The latest technological advancements emerging as daily commodities are so far-reaching that our ways of thinking, feeling, acting, and relate to others may be transformed at a very silent and fast pace. Even if we restrict the context to Artificial Intelligence in Education (AIEd), what once were just fictional displays are rapidly becoming a reality. But which society layers and ethical frameworks are being considered in the process of conceiving AIEd scope? Given this context, this research aims at exploring ethical challenges of AIEd in terms of sense of agency development across formal education. It uses a mixed method approach, starting with an expert consultation though the Delphi Method. The results of its iterations are presented in this paper. Further on, its conclusions will enable the implementation of a focus group with teachers that will be the basis for the selection of a syllabus for an eLearning course on AIEd. The final insights of this research are expected to mainly reinforce understanding on AI applied to Education, contributing to the public interest, debate, understanding, and further research on AIEd, through the development of theoretical frameworks to analyze and incorporate its critical dimensions into deliberate pedagogical practices. This paper presents the context and motivation that drives the dissertation research, it follows with a state-of-the-art, the problem statement, the research goals and methods, the results to date, and finally some of its expected contributions.
This article is framed per the UNESCO recommendations to support open educational resources. Open education advocates an inclusive, diverse, and lifelong learning education. In our work, we designed an instrument to assess open education competencies. The study objective is to present the expert validation of the e-Open instrument. The method was validated by 16 Spanish and English speaking experts using a questionnaire to collect data to measure clarity, coherence, and relevance. This survey instrument utilized a Likert scale composed of five constructs (UNESCO recommendations), 14 indicators, and 36 items. Statistical, concordance (Kendall's W), and significance analyses were performed. The results showed that the items are clear (explicit), coherent, and relevant. This instrument may be of value to academicians, researchers, trainers and decision-makers interested in mobilizing open education instances.
The Doctoral Consortium track is one of the main reasons for the existence of TEEM Conference. Since the first edition of this international event in 2013, the Ph.D. candidates have had a networking-oriented space to present their theses’ advances to other peers and more experienced researchers. This track was born linked to the Ph.D. Programme on Education in the Knowledge Society of the University of Salamanca (Spain), but we are happy to receive proposals from others Ph.D. Programmes around the world, enriching the debates and the networking.
opinion TEEM 2021 Preface Share on Authors: Marc Alier Universitat politècnica de Catalunya, Spain Universitat politècnica de Catalunya, SpainView Profile , Francisco García-Peñalvo Computer Science Department- Research Institute for Educational Sciences- GRIAL Research Group- University of Salamanca, Spain Computer Science Department- Research Institute for Educational Sciences- GRIAL Research Group- University of Salamanca, SpainView Profile , David Fonseca GRETEL - Group of REsearch on Technology Enhanced Learning. La Salle- Ramon Llull University, Spain GRETEL - Group of REsearch on Technology Enhanced Learning. La Salle- Ramon Llull University, SpainView Profile Authors Info & Claims TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM'21)October 2021 Pages 1–4https://doi.org/10.1145/3486011.3486409Online:20 December 2021Publication History 0citation13DownloadsMetricsTotal Citations0Total Downloads13Last 12 Months13Last 6 weeks1 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access
The motivation of individuals through behavioural change in a business environment is widely discussed in the literature. The performance of individuals in an organization is intrinsically related to their motivation to perform a certain task. This motivation may emerge from different perspectives, including extrinsic factors such as rewards, awards and bonuses, and intrinsic motivations that occur through personal factors, psychological and individual goals. In this context, the gamification emerges as a supportive strategy to achieve this goal. Gamification consists of applying game in the work context to induce and energize worker desired behaviour. Different studies clearly suggest that gamified systems have the motivational potential for workplaces and promote the maximization and effectiveness of their systems. Encouraging further discussion on the benefits and challenges of gamification to develop motivation among workers is essential. In this study we present a bibliometric review aiming at identifying studies on gamification in the workplace and understanding which are the main topics addressed in the literature.
