and a human part that will be the one that will make the application work once it is finished. This work joins many others done in the past by other colleagues where physical or mathematical are solved such as the discount, the noble gas formula, Kirchhoff’s law, etc. With this work I give my contribution to this idea of creating a library of applications of physical, mathematical, biological and chemical problems that will make easier the resolution of different problems for students and others who need help to solve the mathematical equations that describe them.

Computer vision coupled to deep learning is a promising technique withmultiple applications in the industry. In this work, the potential of thistechnique has been assessed in the classification of two varieties of almondtrees (Prunus dulcis), Soleta and Pentacebas. For that, a convolutional neuralnetwork named VGG16 was used. The most appropriate configuration formodel training was studied, which included the comparison between twodifferent filling modes (reflect and nearest) in the data augmentation step, theevaluation of the batch size and the analysis of the image sizes. The robustnessof the model was also checked, and information was obtained about how themodel extracts the information from the images In addition, the authors thank the financial support of the Industrial Doctorates Plan of the Secretariat of Universities and Research of the Department of Economy and Knowledge of the Generalitat of Catalonia (project DI-COF 2017) and of the Spanish Ministry of Economy and Competitiveness (project AGL2015-70106-R, AEI/FEDER, UE).

In this paper, an e-Learning toolbox based on a set of fuzzy logic data mining techniques is presented. The toolbox is mainly based on the fuzzy inductive reasoning (FIR) methodology and two of its key extensions: (i) the linguistic rules extraction algorithm (LR-FIR), which extracts comprehensible and consistent sets of rules describing students&rsquo, learning behavior, and (ii) the causal relevance approach (CR-FIR), which allows to reduce uncertainty during a student&rsquo, s performance prediction stage, and provides a relative weighting of the features involved in the evaluation process. In addition, the presented toolbox enables, in an incremental way, detecting and grouping students with respect to their learning behavior, with the main goal to timely detect failing students, and properly provide them with suitable and actionable feedback. The proposed toolbox has been applied to two different datasets gathered from two courses at the Latin American Institute for Educational Communication virtual campus. The introductory and didactic planning courses were analyzed using the proposed toolbox. The results obtained by the functionalities offered by the platform allow teachers to make decisions and carry out improvement actions in the current course, i.e., to monitor specific student clusters, to analyze possible changes in the different evaluable activities, or to reduce (to some extent) teacher workload.

The project described in this document is focused on adding a new functionality within Classpip, a gamification tool created by the union of projects carried out by EETAC students. Such functionality refers to the implementation of a geocaching module, giving students the ability to play geocaching games, which objective is to discover unknown locations by means of a mobile phone with GPS in it. In addition, giving the teachers, full access to the management of the characteristics that define a geocaching game. The aim of this project, is to show each and every single step that has been needed in order to host these types of games in Classpip. To achieve that, it has been necessary to modify the already existing repositories as well as the usage of various tools such as GitHub, which are described throughout the document. Lastly, emphasize that the project has been carried out in conjunction with Carlos Domínguez, however, due to the actual regulations, it has had to be submitted individually, resulting in two reports but with a large amount of shared content.

The aim of this project is to implement a tool for creating a geocaching game. In order to achieve this Classpip has been used, which is a set of projects aimed at developing a web and mobile application to make teaching more flexible. The GitHub platform has made possible the collaboration between all the project participants, storing in repositories the application components. In addition, Classpip has been developed on free software and thanks to this there has been total freedom among the members to use the program, copy and distribute code and even modify it. The web application has been developed in HTML5 and JavaScript while the mobile application is created with Ionic,based on Angular, and Apache Cordova makes it possible to build the application in web code instead of using platform-specific APIS's like iOS or Android. In this document the implementations that have been incorporated both in the web and in the mobile application are collected and detailed. Also appear the minimum explanations necessary for the understanding of the code with the idea of paving the way for future developers to participate in the project, since that is the key to the success of this concept since it would be impossible for an individual to cover so much work. It should be noted that this project was started with my partner Oriol Fuertes, so part of the memory of this project is shared. We developed the website together and later he was in charge of the student's mobile application and I was in charge of the teacher's one.

