2014 05 30 (uc3m) eMadrid cdk uc3m mirando 4 anyos atras adelante tecnologia educativa
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2014 05 30 (uc3m) eMadrid cdk uc3m mirando 4 anyos atras adelante tecnologia educativa

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2014 05 30

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Mirando 4 años atrás y adelante en la tecnología educativa

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  • uc3m: 6 immersive y 8 mobile <br />
  • http://www.emadridnet.org/en/openeducationweek <br /> CC <br /> OEW 2013 <br /> RMS <br />
  • http://www.emadridnet.org/en/openeducationweek <br /> CC <br /> OEW 2013 <br /> RMS <br />
  • http://www.emadridnet.org/en/openeducationweek <br /> CC <br /> OEW 2013 <br /> RMS <br />
  • 2012: El año del MOOC (New York Times) <br /> http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?pagewanted=all <br />
  • Benedicto XVI, Francisco <br />
  • http://cacm.acm.org/magazines/2013/12/169931-from-moocs-to-spocs/fulltext <br />
  • Lo no formal <br />
  • Lo no formal <br />
  • Lo mixto <br />
  • Lo mixto <br />
  • Lo físico <br />

2014 05 30 (uc3m) eMadrid cdk uc3m mirando 4 anyos atras adelante tecnologia educativa 2014 05 30 (uc3m) eMadrid cdk uc3m mirando 4 anyos atras adelante tecnologia educativa Presentation Transcript

  • Mirando 4 años atrás y 4 adelante en Tecnología Educativa Carlos Delgado Kloos Univ. Carlos III de Madrid, www.it.uc3m.es Red eMadrid, www.emadridnet.org
  • Resumen 4 años atrás 4 años adelante Madrid, 2014-05-30 2 C. Delgado Kloos, UC3M
  • Mirando 4 años atrás (2010-2014) Carlos Delgado Kloos Univ. Carlos III de Madrid, www.it.uc3m.es Red eMadrid, www.emadridnet.org
  • eMadrid Net: Socios UC3M (coordinator) UAM UCM UNED UPM URJC Madrid, 2014-05-30 4 C. Delgado Kloos, UC3M
  • eMadrid Net: Empresas Anaya Multimedia Atos Origin CEPAL CIFESAL Crazy Pixel Deimos Space Estratecno ETS Europe FEMXA Fundación Telefónica Gesfor-Germinus XXI GMV Indra Iberdrola Telefónica I+D Ximetrix Madrid, 2014-05-30 5 C. Delgado Kloos, UC3M
  • eMadrid Net: Associated Partners  Universidad de Alcalá  Universidad de Cádiz  Universidad de Castilla-La Mancha  Universidad Jaume I  Universitat Oberta de Catalunya  Universidad Politécnica de Valencia  Universidad San Pablo-CEU  Universidad Rovira i Virgili  Universidad de Valladolid  Universidad de Vigo  Graz University of Technology  Max Planck Institut für Informatik  Instituto Superior de Engenharia do Porto  Universidade do Porto  Università di Roma “La Sapienza”  University of Skövde  Aristotle University of Thessaloniki Madrid, 2014-05-30 6 C. Delgado Kloos, UC3M
  • eMadrid Net: Associated Partners  UNU-MERIT  NIME, Japan  Tokyo Institute of Technology  Center of Competence in Online Labs and Open Learning  De La Salle University  AENOR  TELSpain  INES  eNEM  IEEE Education Society  Capítulo Español de la Sociedad de Educación del IEEE  Portuguese Chapter of the Education Society of IEEE Madrid, 2014-05-30 7 C. Delgado Kloos, UC3M
  • Colaboración TelSpain IEEE Sección España Madrid, 2014-05-30 8 C. Delgado Kloos, UC3M
  • Objetivo: e-learning  1. Educational modelling (including collaboration and virtual communities)  2. ITC-based educational methodologies  3. Standardization of educational content and tools  4. e-Learning platforms and tools  5. Adaptation, adaptability, and accessibility  6. 3D immersive education  7. Edutainment  8. M-learning  9. Authoring and Application of Web 2.0 and 3.0 to elearning  10. Open source software and open content Madrid, 2014-05-30 9 C. Delgado Kloos, UC3M
  • Objetivo: e-learning Madrid, 2014-05-30 10 C. Delgado Kloos, UC3M
  • Eventos Conferencias  aperiódicas Seminarios  mensuales Jornadas  anuales Máster en Gestión y Producción en e-Learning Colaboración con congresos y otros eventos Madrid, 2014-05-30 11 C. Delgado Kloos, UC3M
  • Conferencias 2010-04-15, 13:30, UC3M: Bernd Simon (WUW & Knowledge Markets, AT): “The ICOPER Reference Model: Interoperability for a New Higher Education” Madrid, 2014-05-30 12 C. Delgado Kloos, UC3M