Nowadays, complex thinking remains a critical topic for researchers and academicians in higher education. It is considered a core competency for designing and developing solutions proposals for current societal problems. However, there is still a need to create and implement innovative teaching-learning systems and initiatives that support training and development of desirable transversal and disciplinary competencies that promote complex thinking in students. In this context, Open Science has become a fundamental resource to accelerate research processes, enrich education, build new ways to analyze complex social realities, and provide affordable infrastructures with massive impact to close inequitable gaps in different regions. This paper introduces the "Reasoning for Complexity" Interdisciplinary Research Group (R4C-IRG) that connects and develops these themes, providing a conceptual and methodological framework with three fundamental approaches (i) Open Science, (ii) Open Innovation, and (iii) the Education 4.0 framework. It allows us to propose an Open Collaborative Network Model for knowledge generation and transfer initiatives, the development of collaborative and entrepreneurial projects, and technology transfer to scale levels of complex thinking for higher education students.
The paper presents a theoretical framework on the relevance of the use of social networks by young people, who are motivated to use them to establish interactions with their peers, generate new links or create groups and communities. In one way or another, the new virtual experiences are forms of life and interaction among young people from which they can acquire a digital identity, values and a sense of belonging to a social group, which will influence their personal development. Taking this theoretical approach into consideration, the general objective of this study is to analyze how young people use some of the platforms and social media. Through descriptive research, a sample of 2.066 Spanish adolescents from 12 to 18 years who responded to an online questionnaire was analyzed, considering differences in prevalence of use by age and gender. Results highlighted a higher prevalence of use of Instagram, WhatsApp and TikTok, compared to other social networks such as Snapchat or Facebook without differences by age or gender. Some of the conclusions derived from the study indicate that social networks are an indisputable vehicle for young people to communicate, and even more so through the pandemic, and therefore, it is essential to consider whether the digital environment in which they interact is safe. In this line, this study advocates a critical and constructive training that presents young people as the true protagonists of their virtual actions and aware of the risks and advantages that are established in their daily lives.
∗Scoliosis is a spinal deformity that affects a large number of patients in its different modalities. One of the most-used characterizing metrics for scoliosis is known as the Cobb angle, which quantifies the degree of severity in the curvature of the patient’s spine. This angle has been traditionally calculated by hand, and while nowadays that calculation is computer-assisted, it is not free of the variability caused by the measurement procedures. Aiming to solve this issue and to provide an automated approach to the determination of the Cobb angle, in this paper the use of active contour parametric models is proposed for that determination, by combining these models with measurement algorithms. By implementing this combination into a programming environment, a model has been defined that, starting from an X-ray image, after its graphical processing it identifies the active contours associated to the spine and then determines the polynomial function associated to their mean profile, from which it is possible to calculate the Cobb angle by means of simple trigonometrical operations. With that, the usefulness and potential utility of the proposed model have been clearly established, inviting to carry out a deeper comparative case study that will allow to properly assess the use of this measurement methodology.
This publication aims to present the progress made in the doctoral work related to the "Methodological guide for the successful use of digital technologies in education: Improvement of learning through European educational projects". The European Union and associated countries are working on European projects that provide relevant information on the methodologies used at the educational level through different programs, including the Erasmus+ Programme. These projects are the source of inspiration for the research that gives rise to this article. This paper focuses on how the research has been approached, shows the current state of the research, the progress made in the preparation phase of the questionnaire and its application, including the data analysis carried out so far. The main results got in the projects mapping process and the development of the survey are explained as well as the rate response of applying it, that has been of a 22%.
This article is framed per the UNESCO recommendations to support open educational resources. Open education advocates an inclusive, diverse, and lifelong learning education. In our work, we designed an instrument to assess open education competencies. The study objective is to present the expert validation of the e-Open instrument. The method was validated by 16 Spanish and English speaking experts using a questionnaire to collect data to measure clarity, coherence, and relevance. This survey instrument utilized a Likert scale composed of five constructs (UNESCO recommendations), 14 indicators, and 36 items. Statistical, concordance (Kendall's W), and significance analyses were performed. The results showed that the items are clear (explicit), coherent, and relevant. This instrument may be of value to academicians, researchers, trainers and decision-makers interested in mobilizing open education instances.