[CATALÀ] Avui en dia, és normal que qualsevol estudiant d’institut i universitat disposi d’algun aparell electrònic com un telèfon mòbil o tablet. Lluny de ser aparells per a l’oci, trucades o per guardar informació, també poden ser unes eines molt potents per a l’aprenentatge. En aquest projecte s’ha realitzat una aplicació per a dispositius mòbils utilitzant el MIT App Inventor, encara que no s’ha pogut seguir la metodologia Mobile Math Technology per limitacions del programa. S’ha estudiat la seva viabilitat fent un anàlisi d’aplicacions similars ja disponibles actualment i també dels possibles usuaris, en aquest cas estudiants d’institut i batxillerat. Basada en les tres lleis de Kepler, durant aquest període del treball s’han realitzat dues versions de l’aplicació, on la primera era la programació del codi per a que fos capaç de realitzar càlculs matemàtics de les tres lleis de Kepler, i la segona eren millores al codi i també a la interfície i imatge d’aquesta. Finalment, es mostra un exemple comparant com es resol un exercici qualsevol basat en una de les tres lleis de la manera estàndard, aplicant fórmules, amb la forma de resoldre’l utilitzant l’aplicació. [ANGLÈS] Nowadays, it is common for any high school and college student to have an electronic device such as a cell phone or tablet. Apart from being devices for leisure, calling or storing information, they can also be very powerful tools for learning. This project has developed an application for mobile devices using the MIT App Inventor, although Mobile Math Technology methodology could not be used due to program limitations. Its viability has been studied by analyzing similar applications currently available and also the potential users, in this case high school and baccalaureate students. Based on the Kepler’s Three Laws, during this period of work two versions of the application have been made, where the first was the programming of the code to be able to perform mathematical calculations of the Kepler’s Three Laws, and the second were improvements to the code and also to its interface and image. Finally, an example is shown comparing how to solve any exercise based on one of the three laws in the standard mode, applying formulas, with how to solve it using the application.

The objective of this study was to evaluate the role of information and communication technologies (ICT) in the learning of primary school students, as assessed by ICT coordinators of the schools in Andalusia (a network already considered by the Spanish Educational Administration as ICT centres). For this, a total of 34 ICT coordinators from various primary education centres in Andalusia participated. With the objective of knowing the scope of the policies that are carried out, as well as determining the true incidence of ICT in the classroom – not only as a tool, but also as a way of teaching – a questionnaire was created and validated for the coordinators TIC. The results indicated that (a) the use by ICT teachers in the classroom is still reduced and (b) the lack of training received by teachers, as well as scarce technological resources, are the main barriers to attaining a higher use of ICT in the didactic process. The findings suggest that integral and transversal insertion of ICTs in the classroom should be priority objectives in deriving optimal curricular development in for primary school students.

In this paper we present the basics of a novel methodology for the development of simulation-based and augmented learning tools in the context of applied science and engineering. It is based on the extensive use of model order reduction, and particularly, of the so-called Proper Generalized Decomposition (PGD) method. This method provides a sort of meta-modeling tool without the need for prior computer experiments that allows the user to obtain real-time response in the solution of complex engineering or physical problems. This real-time capability also allows for its implementation in deployed, touch-screen, handheld devices or even to be immersed into electronic textbooks. We explore here the basics of the proposed methodology and give examples on a few challenging applications never until now explored, up to our knowledge.

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.

STEAM (Science, Technology, Engineering, Art, Mathematics) learning is design to promote student’s interest in learning chemistry. Integration STEAM into chemistry learning is often seen as a challenge, such as not familiar and lack of knowledge on STEAM in chemistry. Coping, for this reason, a web-based STEAM online platform was designed. This paper reports the use of design-based research (DBR) to develop a web-based STEAM online platform. The paper focuses on two studies that step on the development and validation of the platform. In an attempt to implement theoretically designed learning environments in real-world classrooms, DBR was employed as an overarching framework of inquiry. The two cycles of DBR inquiry provide deep insights into the platform’s readability, comprehensibility, and feasibility. The implementation of the framework is specified along with further implications for researchers and practitioners

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.