  • Seminarios 1. 2010-02-19, 15:00, URJC: Seminario “e-Learning y Juegos” (URJC, UCM, CEPAL) 2. 2010-03-12, 15:00, UC3M: Seminario “Aprendizaje 3D” (UC3M, UCM, Simumak) 3. 2010-04-16, 16:30, EOI: Seminario “Contenido educativo abierto” (UPM, UNED, OCWC) 4. 2010-05-21, 15:00, UAM: Seminario “Plataformas y herramientas para el e-learning” (UAM, UC3M, IES “Ernest Lluch” de Tarragona) Madrid, 2014-05-30 13 C. Delgado Kloos, UC3M
  • Seminarios 5. 2010-09-10: 15:00, UNED: Seminario “Aprendizaje móvil” (UC3M, UNED, Deimos Space)  6. 2010-10-15, 15:00, UPM: Seminario “Juegos, Aprendizaje y Movilidad” (URJC, UCM, Indra) 7. 2010-11-12, Parque Científico UC3M: Seminario “m-learning: La educación en tu bolsillo” within the "Semana de la Ciencia 2010" (UC3M, URJC, Telefónica Learning Services)  Madrid, 2014-05-30 14 C. Delgado Kloos, UC3M
  • Seminarios 8. 2010-12-10: 15:00, UC3M: Seminario “Diseño instruccional en entornos multidimensionales” (USC, UC3M, UPF)  9. 2011-01-14, 15:00, UCM: Seminario “Diseño de aprendizaje” (UCM, UC3M, CETIS/U. Bolton) 10. 2011-02-11, UAM: Seminario “Aprendizaje colaborativo y redes sociales” (UAM, UNED, Tampere UT)  Madrid, 2014-05-30 15 C. Delgado Kloos, UC3M
  • Seminarios 11. 2011-03-11: 15:00, UPM: Seminario “Web Semántica: Experiencias, estado actual y tendencias” (UC3M, UPM, iSOCO)  12. 2011-04-12, 15:00, UNED: Seminario “Estándares abiertos para e-learning” (UC3M, UNED, U Dortmund-Essen) 13. 2011-05-06, MadridOnRails: Seminario “Software libre y educación” (CV&A, ITE-CeDeC, UNED, URJC)  Madrid, 2014-05-30 16 C. Delgado Kloos, UC3M
  • Seminarios 14. 2011-10-07: 15:00, UAM: Seminario “Sistemas adaptativos” (UCM, UAM, Telecom Bretagne)  15. 2011-11-11, 15:00, UC3M: Seminario “e-Training profesional” (élogos, VirtualWare, TU Graz) 16. 2011-12-16, 15:00, URJC: Seminario “Wikipedia como herramienta de aprendizaje basado en nuevas tecnologías” (URJC, URJC, Wikimedia España)  Madrid, 2014-05-30 17 C. Delgado Kloos, UC3M
  • Seminarios 17. 2012-01-20: 15:00, UPM: Seminario “Web de datos para la educación” (UPM, UPM, Gnoss)  18. 2012-02-17, 15:00, UCM: Seminario “Juegos educativos en el campo médico” (UCM, UCM, Catedu) 19. 2012-03-16, 15:00, UC3M: Seminario “Redes sociales en educación” (UC3M, UNIR, RWTH) 20. 2012-05-11: 15:00, UNED: Seminario “Infraestructuras corporativas para el e-learning” (UNED, UOC, UCM)  Madrid, 2014-05-30 18 C. Delgado Kloos, UC3M
  • Seminarios 21. 2012-10-19: 15:00, UNED: Seminario “Ética y Seguridad en e-Learning” (Min. Defensa, EU Turismo Ibiza, TSJIB) 22. 2012-11-16: 15:00, UC3M: Seminario “Libro de texto electrónico” (e-Libro, UC3M, IMC)  23. 2012-12-14: 15:00, UCM: Seminario "Learning Analytics" (UCM, UC3M, CSEV+UNED) 24. 2013-01-18: 15:00, URJC: Seminario “Aprender con software libre - Experiencias a todos los niveles” (UPM, IES Gonzalo Nazareno, CENATIC) Madrid, 2014-05-30 19 C. Delgado Kloos, UC3M
  • Seminarios 25. 2013-02-15: 15:00, UAM: Seminario "Tecnologías para el aprendizaje colaborativo" (UAM, UVa, UCLM)  26. 2012-04-19: 15:00, UC3M: Seminario "Experiencias en Alemania sobre Cursos Online Masivos Abiertos" (KMRC, iversity, Frankfurt U Appl Sci) 27. 2013-05-17: 15:00, UNED: Seminario “Cursos masivos MOOC: primeros resultados” (UNED, CSEV, Alemania) Madrid, 2014-05-30 20 C. Delgado Kloos, UC3M
  • Seminarios 28. 2013-10-18: 15:00, UCM: Seminario “Juegos educativos” (UCM, UC3M, Bº España/UPM) + Presentación Informes Horizon STEM+ y América Latina 29. 2013-11-15: 15:00, UPM: Seminario “Accesibilidad de recursos educativos” (UCM, URJC, UTPL/UPM) 30. 2013-12-13: 15:00, UC3M: Seminario "Software libre y libertad en educación", Richard Stallman (GNU, FSF) Madrid, 2014-05-30 21 C. Delgado Kloos, UC3M
  • Seminarios 31. 2014-01-17: 15:00, UNED: Seminario "'Big data' en educación" (UNED, CSEV, UDeusto) 32. 2014-02-14: 15:00, UC3M: Seminario "Cómo gestionar MOOCs en una universidad o un país" (MIT, FutureLearn, FUN) 33. 2014-03-14: 15:00, URJC: Seminario "Aprendizaje colaborativo: Tecnología para aprender con otros" (URJC, OneClick, URJC) Madrid, 2014-05-30 22 C. Delgado Kloos, UC3M
