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Abstract

Active methodologies promote students' elaboration of knowledge-based resources susceptible to being used as a learning tool. However, due to their quantity, variety and the technology used, it is difficult to manage them, mainly as regards the consultation and identification of the most appropriate resources to carry out a specific training action. A possible solution would be to develop (1) a repository that offers an overview of all resources generated, regardless of the technology, variety and types; (2) an ontology, which permits their classification; and (3) a semantic search system that allows a user to make a quick and effective retrieval. This research-based paper shows the results obtained using a content manager, which centralizes the resources created by the students in some technologies. Also, two tools have been developed: an ontology, which permits resources of a subject to be classified, and a plugin for WordPress, which allows the ontologies are building through the use of tags and categories, as well as to provide them with a semantic search engine through inferences between ontology-related elements---. Through a result cross-check, students' perception of the repository use has been measured. It has been found that, on the one hand, the system proposed is adequate to manage the resources generated by the students; and, on the other, their availability has been useful for them.

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... This enables increasing the knowledge provided in the course itself from the students' knowledge and experience, producing organisational learning [16,28]. The students are also capable of organising the knowledge created individually and collectively [24,29], and in all of this, the students apply high cognitive abilities [10]. ...
Article
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This article integrates two visions on the creation of knowledge by students: an academic vision where the person who creates knowledge uses high-level cognitive abilities and, therefore, acquires deeper learning, and an organisational learning vision, where the creation of knowledge adds value to the organisation and the individuals who work in this matter. It starts from a validated flipped classroom model and then adds procedures and cycles of knowledge that make it an active methodology, in such a way that it simultaneously supports organisational learning, using cooperative competencies characteristic of Education 4.0. This proposed hybrid model has been applied online during confinement due to the COVID-19 pandemic and, subsequently, in dual mode (students partly in person and the rest online at the same time) and face-to-face mode. The evidence of this research shows that the creation of knowledge by the students, cooperatively and with an organisational learning perspective, has repercussions for improvements in their academic performance by producing deeper learning. In addition, the development of cooperative skills is observed to create and manage a large amount of helpful knowledge for them and other students in their learning process.
... Faced with the rapid growth of information resources, it is difficult for users to filter information. Academic resources are different from general information resources [2]. On the one hand, there is a wide range of information sources, and information is freely released. ...
Article
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Classification of resource can help us effectively reduce the work of filtering massive academic resources, such as selecting relevant papers and focusing on the latest research by scholars in the same field. However, existing graph neural networks do not take into account the associations between academic resources, leading to unsatisfactory classification results. In this paper, we propose an Association Content Graph Attention Network (ACGAT), which is based on the association features and content attributes of academic resources. The semantic relevance and academic relevance are introduced into the model. The ACGAT makes full use of the association commonality and the influence information of resources and introduces an attention mechanism to improve the accuracy of academic resource classification. We conducted experiments on a self-built scholar network and two public citation networks. Experimental results show that the ACGAT has better effectiveness than existing classification methods.
... This conceptual structure facilitates the data analysis and has a good impact on the quality of education in universities. Ontologies were built for various reasons, starting from managing and proposing university content as in Óbuda University [17] and University of Madrid [18], or for assessing students whether it is for e-learners [19], [20] in face to face classes [21], [22], [23], or for learner profile and details about their learning style and progress curve [24]. It could be created to manage the e-learning environment and to model the e-Learning cycle as well. ...
Article
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Educational institutions are creating more and more programs and developing new techniques to identify and select the right students. Many universities started to develop their own ontologies to get an understanding of their students by analyzing their data. In this paper, an information extraction framework is proposed as a part of the research project “LET’SeGA” to support educational institutions in selecting students for different programs. This would also help target specific student segments in marketing decisions for academic programs. In the proposed framework, an ontological model is created for universities’ data which is used to support students’ recruitment and retention ensuring students’ success after admission. Future work will focus on testing the framework over a time period to verify that it supports the recruitment of appropriate student profiles.
... • Es necesaria la organización de recursos para que el alumnado sepa cuál es el más adecuado para realizar una determinada actividad [23]. • La red social es utilizada por el alumnado como medio para compartir recursos, pero si se comparten muchos recursos es difícil realizar búsquedas [19]. ...