Lack of knowledge in the field of health is one of the leading causes of death in the world. Especially in populations where access to knowledge is limited by a socio-economic barrier. Introducing new communication technologies, can be a useful tool to fight back this problem. This project arises from the needs in communication improvements for health education, especially in diseases such as tuberculosis, malaria, AIDS or neglected tropical diseases. All of the diseases mentioned affects 4 out of 10 people worldwide. The formation of at-risk populations is key to this control or even the eradication of these infectious diseases. One of the tools to combat this problem is so-called technological information and communication tools (ICTs) as a mechanism to increase the scope of educational actions. This work presents all the structure and initial requirements that an ICT tool must have, the mechanisms for its creation and its complete programming with an open source code on AIDS control education. The work aims to be the basis for the creation of similar tools, with the ability to educate communities affected by these diseases. La falta de conocimientos en el ámbito de la salud es una de las principales causas de muerte en el mundo. Especialmente en las poblaciones dónde el acceso al conocimiento se encuentra limitado por una barrera socioeconómica. La introducción de nuevas tecnologías para la comunicación puede ser una herramienta útil para luchar contra este problema. Este proyecto surge de las necesidades en las mejoras de la comunicación para la educación en la salud, especialmente en enfermedades como la tuberculosis, malaria, sida o enfermedades tropicales desatendidas. El conjunto de las enfermedades mencionadas afecta a 4 de cada 10 personas en el mundo. La formación de las poblaciones en riesgo es clave para este control o incluso la erradicación de estas enfermedades infecciosas. Una de las herramientas para luchar contra este problema son las llamadas herramientas tecnológicas de la información y comunicación (TIC) como mecanismo para aumentar el alcance de las actuaciones educativas. Este trabajo plantea toda la estructura y los requisitos iniciales que debe tener una herramienta TIC, los mecanismos para su creación y su programación completa con un código open source sobre la educación para el control del sida. El trabajo pretende ser la base para la creación de herramientas similares, con la capacidad de formar comunidades afectadas por estas enfermedades. La falta de coneixements en l'àmbit de la salut, és una de les principals causes de mort al món, especialment sobre les poblacions on l'accés al coneixement es troba limitat per una barrera socioeconòmica. La introducció de noves tecnologies per a la comunicació pot ser una eina útil en el treball contra aquest problema. Aquest projecte, sorgeix de la necessitat de millores en la comunicació i la formació per a la salut, especialment en malalties com la tuberculosi, la malària, la sida i les malalties tropicals desateses. El conjunt d'aquestes malalties afecta 4 de cada 10 persones al món. La formació de les poblacions en risc és clau per al control i la erradicació d'aquestes malalties infeccioses. Una de les eines per lluitar contra aquests problemes és la utilització d'eines tecnològiques de la informació i comunicació (TIC) com a mecanisme per augmentar l'abast i l'eficàcia de les actuacions educatives. Aquest treball planteja tota l'estructura i requisits inicials que ha de tenir una eina TIC, els mecanismes per a la seva creació i la programació completa amb un codi open source sobre la formació per al control de la sida. El treball vol ser una base per a la futura creació d'eines similars, amb la capacitat de formar comunitats afectades per aquestes malalties.

“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 development of the digital competence is one of the current challenges of the educational community. Specifically, the area of information literacy is presented as a main pillar for the subsequent optimal development of a digital teaching competence. Based on this, the present article aims to evaluate the area of information literacy in practicing teachers from Early Childhood Education (N=57). A descriptive and inferential quantitative analysis was made for this piece of work in order to analyze the perceptions of the teachers towards this area, the accomplishment of the t-student test for the comparison of means between teachers of public and private with state-funded financial support centers and the application of a linear regression model that allows to predict the information literacy through the variable "education center". The results obtained reflected an optimal level of perceptions as for the information area, regardless of the type of school, as well as the possible prediction, regarding the school typology, of some information literacy variables.

©2020 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes,creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. Modern computer graphics courses require students to complete assignments involving computer programming. The evaluation of student programs, either by the student (self-assessment) or by the instructors (grading) can take a considerable amount of time and does not scale well with large groups. Interactive judges giving a pass/fail verdict do constitute a scalable solution, but they only provide feedback on output correctness. In this article, we present a tool to provide extensive feedback on student submissions. The feedback is based both on checking the output against test sets, as well as on syntactic and semantic analysis of the code. These analyses are performed through a set of code features and instructor-defined rubrics. The tool is built with Python and supports shader programs written in GLSL. Our experiments demonstrate that the tool provides extensive feedback that can be useful to support self-assessment, facilitate grading, and identify frequent programming mistakes. This work has been partially funded by the Spanish Ministry of Economy and Competitiveness and FEDER Grant TIN2017-88515-C2-1-R.

The work presented in this document focuses on the implementation of a mobile phone application to support a gamification tool in the classroom, called Classpip. With this tool, it is intended that tutors or other users can stimulate or motivate a group of students through the use of games that implement gamified mechanics.

The use of mobile devices in classrooms is becoming more and more common. The introduction of these resources to produce learning is part of the mobile learning methodology. Among the possibilities of these devices provide we can find, as an emerging technology, augmented reality, which combines elements of the real world with virtual images. The purpose of this paper is to know the impact of the augmented reality in the educational cooperatives of Andalusia. In this regard, educational cooperatives are centers characterized in their origin by promoting the development of methodologies based on Information and Communication Technologies (ICT). The data collection instrument used in this questionnaire is a quantitative methodology of a descriptive nature. The questionnaire was prepared ad hoc according to the existing literature and the answers coded on a Likert scale. The results show that only a minority of teachers implement the augmented reality in their classes. In addition, there are statistically significant differences in terms of professional experience, so that younger teachers tend to implement methodologies based on the use of emerging mobile technologies such as augmented reality. Finally, it is emphasized that despite the constant technological advance of mobile devices in society, their application in the classroom occurs slowly.