  • Seminarios 34. 2014-05-30: 15:00, UC3M: Seminario "Mirando 4 años atrás y 4 adelante en tecnología educativa" (MIT, UC3M, UAM, UCM, UNED, UPM, URJC) Madrid, 2014-05-30 23 100 C. Delgado Kloos, UC3M
  • Jornadas  I Jornadas  e-learning  UC3M, 2010-06-30—07-01  II Jornadas  m-learning  UNED, 2011-06-01—02  III Jornadas  e-learning 2.0  UPM, 2012-06-18—19  IV Jornadas  MOOCs  UC3M, 2013-06-13—14 Madrid, 2014-05-30 24 C. Delgado Kloos, UC3M
  • Máster Máster en Gestión y Producción en eLearning  También titulaciones de Especialista y Experto Título de la UC3M, impartido en colaboración con  eMadrid  Fundación Siglo22  Otros profesores 60 ECTS, learn.uc3m.es Madrid, 2014-05-30 25 C. Delgado Kloos, UC3M
  • IEEE EDUCON Conference www.educon-conference.org  2010-04-14, 17:00, Madrid: Sesión en IEEE EDUCON 2010 (UC3M, UAM, UCM, UNED, UPM, URJC)  2011-04-04, 16:30 & 18:30, Amman, Jordania: Sesiones en IEEE EDUCON 2011 (UC3M, UCM, UNED, UPM, URJC)  2012-04-19, 11:00, Marrakech, Marruecos: Sesión en IEEE EDUCON 2012 (UC3M, UCM, UNED, UPM, URJC)  2013-03-14, 11:00, Berlín, Alemania: Sesión en IEEE EDUCON 2013 (UC3M, UAM, UCM, UNED, UPM, URJC)  2014-04-04, 9:00, Estambul, Turquía: Sesión en IEEE EDUCON 2014 (UC3M, UAM, UCM, UNED, UPM, URJC) Madrid, 2014-05-30 26 C. Delgado Kloos, UC3M
  • EC-TEL Conference ec-tel.eu 2010-09-28—10-01, Barcelona: Co-organización de EC-TEL 2010 2011-09-21—24, Palermo, Italia: Co-organización de EC-TEL 2011 2012-09-18—21, Saarbrücken, Alemania: Co-organización de EC-TEL 2012 2014-09-16—19, Graz, Alemania: Co-organización de EC-TEL 2014 Madrid, 2014-05-30 27 C. Delgado Kloos, UC3M
  • Difusión Web: www.emadridnet.org Twitter: @emadridnet #emadridnet Vimeo: vimeo.com/emadridnet Slideshare: www.slideshare.net/emadridnet Flickr: www.flickr.com/photos/emadridnet LinkedIn: www.linkedin.com/groups/eMadrid-3682945 Madrid, 2014-05-30 28 C. Delgado Kloos, UC3M
  • Impacto: Noticias Madrid, 2014-05-30 29 C. Delgado Kloos, UC3M
  • Impacto: emadridnet.org 2010-06-13 (I Jornadas): 1,265 visitas, 43 países Madrid, 2014-05-30 30 C. Delgado Kloos, UC3M
  • Impacto: emadridnet.org 2011-05-31 (II Jornadas): 21,198 visitas, 104 países Madrid, 2014-05-30 31 C. Delgado Kloos, UC3M
  • Impact: emadridnet.org 2012-06-13 (III Jornadas): 40,902 visitas, 128 países Madrid, 2014-05-30 32 C. Delgado Kloos, UC3M
  • Impact: emadridnet.org 2013-06-12 (IV Jornadas): 76,801 visitas, 141 países Madrid, 2014-05-30 33 C. Delgado Kloos, UC3M
  • Impact: emadridnet.org 2014-05-30 (Seminario final): 115.804 sesiones, 158 países Madrid, 2014-05-30 34 C. Delgado Kloos, UC3M
  • Madrid, 2014-05-30 35 C. Delgado Kloos, UC3M
  • Temas a resaltar Abierto/Libre Masivo Social Analizable Interactivo Móvil Aumentado Inmersivo Madrid, 2014-05-30 36 C. Delgado Kloos, UC3M
  • Abierto/Libre OCW OER FLOSS Madrid, 2014-05-30 37 C. Delgado Kloos, UC3M
  • Open Education Week 2012, 2013 y 2014 Abierto/Libre Madrid, 2014-05-30 38 C. Delgado Kloos, UC3M
  • Contenido: commodity Todos aprenden de todos (incluso profesores de profesores) Incremento acelerado del nivel de aprendizaje/conocimiento mundial Riqueza de contenidos en incremento:  textos -> vídeos -> animaciones interactivas Abierto/Libre: Reflexión Madrid, 2014-05-30 39 C. Delgado Kloos, UC3M
  • Masivo Massive Open Online Courses 2012: Año del MOOC IV Jornadas eMadrid (2013) Madrid, 2014-05-30 40en.wikipedia.org/wiki/File:Figure_1_MOOCs_and_Open_Education_Timeline_p6.jpg C. Delgado Kloos, UC3M 2014-05-15
  • Masivo: Conferenciantes edX (P. Mitros) FutureLearn (M. Sharples) FUN (C. Mongenet) Google (P. Simakov) Iversity (J. Liepmann) 2U (R. Cohen) MiríadaX (P. Aranzadi, C. Vicente) MIT (D. Carchidi, M.E. Wiltrout) UPEI (D. Cormier) EPFL (P. Dillenbourg) KMRC (A. Thillosen) UniMOOC (P. Pernías, M. Marco) UNEDCOMA (T. Read, P. Marauri) unX (D. Torres, M. Cáceres, R. Fernández) C. Delgado Kloos, UC3M Madrid, 2014-05-30 41
  • Masivo: MOOCs en UC3M Madrid, 2014-05-30 42 C. Delgado Kloos, UC3M