Technical Report
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En este informe se presentan ventajas y conclusiones de la aplicación del método de Aula Invertida en diversas situaciones de aprendizaje. Se ha elaborado a partir de la recopilación de artículos científicos e informes técnicos realizados por los propios autores del informe, que transmiten la experiencia de más de 8 años aplicando dicho método. El objetivo es dar a conocer el impacto de la aplicación del método de Aula Invertida, tanto en los resultados académicos como en la forma de actuar del alumnado.
... Tanto el alumnado como el profesorado tienen acceso al mismo. El sistema de gestión de conocimiento se desarrolló en WordPress y responde a una estructura de un buscador semántico en base a ontologías (Fidalgo-Blanco, Sánchez-Canales, Sein-Echaluce, & García-Peñalvo, 2018;Sein- Echaluce, Fidalgo, García, & Conde, 2015) . ...
Conference Paper
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Resumen-Las fases principales del modelo educativo se podrían definir como estas tres: fase donde el profesorado forma al alumnado, fase de creación de conocimiento en un contexto controlado donde el profesorado evalúa al alumnado y fase de retroalimentación donde el profesorado pone una calificación a la calidad del conocimiento creado por el alumnado. En este trabajo se utilizan las mismas fases pero asociando todas ellas a un proceso de aprendizaje continuo y activo denominado Real Time-Collective Intelligence applied to a Cooperative Learning with a sOcial base (RT-CICLO). Las fases se relacionan a través de una espiral donde el alumnado interacciona con recursos de aprendizaje, crea conocimiento a través de actividades y recibe retroalimentación por parte del profesorado y del propio alumnado. El contraste de resultados se realiza en base a tres indicadores: asistencia a clase, entrega de trabajos voluntarios y calificación académica final. Palabras clave: metodologías activas, aprendizaje cooperativo, creación de conocimiento Abstract-The main phases of the educational model could be defined by the following: phase where teachers train students, phase of knowledge creation in a controlled context where teachers evaluate students and feedback phase where teachers grade on the quality of knowledge created by students. The same phases are used in this work but all of them are associated with a continuous and active learning process called Real Time-Collective Intelligence applied to a Cooperative Learning with a Social Base (RT-CYCLE). The phases are related through a spiral where students interact with learning resources, create knowledge through activities and receive feedback from teachers and students themselves. The contrast of results is based on three indicators: class attendance, delivery of volunteer work and final academic note. 1. INTRODUCCIÓN Un ciclo habitual en nuestro modelo educativo se compone de tres fases: un proceso de formación (habitualmente compuesto de clases teóricas y prácticas), un proceso de creación de conocimiento por parte del alumnado en un entorno controlado (prueba de evaluación) y la retroalimentación sobre el conocimiento creado (calificación obtenida). Este proceso tiene un principio y un final. Si la última fase sale mal, el alumnado está obligado a repetir la fase de creación de conocimiento (nueva oportunidad de evaluación) o a comenzar directamente por la primera fase (repetición del curso). Por este motivo a este ciclo se le denomina ciclo lineal (Fidalgo-Blanco, 2019). La fase correspondiente al proceso de formación se puede realizar siguiendo distintas metodologías. Las dos metodologías más habituales son las centradas en el profesorado y las centradas en el alumnado. Las centradas en el profesorado son las clásicas y el alumnado, cuando está en las aulas, pasa la mayor parte del tiempo escuchando (lección magistral) o siguiendo los pasos que indica el profesorado (clases de problemas). Por el contrario, en la metodología centrada en el alumnado, este pasa la mayor parte del tiempo activo, participando e involucrándose en su proceso de aprendizaje cuando está en el aula. Las metodologías que permiten que el alumnado participe de forma activa en su aprendizaje se denominan metodologías activas. Son numerosos y prestigiosos los autores que han demostrado que las metodologías activas incorporan ventajas en la fase de formación frente a las metodologías no activas. Dewey (1916, 1929) afirma que el aprendizaje a través de la participación activa (aprender haciendo) utiliza más capacidades cognitivas que solamente escuchar. Kolb (1984) lo confirma indicando que la primera fase del aprendizaje debe estar basada en la participación activa y continua del alumnado. Así pues, si la primera fase del proceso de aprendizaje habitual se basa en una metodología activa, el propio aprendizaje mejora. Otros autores han concretado con más detalle en qué consiste la participación activa del alumnado. Piaget (1964) indica que es adecuado que el alumnado cree conocimiento a partir de otro ya existente. Otros autores añaden la interacción y cooperación con otras personas durante la creación de conocimiento. Así, Ausubel (1969) propone que la interacción social se puede hacer dentro del entorno relacionado con el aprendizaje concreto que se pretende conseguir, pero es Vygotsky (1978) quien incorpora la interacción social al aprendizaje. Así mismo, Paavola y Hakkarainen (2005) indican
... Initially, the model was based on a social network [22], but due to the difficulty of finding content within a social network [23], a self-development was carried out. That development consisted in the programming of a plugin [24] for the content manager WordPress. The components of the functional theoretical model of Fig. 3 are described below: ...