This paper reports the development and validation of a digital application (Assessment Scale of Oral Language at School - Decision Support System, EVALOE-DSS) for the professional development of teachers aiming to improve their students’ linguistic competence. We performed a multiple case study involving seven teachers and their students from seven different schools. Over a six–month period, the teachers used the digital application to self-assess their classes, make decisions and introduce changes into their teaching practices. The researchers observed four class sessions of each teacher and assessed them with the same digital application. Each teacher-researcher dyad discussed the tool and its use over three meetings during the semester. Despite some differences between the teachers, use of the digital application produced progress in the competences of both the teachers and the students. Thus, the digital application can be used for professional development in teachers. This study was supported by the Ministry of Economy and Competitiveness and the European Regional Development Fund (EDU2015-63616-P) (MINECO / ERDF).

The present article constitutes a systematic review of the literature with the objective of identifying the appropriate elements that must be considered when designing and creating adaptive digital educational resources. The methodological process was rigorous and systematic, employing an article search in which the texts related to the object of study were identified, selected, evaluated and analyzed. It is concluded from the analysis of the documentary corpus that the different approaches found configure a roadmap for the conceptualization of what a digital educational resource should be in order to serve as an element that contributes to learning. In this sense, an exemplary model user is proposed that considers experiences, interests and tastes, thus making it possible to strengthen the particularities of students and enhance the learning experience

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.

The present work analyzes the academic performance of students from at-risk groups from the perspective of Social Network Analysis (SNA), studying the academic and interaction information of 45 students belonging to at-risk groups who attended a pilot socio-academic course during one academic term. This information was used to create a sociogram, which served as the basis for determining the centrality metrics of the SNA. The relationships between these metrics and the academic variables were then studied by means of correlation analysis and linear regression with LASSO standardization. As a preview of the results, it was determined that the academic performance of the students in the pilot course was influenced, on the one hand, by their academic knowledge prior to being admitted to the university, represented by the score on the Mathematics and Geometry section of the diagnostic test, and on the other hand, by the dynamics of the social network in which they interacted in the classroom, represented by the eigenvector centrality. These results have significant potential for explaining the academic performance according to SNA metrics, and they provide evidence to support the implementation of practices that promote a healthy social environment in an academic context.

The flexibility of the MOOC service allows students to learn at their own time, place and pace, enhancing continuous communication and interaction among all participants in knowledge and community building. This model especially benefits people with disabilities, which can improve therefore their level of employability and social inclusion, reaching a better quality of life. Unfortunately the access to MOOC platforms present severe barriers: there is a lack of accessibility on the learning resources, the communicating tools and personalized user interfaces. All these issues add extra difficulties such as the need to develop specific digital or even social skills for students with functional diversity. In this context, MOOCs are leading a revolutionary computer and mobile-based scenario along with social technologies that will emerge new kinds of learning applications that enhance communication and collaboration processes. For that reason, this paper describes the need for designing an information model and related specifications to support a new strategy for delivering accessible MOOC courses to learners with special needs, in terms of their preferences and context of use based on a particular application profile. This user profile’s design is based on standard metadata schemas, data that provides information about other data, regarding the achievement of accessibility from content to user preferences.

The inclusion and the Information and Communication Technologies (ICT) configure a field of great scientific interest in the current society. In this context, the attitudes of the teachers towards the ICT play an important role. The present article gathers the results of a study whose purpose was to determine how a teacher will use and integrate the ‘Information and Communication Technologies’ (ICT) in inclusive classrooms. This will also identify the factors that promote good educational practices supported by ICT. Towards this we prepared a case study of multiple cases. The questionnaire and group discussion are the techniques that are used for collecting required information. To validate the questionnaire, it was used the expert judgment method selected by the “Coefficient expert Competence” procedure or also named “K coefficient”. The Reliability was established by Cronbach’s Alfa method with a value of 0.87. The result shows that teachers in general have a positive attitude towards ICT, especially the male teachers with greater possibilities of interaction with ICT. This will also promote inclusive and cultures policies between networks of schools and it is presented as an important factor in developing good educational practice with the support of ICT.