  • Masivo Madrid, 2014-05-30 43 C. Delgado Kloos, UC3M Proposal for a conceptual framework for educators to describe and design MOOCs Carlos Alario-Hoyos (Universidad Carlos III de Madrid, Spain, calario@it.uc3m.es) Mar Pérez-Sanagustín (Universidad Carlos III de Madrid, Spain, mmpsanag@it.uc3m.es) Dave Cormier (University of Prince Edward Island, Canada, davcormier@upei.ca) Carlos Delgado-Kloos (Universidad Carlos III de Madrid, Spain, cdk@it.uc3m.es) Abstract: Massive Open Online Courses (MOOCs) are a disruptive trend in education. Several initiatives have emerged during the last months to give support to MOOCs, and many educators have started offering courses as MOOCs in different areas and disciplines. However, designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but also other issues of logistical, technological and financial nature, as well as how these issues relate and constrain each other. Currently, little guidance is available for educators to address the design of MOOCs from scratch keeping a balance between all these issues. This paper proposes a conceptual framework for supporting educators in the description and design of MOOCs called the MOOC Canvas. The MOOC Canvas defines eleven interrelated issues that are addressed through a set of questions, offering a visual and understandable guidance for educators during the MOOC design process. As a practical usage example, this paper shows how the MOOC Canvas captures the description and design of a real 9-week MOOC. An analysis of the different elements of the course shed some light on the usage of the MOOC Canvas as a mechanism to address the description and design of MOOCs. Keywords: MOOC, Design, Framework, Canvas. Categories: K.3.1, K.3.2 1 Introduction MOOCs (Massive Open Online Courses) are a disruptive educational trend, especially in Higher Education and lifelong learning [Hyman, 2012], [Yuan, 2013]. MOOC initiatives like Coursera, Udacity, edX or MiríadaX 1 , replicating a more traditional learning approach (xMOOCs) [Siemens, 2012a], as well as MOOCs based on a connectivist pedagogy (cMOOCs) [Siemens, 2005] are allowing to spread learning in 1 http://miriadax.net Adapting an Awareness Tool for Massive Courses: the Case of ClassON Israel Gutiérrez-Rojas (Universidad Carlos III de Madrid / Institute IMDEA Networks, Madrid, Spain igutierrez@inv.it.uc3m.es) Raquel M. Crespo-García (Universidad Carlos III de Madrid, Madrid, Spain rcrespo@it.uc3m.es) Carlos Delgado Kloos (Universidad Carlos III de Madrid, Madrid, Spain cdk@it.uc3m.es) Abstract: In this paper we analyse the challenges posed to teachers and students in massive face-to-face classes and explore how existing solutions can be applied to these contexts. In particular, we focus on classON1 , a tool that provides teachers and students with the appropriate information to make the most out of face-to-face sessions in the computer lab. classON has been well tested in small-medium face-to-face lab sessions and we discuss some of its characteristics (current ones and foreseen) to adapt it to massive courses. As a result, we provide a set of recommendations for adapting tools to support massive face-to-face learning activities. Keywords: teacher awareness, massive learning environments, face-to-face teaching, scalability, just-in-time teaching, active learning Categories: K.3, K.3.1, H.5.2, L3.0 1 Introduction In the context of higher education it is not difficult to find courses with hundreds of students. As part of the course, face-to-face (f2f) lectures are given by the teachers in huge classrooms like lecture halls. In this learning setting, several problems emerge: some derived from the teaching methodology, some from the massive audience, and some from both. In most traditional massive face-to-face classes, teachers apply learning methodologies in which students play a passive role and are supposed to learn by listening. Usually, in these lectures, there is poor student-teacher interaction, which is mostly unidirectional except for the small amount of questions a few brave students dare to ask. This also leads to low awareness on the students’ progress and assimilation of the knowledge by the teacher. Moreover, massive contexts also impact the interaction between students themselves. In fact, interaction among students during class is considered negative as it distracts the attention from the teacher’s 1 http://www.class-on.org/