Chapter
In the context of an academic subject, students and teachers acquire knowledge and experience, but we must ensure that this experience will be shared and managed. In this way, the learning, acquired in the subject, remains in the subject. A proven way to manage the experience, which has been validated in previous works, is based on considering two dimensions: the conversion of individual knowledge into organizational and the use of a knowledge management system that allows classifying, organizing and finding knowledge based on ontologies and inferences between them. The primary objective of this research work is to join the two dimensions and apply an active method to manage the experience acquired by the teaching staff and students. The combination of the models RT-CICLO, as an active method, and ACCI 3.0 to transform individual and organizational knowledge can be applied so that organizational knowledge and learning are produced in a subject. In this work we have identified the actions in which the students create knowledge, as well as the type of knowledge that is created in each case. Organizational knowledge can be generated from each action, which can also be used to promote individual student learning. In the experience also have been acquired a high perception of usefulness on the part of students with regard to all types of organizational knowledge created.
Article
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During the teaching of a subject, engineering in this particular case, students acquire knowledge through different learning activities that are guided by the teaching staff. In this process, students work with the resources and activities provided by the faculty, acquiring knowledge and demonstrating it through an exam. In this work, students have been asked to share their learning experience and to create knowledge resources that can facilitate learning. Thus, collective knowledge has been created in the subject, which can be used by anyone. The work has shown that students can create useful knowledge for the subject, as well as establish an ontological classification of all the knowledge necessary for learning the subject. The results of this analysis show the ontology defined by the students that is applicable to any subject. This study also describes the process carried out for the creation and management of knowledge by the students themselves, as well as the perception of the use of the collective knowledge created.
Conference Paper
The health crisis caused by the SARS-COV-2 virus produced a drastic change in teaching in March 2020, when face-to-face teaching was forced to become online teaching. It led to changes in teaching methodologies, teaching materials and evaluation methods. The objective of this study is to determine which of these changes in the on-site university have been positive and should be sustained over time. To this end, a survey has been carried out among the students of different courses of the degrees taught at the E.T.S.I. Minas y Energía (E.T.S.I.M.E) of Universidad Politécnica de Madrid that allows us to know how the pandemic has influenced the use of didactic materials, what type of teaching modalities students prefer, and what resources they use the most during the study. Although class notes and slides remain the preferred resources among students, they showed great interest in class recordings. Other traditional materials, such as bibliography or tutoring, are less used by students. As for teaching methodologies, opinion is polarized. Therefore, it is necessary to make an effort to efficiently combine tele-teaching methodologies and didactic resources to face-to-face teaching, generating asynchronous resources without detriment to traditional face-to-face activities.