The construction of knowledge through computational practice requires to teachers a substantial amount of time and effort to evaluate programming skills, to understand and to glimpse the evolution of the students and finally to state a quantitative judgment in learning assessment. The field of learning analytics has been a common practice in research since last years due to their great possibilities in terms of learning improvement. Both, Big and Small data techniques support the analysis cycle of learning analytics and risk of students’ failure prediction. Such possibilities can be a strong positive contribution to the field of computational practice such as programming. Our main objective was to help teachers in their assessments through to make those possibilities effective. Thus, we have developed a functional solution to categorize and understand students’ behavior in programming activities based in Scratch. Through collection and analysis of data generated by students’ clicks in Scratch, we proceed to execute both exploratory and predictive analytics to detect patterns in students’ behavior when developing solutions for assignments. We concluded that resultant taxonomy could help teachers to better support their students by giving real-time quality feedback and act before students deliver incorrectly or at least incomplete tasks.

Universities have a relevant and essential key role to ensure knowledge and development of competencies in the current fourth industrial revolution called Industry 4.0. The Industry 4.0 promotes a set of digital technologies to allow the convergence between the information technology and the operation technology towards smarter factories. Under such new framework, multiple initiatives are being carried out worldwide as response of such evolution, particularly, from the engineering education point of view. In this regard, this paper introduces the initiative that is being carried out at the Technical University of Catalonia, Spain, called Industry 4.0 Technologies Laboratory, I4Tech Lab. The I4Tech laboratory represents a technological environment for the academic, research and industrial promotion of related technologies. First, in this work, some of the main aspects considered in the definition of the so called engineering education 4.0 are discussed. Next, the proposed laboratory architecture, objectives as well as considered technologies are explained. Finally, the basis of the proposed academic method supported by an active learning approach is presented.

Els entorns virtuals d’ensenyament i aprenentatge, com pot ser Moodle, incorporen la creació i treball amb rúbriques de correcció, així com una completa gestió de les qualificacions per part del personal acadèmic. Tanmateix, molts professors es troben molt més còmodes treballant en el seu propi entorn de full de càlcul, per, posteriorment exportar-ho a l’entorn virtual. En aquesta comunicació es planteja la creació flexible de rúbriques de correcció a través de VBA amb Microsoft Excel, a fi de facilitar la creació de documents amb múltiples fulls que enllacin amb un document de qualificacions final

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.

In this paper we describe a plugin-based C++ framework for teaching OpenGL and GLSL in introductory Computer Graphics courses. The main strength of the framework architecture is that student assignments are mostly independent and thus can be completed, tested and evaluated in any order. When students complete a task, the plugin interface forces a clear separation of initialization, interaction and drawing code, which in turn facilitates code reusability. Plugin code can access scene, camera, and OpenGL window methods through a simple API. The plugin interface is flexible enough to allow students to complete tasks requiring shader development, object drawing, and multiple rendering passes. Students are provided with sample plugins with basic scene drawing and camera control features. One of the plugins that the students receive contains a shader development framework with self-assessment features. We describe the lessons learned after using the tool for four years in a Computer Graphics course involving more than one hundred Computer Science students per year.

In this Digital era, thousands of teens in the universities use social network sites; it has become a way of life. Social Media Usage has recently received numerous debates in its impact on academics, with its advent, communities have become link to each other, but the lecture room still remains quite isolated, from other teachers, students, and a host of others who could potentially enhance learning. This study aimed at investigating the impact of social media usage on students’ academic performance through collaborative learning among university students in Ghana. Based Davis, Bagozzi & Warshaw (1989), Technology Acceptance Model (TAM), a conceptual framework was adopted for the study. To achieve the objectives, a quantitative data analysis method was employed. A total of 200 students were randomly surveyed for the study. Regression analysis revealed that, Interaction with peers, perceived ease of use and perceived usefulness had a significant positive relationship with collaborative learning. Furthermore, results suggested that there exist a significant mediation effects on the relationship between social media usage dimensions and academic performance. TAM does not take into account environment or economic factors that may influence a person’s intention to perform a behavior. The study recommends a clear mobile learning methodologies, rules and policies for integrating student activities on social media into their final grades

