Suchergebnisse

Comunicació presentada a: Doctoral Consortium of the Sixteenth European Conference on Technology Enhanced Learning (EC-TEL) celebrat de manera virtual del 20 al 24 de setembre de 2021. ; This research will investigate the potential that Citizen Science (CS) projects data has in a formal educational context to learn. CS involves citizens in scientific research generating knowledge and scientific results. Citizens participate in CS projects conducting many activities developing skills, interest in science or scientific literacy. These projects share their information in online repositories also called CS platforms to inform citizens about the aim of the project, their advances on research or how to take part in it. Although the connection between CS and education has been explored, remains to be understood and must be made more explicit. Web scraping and data mining methods have the potential to obtain CS projects data available online and analyze it to extract conclusions. The main aim of this research is to understand how to analyze and visualize CS data in a technology enhanced learning (TEL) tool to support educators during the learning design of educational activities. It is also intended to improve scientific knowledge and to bring official science closer to educational environments. ; This work has been partially funded by the CS Track project, European Union's Horizon 2020 research and innovation program under grant agreement No 872522., a Grant for activities to increase the social impact of research" from UPF, the EU Regional Development Fund and the National Research Agency of the Spanish Ministry of Science and Innovation under project grants TIN2017-85179-C3-3-R, PID2020-112584RB-C33. D. Hernández-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia program.

This paper responds to the Alpine Rendez-Vous "crisis" in technology-enhanced learning. It takes a contested area of policy as well as a rapid change in the National Health Service, and documents the responses to "information overload" by a group of general practitioners practices in the North of England. Located between the spaces identified by Traxler and Lally as "competitive industrialisation" and web 1.0, and the consumer/ customer focus and ubiquitous ownership enabled by portable and devices and web 2.0, in this work we see the parallels of the responses of publicly funded bodies moving towards privatisation as part of a neo-liberal agenda. Interviews with health professionals (HPs) revealed marginalised spaces for informal learning in their workplaces, and a desire to build a community that would enable them to overcome the time/space barriers to networking. The EU Learning Layers Integrating Project develops mobile and social technologies that unlock and enable peer production within and across traditional workplace boundaries. Through the HP narratives, we capture insights into their daily life, which enable the articulation of their needs for an online "Help-seeking" networking service, underpinned by their desire to consult what Vygotsky calls "the more capable peer."

Comunicació presentada a: 27th International Conference, CollabTech 2021 celebrat de manera virtual del 31 d'agost al 3 de setembre de 2021. ; Citizen Science (CS) projects provide a space for collaboration among scientists and the general public as a basis for making joint scientific discoveries. Analysis of existing datasets from CS projects can broaden our understanding of how different stakeholder groups interact and contribute to the joint achievements. To this end, we have collected publicly available forum data from the "Chimp&See" project hosted on the Zooniverse platform via crawling its Talk pages. The collected data were then analysed using Social Network Analysis (SNA) and Epistemic Network Analysis (ENA) techniques. The results obtained shed light on the participation and collaboration patterns of different stakeholder groups within discussion forums of the "Chimp&See" project. ; This work was partially funded by the European Union in the context of the CS Track (Grant Agreement no. 872522) under the Horizon 2020 program. This document does not represent the opinion of the European Union, and the European Union is not responsible for any use that might be made of its content. We thank all CS Track team members for the fruitful interactions that facilitated this work.

Comunicació presentada a: 27th International Conference, CollabTech 2021 celebrat de manera virtual del 31 d'agost al 3 de setembre de 2021. ; The understanding of the emotions in music has motivated research across diverse areas of knowledge for decades. In the field of computer science, there is a particular interest in developing algorithms to "predict" the emotions in music perceived by or induced to a listener. However, the gathering of reliable "ground truth" data for modeling the emotional content of music poses challenges, since tasks related with annotations of emotions are time consuming, expensive and cognitively demanding due to its inherent subjectivity and its cross-disciplinary nature. Citizen science projects have proven to be a useful approach to solve these types of problems where there is a need for recruiting collaborators for massive scale tasks. We developed a platform for annotating emotional content in musical pieces following a citizen science approach, to benefit not only the researchers, who benefit from the generated dataset, but also the volunteers, who are engaged to collaborate on the research project, not only by providing annotations but also through their self and community-awareness about the emotional perception of the music. Likewise, gamification mechanisms motivate the participants to explore and discover new music based on the emotional content. Preliminary user evaluations showed that the platform design is in line with the motivations of the general public, and that the citizen science approach offers an iterative refinement to enhance the quantity and quality of contributions by involving volunteers in the design process. The usability of the platform was acceptable, although some of the features require improvements. ; This work has been partially funded by the TROMPA project, European Union's Horizon 2020 research and innovation programme under grant agreement no. 770376. TIDE-UPF also acknowledges the support by FEDER, the National Research Agency of the Spanish Ministry of Science and Innovation, TIN2017-85179-C3-3-R, PID2020-112584RB-C33, MDM-2015-0502, the Ramon y Cajal programme (P. Santos) and by ICREA under the ICREA Academia programme (D. Hernández-Leo, Serra Hunter).