Conference Paper
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La crisis sanitaria producida por el virus del SARS-COV-2 produjo un cambio drástico en la educación en marzo de 2020, cuando la enseñanza presencial se vio forzada a adaptarse a la telenseñanza. Esto produjo cambios en las metodologías docentes, los materiales didácticos y los métodos de evaluación. El objetivo de este estudio es determinar cuáles de estos cambios, implementados en la Universidad presencial, han sido positivos y deberían mantenerse en el tiempo. Para ello se ha realizado una encuesta a los alumnos de los distintos cursos de los grados impartidos en la E.T.S.I. Minas y Energía (E.T.S.I.M.E) de la Universidad Politécnica de Madrid que permite conocer cómo ha influido la pandemia en el uso de los nuevos materiales didácticos, qué tipo de modalidades de enseñanza prefieren los alumnos y qué recursos utilizan más durante el estudio. A pesar de que los apuntes y diapositivas de clase siguen siendo el recurso predilecto de los alumnos, se ha visto un gran interés por las grabaciones de clases. Otros materiales más tradicionales, como la bibliografía o las tutorías, son menos utilizados por los estudiantes. En cuanto a las modalidades de enseñanza, la opinión está polarizada. Por tanto, es necesario realizar un esfuerzo para combinar eficientemente las metodologías y recursos didácticos de telenseñanza a la docencia presencial, generando recursos asíncronos sin perjuicio de las actividades presenciales tradicionales.
Conference Paper
In a traditional university training process, professors create, organize and transmit knowledge to their students. However, during the learning process itself, students are able to create complementary knowledge to that of the teaching staff. In this research work, students have managed the knowledge that is created continuously during teamwork in a university subject. As the people who compose a team create knowledge both individually and cooperatively, students share knowledge with the rest of the class through a knowledge repository. The work has shown that students classify knowledge into two large blocks: assessment and learning. Likewise, the amount and type of knowledge created has been measured, as well as the perception of the use of collective knowledge in learning.
Chapter
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Preface of the book Innovative Trends in Flipped Teaching and Adaptive Learning
Presentation
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Componentes de la inteligencia colectiva. Modelo para realizar inteligencia colectiva. Estudio de un caso: luces y sombras. Propuesta de sistema de gestión para la inteligencia colectiva.
Conference Paper
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This is the presentation of the paper entitled " Educational Innovation Management. A This paper is devoted to present the implantation of a repository for educational innovation projects management at the University of Salamanca in Spain. This repository stores the selected best practices of educational innovation in this University and classifies them according a set of indicators that have been previously agreed. The paper explains the processes to define the indicators and their application to a set of selected projects that have been stored in the repository.
Article
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Purpose – The purpose of this paper is to introduce the development of a knowledge management system. It allows the creation of new knowledge, its consolidation, distribution and combination in the field of educational innovation, in such a way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. To achieve this, the knowledge spirals of Nonaka are integrated. The epistemological spiral is used to obtain the ontologies that feed the ontological spiral. Design/methodology/approach – More than 600 university teachers participated in the research and the development of the management system, in which more than 400 educational innovation experiences and 1,100 authors have been included. Findings – The epistemological spiral is used to obtain the ontologies that feed the ontological spiral. The result is a double spiral that allows the contribution of a conceptual model and the development of an innovative tool that enables and automates the effective management of knowledge in educational innovation. Practical implications – A repository about educational innovation best practices and experiences is available. Social implications – The presented model for the sustainability and evolution for an educational innovation best practices repositories has a huge impact for education innovation recognition in the professional development of university teachers. On the other hand, it is way of sharing best practices of educational innovation all over the world. Originality/value – The major contribution of this research work is based on the way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. The classification schema and the proposed indicators are based on the elicitation of more than 600 experts and the study of a corpus of more than 400 educational innovation experiences that involve 1,100 university teachers approximately.
Article
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RESUMEN El diseño de actividades basadas en paradigmas de aprendizaje es clave para que el alumnado tenga una participación activa en el propio proceso; sin embargo, el esfuerzo que conlleva, tanto para el profesorado como para el alumnado, hace que llegue a ser inviable, lo mismo la aplicación como la evaluación de esa participación activa. La innovación docente se presenta como una herramienta para reducir el esfuerzo y hacer viable las citadas actividades. Palabras clave: Paradigma basado en aprendizaje, innovación docente, participación activa del alumnado en el proceso de aprendizaje. ABSTRACT The design of activities based on learning paradigms is the key for students to take an active role in the learning process. Otherwise, the effort for the teacher and the student involved makes it unviable, both for the application and for the evaluation of the active participation of students. Innovation in teaching is presented as a tool to reduce stress and make viable the activities mentioned above.