The integration of Information and Communication Technologies (ICT) in the academic context caused a change in the way teaching and learning is carried out. It also broadened the usually formal educational contexts and the way these are accessed. Nonetheless, gaps can still be found concerning the inequality in the access to ICT resources and tools and, therefore, in the universal access to knowledge and education. This paper studies the use and integration of ICT through students’ perceptions from the educational centers of the municipality of San Juan Girón (Santander, Colombia). The population is composed of 208 participants with ages ranging between 12 and 18, 59% female and 41% male. Statistically significant results were obtained concerning the use of school-owned resources and teaching methodologies. One of the most outstanding results shows the population analyzed needs to apply a new teaching methodology to promote the integration of the ICT in the classrooms in a more suitable and coherent way. Moreover, training processes and pedagogical updating are required to motivate a curricular change considering rhythms, forms, quality and different learning styles in the municipality of San Juan Girón

This paper investigates factors that influence Zambian higher education lecturer’s attitude towards integrating ICTs in research and teaching. To determine these factors, we used online administered survey with a total of 163 respondents from public and private higher education institutions in Zambia. Quantitative data analysis based on descriptive and inferential statistics was used in this study. Inferential analysis was employed to investigate the relationships among variables using Pearson correlation analysis and completely randomized design. The results revealed that lack of adequate Internet bandwidth is among the major barrier or obstacle for assimilating ICTs in research and teaching for Zambian higher education lecturers. Additionally, training lecturers on the use of ICTs e.g. email, PowerPoint presentations, electronic boards and its advantages is the most important incentive to motivate lecturers to incorporate ICTs in research and teaching. Therefore, this study contributes to literature on factors that influence higher education lecturers’ attitude towards integrating ICTs in research and teaching. This study also demonstrates a positive correlation between the important factors that influence lecturers in integrating ICTs in research and teaching.

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.

This study examined the effects of using Microsoft Mathematics on students’ attitude, conceptual understanding, and procedural skills in Differential Calculus. A quasi-experimental research design was used in which two different learning environments were compared. The participants of the study were two classes of Electrical Engineering students enrolled in Differential Calculus course, assigned randomly as control and experimental groups with 30 students in each group. The control group was taught using the traditional approach of teaching Differential Calculus while the experimental group was taught the same lessons using the Microsoft Mathematics embedded activity sheets. The experimental group learned through exploration and discovery of various concepts. The findings indicated that the participants had little understanding of the concepts and processes of Calculus prior to the conduct of the study. A significant improvement in their performances was noted after the experimentation. This suggests that the use of Microsoft Mathematics in teaching and learning Differential Calculus improves students’ conceptual understanding and procedural skills. It is also found that the use of Microsoft Mathematics in teaching and learning calculus is equally effective as the traditional approach. In terms of attitude, the experimental group demonstrated a “favorable” to “very highly favorable” attitude along the five (5) domains of the MTAS. A significant difference exists between the pretest and posttest attitude of the subjects on the domain “learning Mathematics with technology”.

Human societies from the outset have been associated according to race, beliefs, religion, social level, and the like. These behaviors continue even today in the classroom at primary, middle, and superior levels. However, the growth of ICT offers educational researchers new ways to explore methods of team formation that have been proven to be efficient in the field of serious games through the use of computer networks. The selection process of team members in serious games through the use of computer networks is carried out according to their performance in the area of the game without distinction of social variables. The use of serious games in education has been discussed in multiple research studies which state that its application in teaching and learning processes are changing the way of teaching. This article presents an exploratory analysis of the team formation process based on collaboration through the use of ICT tools of collective intelligence called TBT (The best team). The process and its ICT tool combine the paradigms of creativity in swarming, collective intelligence, serious games, and social computing in order to capture the participants’ emotions and evaluate contributions. Based on the results, we consider that the use of new forms of teaching and learning based on the emerging paradigms is necessary. Therefore, TBT is a tool that could become an effective way to encourage the formation of work groups by evaluating objective variable of performance of its members in collaborative works.

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.