The increased use of educational games as educational tools in classes is mainly explained by the motivational power that is attributed to games. In general, and by the need to change methodologies for emergency education. This article investigates the role of different motivational forms in educational games and the influence of the game context in teaching in motivating students to engage in the game. Based on self-determination theory and a mixed-method case study approach, seven educational games were studied in a graduate-level engineering course in two consecutive years. The authors reveal through the research that different motivational forms can coexist when students play games and that the interaction between the attractiveness of the game, learning and its operability can explain the emergence of motivational forms leading to the academic success of the subject in question.
Personalized learning research suggests that personalization may be a promising strategy for offering K-12 and Higher Education students a sense of ownership over their learning process. Studies demonstrate that personalized learning may support students’ development of new skillsets as well as scaffold lifelong learning practices, reduce time spent on learning, and mitigate information overload. While the research in K-12 and Higher Education is promising, research into personalized learning strategies in Workforce Training and Development Programs has been somewhat limited. Additionally, a literature review revealed that definitions and implementations of personalized learning vary in regard to what is being personalized (distribution channel, interface, content, functionality), who conducts the personalization (user, system, blended format), how the (user, system, blended format) personalizes, and the type of learner data collected. This research sought expert feedback in identifying the variables, characterizations, priorities, and applications of personalized learning in Workforce Training and Development Programs. Three rounds of Delphi Feedback indicated that experts conceive of personalized learning as a learner-centered strategy driven by content and social interactions and underpinned by an ethos of flexibility and learner choice. A 5 Level Personalized Learning Interaction Framework (PLiF) building upon Moore's Theory of Interaction is proposed to structure personalized learning for Workforce Training and Development Programs.
The general increase in the use of the Internet and the scientific evidence about the physical and psychological benefits for the digital and social inclusion of older adults, leads us to study the perception and the intention of use that this age group has of them. Understanding how older adults relate to digital technology will allow us to get closer to the role they play in shaping their digital identity. Thus, from a multidisciplinary approach, this paper is based on a line of research that aims to a) understand the use that older adults make of digital technologies; b) understand the perceptions that this age group has towards these digital technologies, being able to identify those factors associated with the difficulties they face; and c) understand the role they play in their lives and in the configuration of their digital identity. Therefore, according to the current social changes, the results shown in this work help us to make visible and understand, the new forms and ways in which the identity of older adults is configured
The most important way to promote sustainable living is through education and awareness-raising by disseminating information through different media. International organizations and NGOs have proposed several solutions. One of these is the AWorld, a mobile app that provides clear and accurate information from reliable sources. This app seeks to change its users’ habits and mindset to save the planet through its multiple functionalities. However, could be considered AWorld an educational mobile app for promoting sustainable living in university students? This paper reports the results of the pedagogical and user interface usability evaluation of the AWorld. Twenty-five experts conducted the assessment. They evaluated the app through a questionnaire to value the quality of mobile learning apps. Results indicate that the AWorld app could be considered a potential resource to learn and commit to leading sustainable, healthy lifestyles and address problems such as climate change in higher education environments.
The introduction of new medical technology in prevention, diagnosis and patient recovery has a direct impact on health outcome indicators, as well as on the increase in life expectancy and quality of life, and the safety of healthcare processes. In addition, the use of state-of-the-art technologies in medical education has proven to be greatly effective, as it allows to create realistic learning environments to experience with procedures and devices that will become common in medical practice and thus increasing future patients’ safety. In this sense, although recent advances in technologies have spurred the health and care provision field, expanding the possibilities of providing better and more reliable technological solutions for patients, many of the current developments still have not evolved from an end user-centric perspective. For that reason, it is important to have a comprehensive vision of the health and care assistance ecosystem as a whole (encompassing many different areas of research), in order to obtain an overview of the needs of the rest of the ecosystem actors involved (patients, doctors, authorities, researchers technological providers, etc.) and identify the strengths and weaknesses of the research presented to date, which in turn will point out the possible future research directions along with their potential applications, stakeholders and market. The aim of this track is to collect some of the most innovative technological developments applied to both the contexts of medical training and clinical practice, as well as in other fields related to Health Sciences; providing an excellent opportunity for the promotion and exchange of innovative experiences in the health field, especially those based on the use of state-of-the-art technology.