  • Masivo Madrid, 2014-05-30 44 C. Delgado Kloos, UC3M
  • Masivo: Reflexión El secreto está en la masa Masivo+ ≠ Masificado- El valor de los grandes números  Aprendizaje social  Analítica del aprendizaje C. Delgado Kloos, UC3M Madrid, 2014-05-30 45
  • Social III Jornadas eMadrid (2012) Madrid, 2014-05-30 46 C. Delgado Kloos, UC3M
  • Social Aprender con otros Evaluación por pares Foros SoLoMo: Social, Local, Mobile Madrid, 2014-05-30 47 C. Delgado Kloos, UC3M
  • Social: Reflexión Lo social ya no es patrimonio de lo presencial La interacción social e incluso las emociones se pueden mediar por la tecnología C. Delgado Kloos, UC3M Madrid, 2014-05-30 48
  • Analizable Learning Analytics Monitorización EDUCON2013, LAK2013, LASI2013 Madrid, 2014-05-30 49 C. Delgado Kloos, UC3M
  • Analizable: Reflexión El método científico aplicado a la educación Experimentos científicos en educación con valor significativo Big data en educación Sistema de control Madrid, 2014-05-30 50 C. Delgado Kloos, UC3M
  • Interactivo Realimentación inmediata (ejercicios interactivos) Pistas Recompensa inmediata (gamification, ludificación) Madrid, 2014-05-30 51 C. Delgado Kloos, UC3M
  • Interactivo: Reflexión C. Delgado Kloos, UC3M Madrid, 2014-05-30 52 Personal A Distancia ¿Es la distancia física lo determ inante? ¿O lo es la interacción?
  • Móvil Telefónos móviles Tabletas Libros electrónicos II Jornadas eMadrid (2011) Madrid, 2014-05-30 53 C. Delgado Kloos, UC3M
  • Móvil: Reflexión Es la prótesis que nos acompaña 24h al día Combinación con la nube Útil para la información, la comunicación, la computación, la memoria y la "sensación", …: la educación Complemento ideal para los MOOCs (todavía poco desarrollado) Madrid, 2014-05-30 54 C. Delgado Kloos, UC3M
  • Aumentado Realidad aumentada Combinación de lo físico y lo digital "The best of both worlds" Madrid, 2014-05-30 55 C. Delgado Kloos, UC3M
  • Aumentado: Reflexión Tecnologías ligeras con mucho recorrido en el futuro Creatividad para encontrar nuevas aplicaciones y usos C. Delgado Kloos, UC3M Madrid, 2014-05-30 56
  • Inmersivo Traslación de lo físico a lo digital Avatares, entornos virtuales C. Delgado Kloos, UC3M Madrid, 2014-05-30 57
  • PhyMEL. A Framework to Integrate Physical, Mental a d Emotional Le ar ning in Meaningfull Experiences and Mu l t idimensional Re ports Carmen Fernández-Panadero, Carlos Delgado Kloos Universidad Carlos III de Madrid Abstract. The relationship among body, mind and emotions has been widely exploited in high-level sport and dance, but its penetration in academic environments is still very slow. In the other hand gamification and storytelling have been proven to have a high impact on students’ motivation socialization and transformation but is difficult to integrate interaction patterns of storytelling (mainly linear) with games (mainly no linear). This work proposes a conceptual framework called PhyMEL that includes physical, mental and emotional dimensions of learning to facilitate (1) the deployment of meaningfull experiences and (2) the creation of multimedia reports. This study proposes to use the scheme of the Hero’s Journey created by Campbell as the main thread to integrate elements of (1) the environment, (2) the game, (3) the storytelling and (4) the learning domain to reach successful learning experiences that can be easily recalled when needed. Several elements of the framework has been tested in three different experiences with different target audiences and different learning reports (1) Our Museum for elementary school reported as a game board, (2)The kidnapped Scientist for primary and secondary school reported as a comic (3), PhyMEL-Wheelchair Simulator for adults reported as a machimina. The conceptual framework has proven to be useful, enjoyable, and effective in all these three experiences, but more