El presente trabajo incluido en un marco de investigación más amplio, tiene como objetivo la implementación de un sistema de navegación georeferenciado y con realidad aumentada sobre plataforma Layar© para dispositivos móviles con propósitos docentes. Dicha aplicación permite la creación de canales de información mediante bases de datos con modelos virtuales y todo tipo de contenido multimedia. La metodología de trabajo es la de un caso de estudio de investigación educativa llevada a cabo con estudiantes de Arquitectura y Planificación Urbana a nivel de máster en una materia centrada en el uso de las Tecnologías de la Información y la Comunicación en el Diseño Urbano, usando como tema central los campus universitarios. Denominamos Geo-elearning a nuestra experiencia porque además de usar estrategias propias del E-Learning, incorpora la geolocalización de contenidos, permitiendo, sobre un emplazamiento determinado, su evaluación con propósitos docentes, lo que nos ha permitido demostrar su viabilidad y eficacia educativa. El present treball inclòs en un marc d’investigació més ampli, té com objectiu la implementació d’un sistema de navegació georeferenciat i amb realitat augmentada sobre plataforma Layar© per dispositius mòbils amb propòsits docents. Aquesta aplicació permet la creació de canals d’informació mitjançant bases de dades amb models virtuals i tot tipus de contingut multimèdia. La metodologia de treball és la d’un cas d’estudi d’investigació educativa portada a terme amb estudiants d’Arquitectura i Planificació Urbana a nivell de màster en una matèria centrada en l’ús de les Tecnologies de la Informació i la Comunicació en el Disseny Urbà, utilitzant com tema central els campus universitaris. Denominem Geo-elearning a la nostra experiència perquè a més d’utilitzar estratègies pròpies de E-learning, incorpora la geolocalització de continguts permetent, sobre un determinat emplaçament, la seva avaluació amb propòsits docents, el que ens ha permès demostrat la seva visibilitat i eficàcia educativa. This paper, which is included in a larger research framework, aims to study the implementation of a mobile Geolocation-based Augmented Reality (AR) system on Layar© platform, for educational purposes. This application allows the creation of information channels using databases that store 3D models and all kinds of multimedia content. The working methodology for this educational research was the study case. It was conducted with students of Architecture degree and Urban Planning Masters, and we were focused on the use of ICT in Urban Design, using college campuses as a central theme. The experience was called Geo-learning because, besides the use of E-Learning strategies, it incorporated student’s 3d content geo-localization. This allowed its assessment on a particular site, and enabled us to demonstrate feasibility and effectiveness of this technology in educational settings.

The purpose of this descriptive study was to apply 2nd order confirmatory factor analysis (CFA) and structural relationship models to identify the digital competency components essential to undergraduate students in Thai higher education institutions. The sample comprised 1,126 specialists in Information Technology, Computer Technology, Computer Education, Computer Science, and Computer Engineering working in public higher education instructions throughout the country. The selection was the result of multi-stage random sampling from 76 public higher education instructions that offer undergraduate education. The instrument was a questionnaire form on essential digital competency components for undergraduate students in higher education institutions. The question items employed a 7-point Likert scale and showed Cronbach's alpha values for the content validity and reliability at a range of.93-.97 per domain and .87-.99 per component. The data were analyzed using descriptive statistics for general data and 2nd Order CFA analysis. The findings revealed that from 24 observed variables, there were 7 competency components.: 1) Fundamental of digital ; 2) Accessing digital information; 3) Using digital information; 4) Creating digital information and media; 5) Communicating digital information; 6) Managing digital information; and 7) Evaluating digital information. The discovery from this study was substantially constructive for Thai higher education institutions as it could be used to design an essential digital competency framework of the 21st century.

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 introduces a Serious Game that will be used as a tool for training fire fighting students at the Public Security Institute of Catalonia. The game is played in a virtual environment free of real hazards and/or dangers with the consequent savings in material costs and supplies. The system exposes the student to different emergency situations that the he/she must solve using the professional firefighters tools and following the protocol of actual action provided in each case. It is also possible to interact with different virtual agents to delegate functions and to obtain information about the emergency to be solved. All actions carried out by the user are monitored by the system and are scored at the end of each game taking into account the order and time invested in performing them. In addition, feed-back is offered to improve the player’s decision making in future matches.

The accelerating change that the society is experiencing worldwide is exposing the weaknesses in the education system we have inherited from previous generations. Every year lots of kinds of jobs disappear and new job descriptions are being created as well. Lifelong learning is no longer a theoretical concept, but a very real need for most people. Not all learning comes from formal education processes. Students and professionals are getting actionable knowledge from all kinds of sources and activities. Thus, informal learning, alongside competence-based learning and learning outcomes is getting a lot of attention lately from human resources departments, academics and policy makers. A number of countries and organizations are busy defining guidelines for validating and evaluating informal learning experiences and formalizing its outcomes. In a globalized society where technology has brought together different cultures and educational systems, managing to keep track of a learner's competences is a daunting task, and especially when trying to take into account the competences acquired through informal means. In this paper, we propose a framework to gather, enhance, organize, evaluate and showcase a user's informal learning using a social approach to engage the learners to use the system by providing valuable recommendations, contacts and feedback.

