J. Torres

Publications of J. Torres

• A Framework for Learning Through Mobile Qualitative Research

  Authors: J. Torres, C. Cárdenas, E. Juárez, B. Valdés, J.M. Dodero

  Advanced Learning Technologies (ICALT), 2010 IEEE 10th International Conference on; 08/2010

  Mobile technologies allow research and education enhancement. Social sciences require more efficient and flexible research tools, hence the Service-Oriented Mobile Platform for Qualitative ResearchMobile technologies allow research and education enhancement. Social sciences require more efficient and flexible research tools, hence the Service-Oriented Mobile Platform for Qualitative Research (SOMP-QR) has been developed to be used on an academic environment that supports research learning instruction methods as the ones presented in three study cases. SOMP-QR uses ontologies to classify research data, through the contributions and perceptions of qualitative researchers in a collaborative and efficient way. SOMP-QR is ready to be integrated within a service-oriented architecture environment.

• Advanced Transactional Models for a New Generation of Educational Modelling Language Engines

  Authors: J. Torres, E. Juarez, J.M. Dodero, I. Aedo

  Advanced Learning Technologies, 2009. ICALT 2009. Ninth IEEE International Conference on; 08/2009

  E-learning systems have evolved moving from self-contained simple static contents, to the design and execution of learning scenarios described by educational modelling languages (EML) and theE-learning systems have evolved moving from self-contained simple static contents, to the design and execution of learning scenarios described by educational modelling languages (EML) and the integration of Web services. But also carrying with implications such as dealing with long-lived learning activities and finishing activities without accomplishing their learning objectives. Advanced transactional models (ATM) relax some of the basic ACID transaction properties so applications may handle in a reliable way, several types of long-lived activities and compensation activities. An EML execution engine must implement different ATMs in order to provide different levels of transaction support to deal with the diverse types of learning activities.

• EML Learning Flow Expressiveness Evaluation

  Authors: J. Torres, E. Juarez, J.M. Dodero, I. Aedo

  Advanced Learning Technologies, 2009. ICALT 2009. Ninth IEEE International Conference on; 08/2009

  Educational Modelling Languages such as IMS LD, LAMS and LPCEL can be used to describe a learning process, but they depict different degrees of expressiveness to represent learning flows. This paperEducational Modelling Languages such as IMS LD, LAMS and LPCEL can be used to describe a learning process, but they depict different degrees of expressiveness to represent learning flows. This paper presents an evaluation of the expressiveness of these languages based over the analysis of different workflow control patterns including basic control flow, advanced branching and synchronization, and iteration; outlining the learning process design issues.

• A Grid-based Architectural Framework for Composition and Execution of Complex Learning Processes

  Authors: J. Torres, C. Cardenas, J.M. Dodero, I. Aedo

  Advanced Learning Technologies, 2008. ICALT '08. Eighth IEEE International Conference on; 08/2008

  Educational Modeling Languages (EML) are currently used to design and specify complex learning process that adapt the demands of a particular learning setting. LPCEL (Learning Process Composition andEducational Modeling Languages (EML) are currently used to design and specify complex learning process that adapt the demands of a particular learning setting. LPCEL (Learning Process Composition and Execution Language) is a formal language used to specify complex learning scenarios. From a software architectural point-of-view, a service-oriented architecture (SOA) provide an important approach in order to implement dynamically learning environments from diverse, distributed and heterogeneous learning resources and services, these can be hardly synchronized and coordinated through an EML specification. Based upon SOA principles, Grid-Computing offer a powerful environment to use of resources such as processing power, disk storage, applications and data. This work presents a grid-based architectural framework that enable the dynamic and unanticipated composition of distributed learning services.

