Modelo TAG: Referentes para valorar el nivel de ubicuidad en una institución de educación superior. A cargo de Roberto Aguas, EAFYT, Colombia

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Modelo TAG: Referentes para valorar el nivel de ubicuidad en una institución de educación superior. A cargo de Roberto Aguas, EAFYT, Colombia

  1. 1. TAG: Ubiquitous Learning Model to Assess the Ubiquity Level in Higher Education Institutions (Thesis Proposal) Roberto Aguas Núñez 1
  2. 2. Keywords Higher Education Technology U-learning Learning Ubiquity TAG Management 2
  3. 3. Introduction 3
  4. 4. Main referents U-Learning Concept Trends and changes in H.E. UT in educational contexts Proposal - Educational Model for Scenarios of Ubiquitous Learning 4
  5. 5. U-Learning Concept Learning Trends vs Technology 5
  6. 6. U-Learning Concept 6
  7. 7. Trends and changes in H.E. Neubauer (2003) focuses on the impact of economic rationalism and numerous other macro forces affecting the H.E. sector. Analyzes the institutional challenges, particularly for university leaders, after the wake of the macro changes imposed by globalization, lack of affordability and computer mediated technologies. Dator (1998) establishes 3 aspects that the XXI century universities need to learn -> The change into culturally diverse curriculum, the development of the multidisciplinary environments and the contribution from the invention and creativity to manage new paradigms in political economy and learning communities. Inayatullah and Gidley (2003) -> 4 factors that motivate transformation in higher education: Globalization, Multiculturalism, Internet and Politicization. Wissema (2003), Scott (2006) -> Constant search of knowledge in all ways; The expression of capabilities of the human condition: thought and creativity; Learning languages ​and symbolic representations of knowledge; Learning skills; Active participation in social, cultural and scientific changes, The formation of citizens oriented to tolerance, scientific and humanistic thinking, critical thinking, esthetic thinking, problem solving and the ability to undertake. 7
  8. 8. UT in Educational Contexts Event Logs Learning Analytics Retention Rate Academic Failure Internet of things BIG DATA Interaction: Students – Resorces - Mediations Remote Access Interconected Devices Invisibility Customized Learning Monitoring Cooperation Cognition Collective Intelligence Tools TeamWork Remote and virtual Coordination Laboratories Adoption and Development of ICT Emulated experiences Digital Ecosystems Analysis From Horizon Report – Iberoamerica (2013) Knowledge Service Oriented 8
  9. 9. UT in Educational Contexts Korea China WHITE PAPERS OR EQUIVALENT Japan IN ASIA Taiwan UNESCO ICT PROGRAM Living Labs City Planing European initiatives for coexistence of citizens and ICT 22@ Project TOKYO UBIQUITOUS PROJECT UDICENTER PROJECT (Japan) 9
  10. 10. 10
  11. 11. Three Dimensions Zea et. al.(2005) Características de los procesos de gestión en los contextos E-Learning => between the technical, institutional and pedagogical aspects. Zea et. al. (2000) Conexiones => pedagogical, didactical, technological and managerial areas. Williams(2003) Roles and Competencies for Distance Education Programs in Higher Education Institutions => Communication and interaction, Management, technology and, learning and instruction. Duart and Lupiáñez (2004), Procesos institucionales de gestión de la calidad del E-Learning en Instituciones educativas universitarias => They have identified relevant dimensions to the conceptualization, design and construction of technology-based learning environments. 11
  12. 12. Technology - Capacity Sensibility Interpretability Understandability Accessibility Adaptability USABILITY Learnability Invisibility Predictability Proactiveness Recoverability Fault Tolerance RELIABILITY Availability Reconfigurability CONFIGURABILITY Customizability Configurability Testability Modifiability Decomposability MANTENIBILITY Reusability Analyzability Extensibility Maturity • Kwon et Al: A Methodology for Assessing the Level of U-Transformation of Ubiquitous Services - A Multi-Layered Methodology for Assessing Level of Ubiquitous Computing Services • Normas Square-ISO/IEC 25000 -> Modelo de calidad de producto (propiedades de calidad en 8 características y sub-características 12
  13. 13. Technology - Capacity Integrity Authenticity Non Repudiation PORTABILITY SECURITY Accountability Installability Confidentiality Adaptability Scalability Shareability Wearability MANIPULABILITY Embeddedness Downloadable MOBILITY Connectivity Nomadicity Ubiquity Integrability COMPATIBILITY Compatibility Interoperability 13