The configuration of urban projects using Information and Communication Technologies is an essential aspect in the education of future architects. Students must know the technologies that will facilitate their academic and professional development, as well as anticipating the needs of the citizens and the requirements of their designs. In this paper, a data mining approach was used to outline the strategic requirements for an urban design project in an architecture course using a Project-Based Learning strategy. Informal data related to an award-winning public space (Gillett Square in London, UK) was retrieved from two social networks (Flickr and Twitter), and from its official website. The analysis focused on semantic, temporal and spatial patterns, aspects generally overlooked in traditional approaches. Text-mining techniques were used to relate semantic and temporal data, focusing on seasonal and weekly (work-leisure) cycles, and the geographic patterns were extracted both from geotagged pictures and by geocoding user locations. The results showed that it is possible to obtain and extract valuable data and information in order to determine the different uses and architectural requirements of an urban space, but such data and information can be challenging to retrieve, structure, analyze and visualize. The main goal of the paper is to outline a strategy and present a visualization of the results, in a way designed to be attractive and informative for both students and professionals – even without a technical background – so the conducted analysis may be reproducible in other urban data contexts.

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.

War games and sports games always seek glory and excellence in an environment where participants enjoy what they do. Success is guaranteed in the degree of effective collaboration and coordination within the team members, as well as the strategy used by teams, such games or war strategies are generated since the birth of humanity. In this sense, the following questions emerge in the field of education: Is it possible to design learning activities that use this principle applied to collaborative work in the classroom? Which are the conditions of application of team competition strategy using ICT tools and how to measure it? This research explores the application of a web tool called Choose the Best (CTB). CTB implements a strategy that fosters competitiveness among the teams of a class, as well as the coordination and collaboration within the same, these types of strategies contribute to the development of Collective Intelligence levels. It's measured through a group of implemented metrics. Based on the results, we consider that the use of new forms of teaching and learning based on the emerging paradigms is necessary. Therefore, CTB is a tool that could become an effective way to measuring the group's performance according to Collective Intelligence paradigms.

This paper describes early stages of an educational project focused on using gamification in architecture education. The state of the art of gamification technologies applied to education, architecture and urban design, is introduced, as well as main objectives of the project. It is based on the use of virtual reality systems on urban spaces to asses motivational, social, and spatial competences in an educational context. Finally, assessment methodology and previous design concepts are discussed.

The introduction and use of on-line learning resources has improved students learning process in several aspects. But at the same time, it also introduced more complexity and made more difficult to teachers how to analyze learning evolution and improvement of students. In this paper, we propose a first approach how to visualize and analyze student interaction with on-line learning systems and Virtual Learning Environments (VLE). We present a piece of software that collects information on the interaction of the students with the Moodle VLE and that it displays to teachers in a more analytical way. The interaction data is displayed to support teacher interpretation from a learning point of view, with the inclusion of automatically generated textual explanations about the analysis of such data.

Introduction to Architecture is a subject taught in the School of Architecture of the University of A Coruña. It is intended to start the trainign of future professionals attending, from the the first course, to the tripple thoughtful, designed and constructive support of the architectural fact. With the Bologna Process, the subject became the initiatory place of the discipline, a sort of "first contact". The uniqueness of this fact, together with other circumstances, such as the recent introduction of teaching in English or conducting practices in a non-contact manner has led to the need of incorporating new technologies as means of control, mentoring and monitoring tasks and enhancement of teacher-student relationship inside the subject. Within this approach it has generated a central tool that serves as a gateway and communication of the subject: the website iala.udc.es. Introducción a la Arquitectura es una asignatura que se imparte en la Escuela Técnica Superior de Arquitectura de la Universidade da Coruña. En ella se pretende iniciar la formación del futuro profesional atendiendo, desde el primer curso, al triple soporte reflexivo, proyectivo y constructivo del hecho arquitectónico. Con el Proceso de Bolonia, la asignatura se convirtió en el lugar iniciático de la disciplina, en una suerte de «primer contacto». La singularidad de este hecho, sumado a otras circunstancias, como la reciente introducción de la docencia en inglés o la realización de las prácticas de manera no presencial, ha conducido a la necesidad de incorporar las nuevas tecnologías como modo de control, tutorización y seguimiento de tareas y potenciación de la relación profesor-alumno dentro de la asignatura. Dentro de este planteamiento se ha generado una herramienta nuclear que sirve de portal de acceso y comunicación de la asignatura: la web iala.udc.es.

The aim of this research is to observe how Collaborative Web-Based Environments (CWBEs) foster higher education quality improvement by means of enhancing students' teamwork skills, the use of CWBEs and the use of teaching methodologies, particularly PBL. A survey was conducted in three different subjects with similar characteristics in courses held at the ETSEIATBarcelonaTECH among a sample of 98 students. Results shed light on two aspects which improve teamwork performance: 1) the functionality of CWBEs and 2) the ability and motivation of students in these environments.