One of the most relevant difficulties faced by first-year undergraduate students is to settle into the educational environment of universities. This paper presents a case study that proposes a computer-assisted collaborative experience designed to help students in their transition from high school to university. This is done by facilitating their first contact with the campus and its services, the university community, methodologies and activities. The experience combines individual and collaborative activities, conducted in and out of the classroom, structured following the Jigsaw Collaborative Learning Flow Pattern. A specific environment including portable technologies with network and computer applications has been developed to support and facilitate the orchestration of a flow of learning activities into a single integrated learning setting. The result is a Computer-Supported Collaborative Blended Learning scenario, which has been evaluated with first-year university students of the degrees of Software and Audiovisual Engineering within the subject Introduction to Information and Communications Technologies. The findings reveal that the scenario improves significantly students' interest in their studies and their understanding about the campus and services provided. The environment is also an innovative approach to successfully support the heterogeneous activities conducted by both teachers and students during the scenario. This paper introduces the goals and context of the case study, describes how the technology was employed to conduct the learning scenario, the evaluation methods and the main results of the experience. ; This work was supported in part by the Spanish Ministry of/nScience and Innovation in the Learn3 project TIN2008-05163/TSI and by the Madrid regional Government in the e-Madrid project S2009/TIC-1650.

Comunicació presentada a: 2010 International Conference on Intelligent Networking and Collaborative Systems celebrat del 24 al 26 de novembre de 2010 a Tessalònica, Grècia. ; The introduction of portable devices in education opens up new possibilities for Computer Supported Collaborative Learning by providing advanced learning scenarios with activities in different spatial locations. However, organizing and structuring collaborative learning adaptive flows in these innovative scenarios represents also a workload for practitioners, which hinder the adoption of these technologies. As a step forward to alleviate this workload, this paper analyzes the limitations and bottlenecks detected in an actual collaborative blended learning experience carried out in a previous study and proposes a technological solution for solving them. The resulting solution is presented as a concept proof consisting of a Unit of Learning suitable to be instantiated with IMS Learning Design and complemented by a Generic Service Integration system. The paper also discusses to which extent the proposed solution covers the limitations detected in the previous study and how useful could be for reducing the orchestration effort in future experiences. ; This work has been partially funded by the Project Learn3 (TIN2008-05163/TSI) from the Plan Nacional I+D+I, the Spanish National Project FLEXO (TSI-020301- 2008-19, www.ines.org.es/flexo) and "Investigación y Desarrollo de Tecnologías para el e-Learning en la Comunidad de Madrid" funded by the Madrid Regional Government under grant No. S2009/TIC-1650.

Comunicació presentada a: 6th International Conference on Digital Libraries for Musicology (DLfM) celebrat el 9 de novembre de 2019 a La Haia, Països Baixos. ; The turn toward the digital has opened up previously difficult to access musical materials to wider musicological scholarship. Digital repositories provide access to publicly licensed score images, score encodings, textual resources, audiovisual recordings, and music metadata. While each repository reveals rich information for scholarly investigation, the unified exploration and analysis of separate digital collections remains a challenge. TROMPA—Towards Richer Online Music Public-domain Archives—addresses this through a knowledge graph interweaving composers, performers, and works described in established digital music libraries, facilitating discovery and combined access of complementary materials across collections. TROMPA provides for contribution of expert insights as citable, provenanced annotations, supporting analytical workflows and scholarly communication. Beyond scholars, the project targets four further user types: instrumental players; choir singers; orchestras; and music enthusiasts; with corresponding web applications providing specialised views of the same underlying knowledge graph. Thus, scholars' annotations provide contextual information to other types of users; while performers' rehearsal recordings and performative annotations, conductors' marked up scores, and enthusiasts' social discussions and listening behaviours, become available to scholarly analysis (per user consent). The knowledge graph is exposed as Linked Data, adhering to the FAIR principles of making data Findable, Accessible, Interoperable, and Re-usable, and supporting further interlinking, re-interpretation and re-use beyond the immediate scope of the project. ; This project has received funding from the European Union's Horizon 2020 research and innovation programme H2020-EU.3.6.3.1. - Study European heritage, memory, identity, integration and cultural interaction and translation, including its representations in cultural and scientific collections, archives and museums, to better inform and understand the present by richer interpretations of the past under grant agreement No. 770376.