  14. 14. Technology - Ubiquity Situation Autonomic Self-Growing Sensing/Decision (S) Computing (A) Intelligence Engine(G) - Location, time and Identity awareness - Authentication - Authorization - Response Time - Scalability - Durability - User preference - User Profile - Reasoning - Autonomy - Automation - Trust - Negotiation - Self-control - Context reusability - Service coverage - Learning - Fault Tolerance - Usability 14
  15. 15. Technology - Infrastructure NETWORKING ARCHITECTURAL STYLES DEVICES N-Layer Component Based SOA 15
  16. 16. Technology 16
  17. 17. Technology Taken www.masquelearning.com 17
  18. 18. Learning Feldman and Schunk: Behavioral change, lasting change in time and the acquisition of knowledge through some kind of experience. Implies acquisition, processing, comprehension, modification and application of knowledge, strategies, skills, beliefs and attitudes. Types of Learning Learning Methodologies Technological Mediation - Repetitive Learning - Receptive Learning - Observational or Modeled Learning - Appreciative Learning - Meaningful Learning - Problem-based learning - Project-based learning - Collaborative and cooperative learning - Learning by discoveries - Autonomous learning. - E-Learning M-Learning Multimedia learning Collaborative mediated by ICT - Social Networks - Virtual communities - Ubiquitous Learning 18
  19. 19. Management Curriculum Management Organizational Development Educational Engineering - Curriculum Types - Inter or Transdisciplinary Innovation and Research Management - Competences - Instructional Management - Internationalization management - Resources management. - Governance management - Change management - Pedagogical Modeling - Cognitive Engineering - Information Systems Engineering 19
  20. 20. Management Curriculum Management U-Multirank Project - Teaching and learning - Research - Knowledge transfer - International orientation - Regional engagement - Curriculum Types Inter or Transdisciplinary Innovation and Research Management Competences Instructional Management - Organizational Development - Educational Engineering - - Internationalization management Resources management. Governance management Change management Pedagogical Modeling Cognitive Engineering Information Systems Engineering 20
  21. 21. Gestión Autoevaluación Análisis de Información Gestión de Vigilancia Gestión de la Gestión de la Dirección y Institucional, Visibilidad Gestión de la Acreditación Comunicaciones y Calidad Internacionalización Tecnológica Gobernabilidad Planeación y Reputación Divulgación PROCESOS MISIONALES Gestión Académica Gestión Curricular Gestión de la Docencia Desarrollo Estudiantil Gestión de TIC para la Academia Gestión de Investigación e Innovación Gestión de la Investigación Inter y Transdisciplinar Gestión de Rendición de Cuentas Procesos de Evaluación PROCESOS ESTRATÉGICOS Gestión de la Investigación Básica y Aplicada Transferencia de Gestión de la Conocimiento y Propiedad Innovación Intelectual Gestión de la Extensión y la RSU Gestión para el Gestión para el Empresarismo Desarrollo Social Desarrollo Sostenible Proyección Gestión de Gestión de Prácticas Profesionales Cultural Graduados PROCESOS DE APOYO Gestión de TIC Gestión de Recursos Educativos Gestión de Biblioteca Gestión de Admisiones y Registros Gestión Administrativa Gestión de Talento Humano Gestión de Bienestar Universitario Gestión Financiera Gestión Jurídica Gestión de Contratación 21
  22. 22. Mathematical Model Let TAG be a model with n variables, To determine the level of the higher level variable, each variable is evaluated and… The Hyperplane H is built that cross the points and find t The value of the higher level variable is 22
  23. 23. Mathematical Model y=x 23
  24. 24. Mathematical Model y=x 2y+3x-6=0 24
  25. 25. Mathematical Model y=x P 2y+3x-6=0 y=3-(3x/2) Level (P)= ||(6/5, 6/5)|| 25
  26. 26. Conclusions and Future Work The technology dimension is not enough to analyze the learning paradigms supported by IT. Several dimensions are required. The model privileges the proportional development of the variables. The model is appliable to Higher Education Institutions with development in the three dimensions (Technology, Learning and Management). Metrics and indicators associated to each dimension Graphical representation for each dimension in a threedimensional space. 26
  27. 27. Gràcies per la seva atenció !! Taken from translate.google.com  27

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