research is needed to demonstrate the usefulness of multidimensional reports. Keywords. NLP, Hero’s Journey, Simulation, Virtual Worlds, Mixed worlds, Social Awareness, Gamification, Learning, 3DOF, Multiple intelligences, Simulators, Board games, Comic, Machimina, GTD, BMY Introduction One of the main challenges of education is to make educational designs that result in significant and easily recalled experiences. According to NLP [1] we are sensory beings. The more senses are involved in a learning experience; the easier it will be to recover this information when needed. Our senses are involved not only in external perception but also in our internal mental processes and the way we communicate with others. Our brain barely distinguishes between external experiences and those that originate internally when we remember an experience or just imagine it. That is why emotions are also so important in the learning process. The relationship among body, mind and emotions has been widely exploited in sport [2] and dance [3] under the concept of thoughness [4], but the practical application of the thoughness and flow state [5] in academic environments is still very slow. In the other hand gamification and storytelling have been also proven to have a high impact on students’ emotions, and motivation [6], but according to Dickey [7] is difficult to integrate the narrative of storytelling (mainly linear to follow the plot) with games (mainly no linear to provide more opportunities of interaction). This work proposes a conceptual framework called PhyMEL that involves physical, mental and emotional dimensions of learning to facilitate the deployment of experiences and report generation. To achieve these objectives PhyMEL integrates the student and his contextual environment (physical or virtual) with gamification, storytelling and learning using different theories present in the literature. The theory of the Monomyth by Campell [8] and its scheme for the Hero’s Journey [9] has been used to define storytelling elements. The Bloom Taxonomy [10], [11], Burch Stages for Learning [12] and the Dillembourg literature review on collaborative learning [13] have been used to define the anchors to the learning domain. The theory of the Multiple Intelligences of Gardner [14] and Csikszentmihalyi Flow State [5] has been used as anchors to the student cognitive state. Several works have been reviewed also to define the elements to include in the game (missions, locations, characters, treasures, hints, rewards, etc.) [6] [15]. The vision of the game as a whole is based on Beck and Wade approach [16] where the idea is not to confront the players with the opportunity to become a winner or a loser but rather with the possibility of being a hero, where part of the reward is to serve a greater cause Inmersivo C. Delgado Kloos, UC3M Madrid, 2014-05-30 58 F o s t e r i n g L e a r n e r s ’ I n t e r d e p e n d e n c y R e l a t i o n s h i p s i n M U V E s M a r í a B l a n c a I B Á Ñ E Z 1 a n d C a r l o s D E L G A D O K L O O S D e p a r t a m e n t o d e I n g e n i e r í a T e l e m á t i c a , U n i v e r s i d a d C a r l o s I I I d e M a d r i d , S p a i n A b s t r a c t . M u lt i - u s e r v i r t u a l w o r l d s c a n b e u s e d t o m o d e l a u th e n t ic le a r n i n g e n v i r o n m e n t s i n w h i c h k n o w le d g e c a n b e c r e a t e d c o ll a b o r a ti v e ly o n i t s c o n t e x t . H o w e v e r , c o ll a b o r a t i o n c a n n o t b e c o n s i d e r e d a g i v e n a n d c a r e f u l c o n s id e r a ti o n o f t h e d e s i g n o f l e a r n i n g a c t i v it i e s a n d o r g a n i z a t i o n a l s u p p o r t m u s t b e p r o v i d e d to f o s t e r c o l la b o r a t i o n . I n t h is w o r k , w e p r e s e n t a n i n te r d e p e n d e n c y p a tt e r n th a t p r o m o t e s t h e c o l la b o r a ti o n o f s t u d e n t s . T h e p a t t e r n i s d e p l o y e d i n a m u l t i - u s e r v i r t u a l e n v i r o n m e n t w h e r e s y n t h e t i c c h a r a c t e r s g u i d e p a r t ic i p