This conference paper presents a new gamified learning strategy for the training in the correct choice of equipment for works at height within the field of occupational risk prevention taking into account the wide diversity of equipment that can be used for this purpose and the peculiarities and requirements for each one of them. The raised strategy is based on a workflow designed specifically for the proposed purpose that combines gamification, roll games and search for information on the internet to give the student adequate training in the choice of this type of equipment. The activity was applied with students of professional training with adequate results that allow for further development, research, and improvement of the proposed strategy.
This article provides an overview of the current status of remote laboratories in selected engineering schools in Brazil participating in the VISIR+ project, highlighting the importance of their popularization and expansion to strengthen the country´s effort to better educate engineers in the context of challenges and opportunities of the digital revolution for the innovation economy of the 21st century. It links this reality with the societal impacts of the digital technological revolution accelerated by Artificial Intelligence, Advanced Robotics, Machine Learning and Ubiquitous Internet. It also presents selected updated key indicators of engineering education in Brazil calling for effective policies to modernize the curricula and practices of engineering courses and training of professional engineers to meet the skills required by these new technologies and market demands. It concludes that remote laboratories are an important tool to support the country´s efforts to succeed on a track to migrate its commodities-based economy into a more sophisticated knowledge based innovative economy.
We present below the progress related to the thesis project "School effectiveness and PISA tests. Factors associated with school performance". Specifically, we will include information concerning the different quantitative analyses of the database provided by the OECD with data related to the results of the PISA tests in its 2018 edition. We have developed a series of statistical models that present the relationship of certain variables with the performance of Spanish students in three of the skills studied in this large-scale test: mathematics, science and reading comprehension.
In this paper I look back at the emergence of the idea of Personal Learning Environments (PLEs) and consider why they have failed to be widely adapted. I say there was a failure to understand the role of technology in the growing commodification and managerialism in education. I point to the links between MOOCs, Open Educational Resources and Open Education and PLEs. I point to a contradiction between commodification and managerialism, with increasingly standardized curricula and credentials and the flourishing of opportunities for learning especially for adults. I say progress in researching, developing and implementing PLEs has to be viewed within the context of the wider development of educational technology and of the education and training system as a whole. Indeed, even this may be too narrow a perspective: one ambition for PLEs has been to support learning outside the formal education system and outside the classroom. I look at the growing use of Learning Analytics and Artificial Intelligence in education and consider how this might support PLEs. Finally, I refer to Neil Selwyn's idea of Ed-Tech Within Limits' which would foreground the need to plan future education technology use with a primary aim of 'coping with finiteness'" and "seek to re-establish technology use in education as a shared and communal activity" as a response to the climate crisis. I suggest this could provide a point of reference for us to rethink Personal Learning Environment encompassing the ideas of equity and encompassing both radical pedagogies and the perspectives of previously marginalized interests and non-powerful groups.
Applying Machine Learning to solve or support complex tasks is growing in popularity in a lot of different contexts. One of these contexts is the medical domain. Through Machine Learning, specific problems such as diagnosis, classification, disease detection, segmentation, assessment of organ functions, etc., can be eased by assisting physicians with useful models and their outcomes. However, understanding the application of Machine Learning and Artificial Intelligence algorithms requires expert knowledge and significant data science skills. This work presents a proposal for a user-friendly Machine Learning tool, focusing on providing a good user experience for physicians as well as an educative context for understanding the tasks involved in Machine Learning pipelines, their configuration, and their outputs.