• Late Modelling: A Timing of Learning Activities Approach

  Authors: T. Zarraonandia, J.M. Dodero, C. Fernandez, P. Diaz, J. Torres

  Advanced Learning Technologies, 2006. Sixth International Conference on; 08/2006

  It is not always possible to foresee all properties values of a learning design process at design-time. Sometimes, it is not until its proper execution when those values can be established. Besides,It is not always possible to foresee all properties values of a learning design process at design-time. Sometimes, it is not until its proper execution when those values can be established. Besides, some of the original definitions must be modified to adapt the learning process to its current execution context. This is especially necessary with properties related to the synchronization and temporization of the different activities that constitute the learning process. Due to the above, to successfully implement a learning process, the designers need to use a language expressive enough to allow a detailed description of the runtime behavior of the course and a mechanism to modify its definition during run-time

• Designing the Execution of Learning Activities in Complex Learning Processes Using LPCEL

  Authors: J. Torres, J.M. Dodero, I. Aedo, P. Diaz

  Advanced Learning Technologies, 2006. Sixth International Conference on; 08/2006

  The contemporary education has begun to observe constructivist position as important in understanding diversity in education. Instructional design on technology (IDT) presents important challenges toThe contemporary education has begun to observe constructivist position as important in understanding diversity in education. Instructional design on technology (IDT) presents important challenges to integrate principles, models and techniques inspired by this new perspective emerging in educational technology. The complex learning process (CLP) is a vision that can be suitable to facilitate this aim. In order to face these challenges, it is essential to integrate new technology-supported learning. Our vision is focused on the development of learning process composition and execution languages (LPCEL), which can facilitate the design, composition and execution of CLP. This work presents an overview of LPCEL specification, so that it can be a reference for the development of related technologies

• On the way of an ideal learning system adaptive to the learner and her context

  Authors: T. Zarraonandia, C. Fernandez, P. Diaz, J. Torres

  Advanced Learning Technologies, 2005. ICALT 2005. Fifth IEEE International Conference on; 08/2005

  In the last years several learning systems have been developed trying, on a different extent, to develop a solution to the problem of personalization of the learning process. Their objective is toIn the last years several learning systems have been developed trying, on a different extent, to develop a solution to the problem of personalization of the learning process. Their objective is to provide the learner with a learning system able to adapt the course to her specific characteristics, knowledge, objectives and learning goals. Further more, we would like a learning system that could be sensitive to the context in which the learning session is taking place and capable to adjust the appropriate parameters accordingly. Taking this into account, the authors have selected a group of desirable characteristics for an ideal learning system and have reviewed some of the solutions developed in the last years trying to find out which of those ideal characteristics have already been implemented and which others have not.

• An architectural framework for composition and execution of complex learning processes

  Authors: J. Torres, J.M. Dodero, I. Aedo, T. Zarraonandia

  Advanced Learning Technologies, 2005. ICALT 2005. Fifth IEEE International Conference on; 08/2005

  A complex learning process (CLP) is understood as the result of the dynamic and unanticipated integration of diverse pedagogical approaches in a learning process, based on the collaboration betweenA complex learning process (CLP) is understood as the result of the dynamic and unanticipated integration of diverse pedagogical approaches in a learning process, based on the collaboration between instructors and learners. Educational modeling languages are used to specify and design learning processes that can be adaptable to the demands of a particular pedagogical context. Based upon IMS service-oriented architectural principles, a framework for learning process composition and execution is presented. The objective of that framework is to enable the dynamic and unanticipated composition of distributed learning services. This is guided by a case study of how this framework can be implemented in a complex learning scenario.

• Learning Web services composition and learner communities support for the deployment of complex learning processes

  Authors: C.L. Padron, J. Torres, J.M. Dodero, P. Diaz, I. Aedo

  Advanced Learning Technologies, 2004. Proceedings. IEEE International Conference on;

  Educational models are subject to a constant evolution and permanent technological developments, with new visions and learning models emerging to face them. These usually include diverse didacticEducational models are subject to a constant evolution and permanent technological developments, with new visions and learning models emerging to face them. These usually include diverse didactic strategies into the learning process. Learning management systems currently evolve towards distributed learning object systems with decentralized execution and integration with heterogeneous applications. The notion of a centralized repository of learning objects should change onto distributed communities of learning objects producers and consumers. In this paper, we present a learning Web services framework to support the integration of newer, complex learning processes and the dynamic generation of content-based communities of interest.