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El objetivo principal de este trabajo es la realización de un plan de marketing para el Grupo Kutxabank aplicando la metodología y procedimientos necesarios para la elaboración de este documento empresarial.

This paper explains when and how to integrate aspects of usability engineering in the agile development process proposed by the InterMod methodology. The aim of InterMod is to facilitate the accurate development of high-quality interactive software. This is accomplished by means of agile software engineering activities and continuous assessment in which certain usability evaluation techniques have been suitably integrated. Such integration brings benefits to the early steps of the development process. On the one hand, this integration promotes development tailored to users' expectations. On the other hand, it helps to plan the agile process of activities. In terms of developing a mobile application, the use of prototypes in early stages of the development process has been considered as being quite beneficial for organizing the workflow. Using heuristic evaluations and user tests has also been valuable when grouping evaluations in specific iterations.

Recent works in the area of adaptive education systems point out the importance of aumenting the student model to improve the personalization and adaptation to the learner by means of several aspects such as emotions, user locations or interactions. Until now the study of interactions has been mainly focused on the student-learning system flow, despite the fact that the most successful and used way of teaching are the traditional face-to-face interactions. In this project, we explore the use of interactions among teachers and students, as they occur in traditional education, to enrich the current student models, with the aim of providing them with useful information about new characteristics for improving the learning process. At a first step, in this paper we present the formal process carried out to obtain information about teachers’ expertise and necessities regarding the direct interactions with students.

Learning environments are commonly used nowadays, but they exclude face-to-face interaction among teachers and students what is a successful basis of traditional education. On the other hand, in many cases teachers are imposed to use technology, what they do in an intuitive way. That is, teachers “learn by doing” and do not fully exploit its potential benefits. Consequently, some questions arise: How do teachers use F2F interaction to guide learning session? How can technology help teachers and students in their day by day? Moreover, are teachers and students really opened to be helped by technology? In this paper we present the formal process carried out to obtain information about teachers’ expertise and necessities regarding the direct interactions with students. We expose the possibilities to cover those necessities and the willingness that teachers show to be helped.

Este informe trata de reunir en un documento la revisión bibliográfica realizada como base necesaria para el desarrollo de una tesis doctoral sobre las interacciones entre profesores y alumnos en las sesiones tradicionales de aprendizaje. Nuestra investigación se enmarca en los trabajos del grupo GALAN de la Facultad de Informática de San Sebastián de la UPV-EHU, que se dedica desde sus comienzos al desarrollo de herramientas educativas flexibles dotadas de comportamiento inteligente. En este informe presentamos un estudio bibliográfico de sistemas educativos en el ámbito de la inteligencia artificial. En particular se centra en los siguientes aspectos: tutores inteligentes, sistemas educativos para la web y herramientas de ayuda al profesor. Además se incluye una revisión del modelado de usuario y un estudio de técnicas para el análisis de datos.

This paper describes KADD ET, a cognitive diagnostic environment created to assess the conceptual and procedural learning activities of students. It is composed of a diagnostic engine, DETECTive, and a knowledge acquisition tool developed to fulfil its knowledge representation needs, KADI. Both of them share a Model of Learning Tasks (MLT) as a diagnostic basis. One of the main goals of this environment is to provide teachers with easy-to-use tools that facilitate the construction of learning environments with diagnosis capabilities customized to their particular subject domains and adaptation styles.

Con objeto de ampliar la capacitación de sus licenciados en el área de IA ésta facultad ofrece una línea de optatividad que reúne 37 créditos en 7 asignaturas fundamentales. Estas asignaturas se centran en torno a: Sistemas Basados en el Conocimiento, Procesamiento del Lenguaje Natural, Métodos Probabilísticos de la IA, Redes Neuronales e Inferencia Estadística.

La formación en el área de Inteligencia Artificial es una necesidad demostrada para un perfil informático, como así se contempla en la definición de las materias troncales y obligatorias de la Ingeniería Informática. Es deseable dotar al alumnado con capacidades para analizar y resolver diferentes tipos de problemas, incluyendo aquellos que más se alejan de los enfoques clásicos de la informática convencional Con nuestro planteamiento pretendemos transmitirles los conocimientos y habilidades suficientes como para que puedan abordar con cierta comodidad estos tipos de problemas. En esta ponencia se mostrarán los objetivos, temario y desarrollos prácticos realizados en este Curso.

Este documento es el resultado del seminario de trabajo del grupo G.U.I.A. sobre herramientas de representación del conocimiento llevado a cabo desde Octubre del 86 a Junio del 87. El objetivo principal es establecer una comparación entre las diferentes opciones que actualmente se ofrecen como productos comerciales. Inicialmente seleccionamos KEE, LOOPS, Knowledge-Craft y ART, y de éstos nos ceñimos a los dos primeros (por razones de disponibilidad), más adelante, en una nueva edición, se incluirá también el tercero.