a n t s i n a s i tu a t e d le a r n in g e x p e r i e n c e . P r e l i m i n a r y r e s u l t s o f t h e p il o t s tu d y s u g g e s t t h a t p a r t i c i p a n ts w e r e a b le t o p e r f o r m r e q u i r e d a c ti v i ti e s b y e s t a b li s h i n g i n t e r d e p e n d e n c y r e l a t i o n s h i p s s t a te d b y t h e p r o p o s e d p a t t e r n . K e y w o r d s . C o l la b o r a t i v e le a r n in g e n v i r o n m e n t s , d i s ta n c e e d u c a t i o n a n d te le l e a r n i n g , i n t e r a c ti v e le a r n in g e n v i r o n m e n t s , v ir t u a l r e a li t y . I n t r o d u c t io n T h e g r o w i n g p o p u l a r i t y o f m u l t i - u s e r v i r t u a l e n v i r o n m e n t s ( M U V E s ) h a s d r a w n a t t e n t i o n f r o m e d u c a t i o n i s t s d u e t o m a n y b e n e f i t s o r a f f o r d a n c e s f o r l e a r n e r s . R e s e a r c h e r s h a v e f o u n d t h a t r e p r e s e n t a t i o n a l f i d e l i t y a n d i n t e r a c t i v e p o s s i b i l i t i e s o f M U V E s [ 1 ] h a v e a g r e a t p o t e n t i a l i n t h e e d u c a t i o n a l c o n t e x t a s t h e y e n g a g e l e a r n e r s a n d t o e x p l o r e , m a n i p u l a t e a n d m o d i f y t h e v i r t u a l w o r l d b y m e a n s o f t h e i r a v a t a r s i n a c o l l a b o r a t i v e w a y [ 2 ] , [ 4 ] , [ 7 ] , [ 1 4 ] . H o w e v e r , j u s t a s i n f a c e - t o - f a c e e n v i r o n m e n t s , p r o d u c t i v e l e a r n i n g i n t e r a c t i o n s a m o n g p a r t i c i p a n t s a r e n o t g u a r a n t e e d a n d s o m e m e c h a n i s m s m u s t b e p r o v i d e d t o f o s t e r c o l l a b o r a t i o n [ 5 ] , [ 1 3 ] . T h i s p a p e r d e s c r i b e s a n i n t e r d e p e n d e n c y p a t t e r n ( s e e S e c t i o n 1 ) t h a t f o s t e r s c o l l a b o r a t i o n a m o n g p a r t i c i p a n t s b y c o n t r o l l i n g t h e i n f o r m a t i o n t h a t t h e e n v i r o n m e n t p r o v i d e t h e m . T h e p a p e r a l s o i n t r o d u c e s d i f f e r e n t w a y s t o d e p l o y t h e p a t t e r n w i t h i n a M U V E t a k i n g a d v a n t a g e o f t h e u n i q u e e l e m e n t s o f t h e s e e n v i r o n m e n t s ( s e e S e c t i o n 2 ) . I n S e c t i o n 3 , a c a s e s t u d y u s e s t h e i n t e r d e p e n d e n c y p a t t e r n i n a M U V E t o e n a c t a s i t u a t e d l e a r n i n g a c t i v i t y . S y n t h e t i c c h a r a c t e r s i n v i t e p a r t i c i p a n t s t o p l a y a p l o t w i t h t h e m w h i l e l e a r n e r s t r y t o a c c o m p l i s h a m i s s i o n ; l e a r n e r s ’ e f f o r t s i n t e n d t o i m p r o v e t h e i r c o m m u n i c a t i o n s k i l l s . P r e l i m i n a r y r e s u l t s o f a p i l o t e x p e r i e n c e a r e p r e s e n t e d i n S e c t i o n 4 . F i n a l l y , i n S e c t i o n 5 w e p r e s e n t t h e c o n c l u s i o n o f o u r w o r k . 1 C o r r e s p o n d i n g A u t o r : M a r í a B la n c a I b á ñ e z , D p t o . I n g e n i e r í a T e l e m á ti c a , U n iv e r s i d a d C a r l o s I I I d e M a d r id , 2 8 9 1 1 , L e g a n é s , S p a in ; E m a i l: m b i b a n e z @ i t.u c 3 m .e s . PhyMEL-WS Weelchair Simulator: A Preliminary S t ud y to Increase Awareness about t h e Problems of L i ving the City i n a Wheelchair Carmen Fernández-Panadero a,1 Valentín de la Cruz Barquero a , David Morán Núñez b , Carlos Delgado Kloos a a Universidad Carlos III de Madrid b Simumak Abstract. Accessibility barriers for people driving a wheelchair are a societal challenge that has to be faced globally, but the way to deal with this problem is different for different stakeholders (generic citizens, wheelchair users or medical staff). Multiple wheelchair simulators have been developed during the last three decades, but most of them are partially focused to a very specific a target group and have problems to perform quantitative analysis on driving skills. This paper has to aims: (1) Present the PhyMEL-WS simulator as a global approach for all the stakeholders and (2) Present the first stage of the research: an study that analyzes the experience of 23 generic citizens using the PhyMEL-WS Wheelchair Simulator to reach awareness on accessibility problems. The tool consists of an immersive environment comprising a motion platform of 3 degrees of freedom, virtual reality glasses, and a joystick connected to a computer with Unity3D to simulate the experience of driving a wheelchair. Preliminary results show that the simulator is easy to use, realistic, instructive, and enjoyable. All users stated that they have found it useful to become aware of the problems of disability and would like to use it as training before using a real wheelchair. Most users expressed that the experience would gain if it included elements of gamification such as competition or rewards as part of the training. PhyMEL-WS allows recording the experience for quantitative and qualitative further analysis. Keywords. Accessibility, Simulation, Wheelchair, Virtual Worlds, disability, social awareness, Learning, 3DOF, Unity3D Introduction The issue of accessibility barriers in cities for wheelchair’s users has been widely discussed in the literature [1]. The increase of the number of people with mobility problems due to the demographical change has made this problem more acute. The European Commission, in the Horizon 2020 [2] identify several priority challenges related with these issues (Health, Wellbeing and Inclusive Cities). Multiple successful wheelchair simulators have been deployed during the past three decades with different technological support. Simulators have been proved to be an effective learning tool to 1 Corresponding Author.
  • Inmersivo: Reflexión Los mundos virtuales 3D permiten monitorizar todo el proceso (educativo) en detalle y permiten crear entornos difíciles de construir físicamente Tuvieron su época de esplendor. Siguen teniendo importancia (ej. en juegos), pero en ocasiones se prefieren tecnología más ligeras C. Delgado Kloos, UC3M Madrid, 2014-05-30 59
  • Temas a resaltar Abierto/Libre Masivo Social Analizable Interactivo Móvil Aumentado Inmersivo Madrid, 2014-05-30 60 C. Delgado Kloos, UC3M
  • Madrid, 2014-05-30 61 C. Delgado Kloos, UC3M
  • Mirando 4 años adelante (2014-2018) Carlos Delgado Kloos Univ. Carlos III de Madrid, www.it.uc3m.es Red eMadrid, www.emadridnet.org
  • MOOCs Los MOOCs han hecho que gobernantes, rectores, y el gran público se interesen por la tecnología educativa Big bang del eLearning Suponen una combinación de tecnologías y objetivos de entre los muchas que se podían tomar Hay que seguir investigando en el espacio de las tecnologías educativas Madrid, 2014-05-30 63 C. Delgado Kloos, UC3M
  • De MOOCs a SPOCs SPOC: Small Private Online Course "Both MOOCs and SPOCs are two design points in a wider space in which experiments are possible." -- Armando Fox, CACM, Dic 2013 Madrid, 2014-05-30 64 C. Delgado Kloos, UC3M
  • 3 Dimensiones C. Delgado Kloos, UC3M Madrid, 2014-05-30 65
  • Universidad C. Delgado Kloos, UC3M Madrid, 2014-05-30 66 a distancia presencial
  • MOOCs C. Delgado Kloos, UC3M Madrid, 2014-05-30 67
  • SPOCs C. Delgado Kloos, UC3M Madrid, 2014-05-30 68
  • Formal-Informal Educación abierta Aprendizaje informal y no formal Madrid, 2014-05-30 69 C. Delgado Kloos, UC3M
  • Local-Global Crowd-learning  C-sensing  C-sourcing  C-commissioning Analítica Ludificación (Gamification) Madrid, 2014-05-30 70 C. Delgado Kloos, UC3M
  • Físico-Digital Big Data Datos Digitales  1986: 1% digital  2002: 50% digital  2014: 99% digital Madrid, 2014-05-30 71 C. Delgado Kloos, UC3M
  • Físico-Digital Realidad Aumentada IU vestibles eLibros Madrid, 2014-05-30 72 C. Delgado Kloos, UC3M
  • Físico-Digital Interfaces hápticos Realidad mixta Objetos inteligentes Madrid, 2014-05-30 73 C. Delgado Kloos, UC3M
  • Físico-Digital Drones Impresoras 3D Robots Madrid, 2014-05-30 74 C. Delgado Kloos, UC3M
  • Großer Physikhörsaal Techn. Univ. München Madrid, 2014-05-30 75 C. Delgado Kloos, UC3M
  • Madrid, 2014-05-30 76 C. Delgado Kloos, UC3M