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E-Learning promotes the exchange of experiences and knowledge that facilitate the learning of students without the time and space restrictions imposed by traditional models. The potential for reusability is a primary attraction for educators when discussing about learning objects. Reusing learning objects is as old as retelling a story or making use of libraries and textbooks. In electronic form has received an enormous new impetus because of the WWW technologies. The goal of this paper is to define a concept of reusing learning objects, the platforms and the impact of Web 3.0 technologies while designing an e-learning system solutions, where course contents, teaching methods, learning activities and learning styles are included. To facilitate the process of finding and reusing learning objects stored in global and local repositories, very important is the development of appropriate technologies and platforms.
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Researches in the field of E-learning are represented by a broad spectrum of applications, ranged from virtual classrooms to remote courses or distance learning. E-learning is not just concerned with providing easy access to learning resources, anytime, anywhere, via a repository of learning resources, but is also concerned with supporting such features as the personal definition of learning goals, and the synchronous and asynchronous communication, and collaboration between learners and between learners and instructors. Nowadays, the web has become an important learning platform. Not only its accessibility has made it a successful environment, but also when the Semantic Web is used, learners will be able to add extra materials and links to the learning objects for their own benefit or for that of later learners. This paper discusses the potential of semantic technology for supporting learning content in E-learning environment.
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Ontology creation and management related processes are very important to define and develop semantic services. Ontology Engineering is the research field that provides the mechanisms to manage the life cycle of the ontologies. However, the process of building ontologies can be tedious and sometimes exhaustive. OWL-VisMod is a tool designed for developing ontological engineering based on visual analytics conceptual modeling for OWL ontologies life cycle management, supporting both creation and understanding tasks. This paper is devoted to evaluate OWL-VisMod through a set of defined tasks. The same tasks also will be done with the most known tool in Ontology Engineering, Protege, in order to compare the obtained results and be able to know how is OWL-VisMod perceived for the expert users. The comparison shows that both tools have similar acceptation scores, but OWL-VisMod presents better feelings regarding user's perception tasks due to the visual analytics influence. (c) 2012 Elsevier Ltd. All rights reserved.
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In this paper we offer a fast overview of the usage needs of search engines for knowledge management, as well as the basic ideas about how they work. We then present the CSORA method (Classify, Search, Organize, Relate and Adapt), a set of technical and methodological procedures that improve the efficacy of search engines, making it possible to find relevant information in environments with lots of information or specialized information. Last, we show the integration of the method into the search engines. The conclusions include a description of the advantages of using this method, verified by experiments carried out, and the lines of future work. En este artículo se ofrece una visión rápida de las necesidades del uso de buscadores para la gestión del conocimiento y de las ideas básicas de su funcionamiento. A continuación se presenta el método CSORA (Classify, Search, Organize, Relate, Adapt), conjunto de procedimientos técnicos y metodológicos que mejoran la eficacia de los buscadores haciendo posible encontrar información relevante en entornos con mucha información o información especializada. Finalmente se muestra su integración en los motores de búsqueda y en las conclusiones se incluyen las ventajas de su uso, verificadas a través de experiencias realizadas y las líneas de investigación futuras.
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It is now widely accepted that there are two routes to open access (OA): OA repositories and OA journals. It is often assumed these are distinct alternative parallel tracks. However, it has recently become clear that there is potential for repositories and journals to interact with each other on an ongoing basis and between them to form a coherent OA scholarly communication system. This paper puts forward three possible models of interaction between repositories and journals; services such as arXiv and PubMed Central, and the work carried out by the RIOJA project, are working exemplars and pilot implementations of these models. The key issues associated with the widespread adoption of these models include repository infrastructure development; changing ideas of the ‘journal’, ‘article’, and ‘publication’; version management; quality assurance; business and funding models; developing value-added features; content preservation; policy frameworks; and changing roles and cultures within the research community.
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Disruptive ideas and innovative business models take shape from observing and investigating the needs and demands of potential users and measuring their success based on the acceptance by users and their satisfaction. In an educational context, a new mission of the university has emerged, supported by the transfer of open access knowledge through Institutional Repositories (IR); it is important to know the motivations and needs of the academic community to promote scientific dissemination using these platforms. The present article uses the method of systematic literature review: using 29 studies from SCOPUS and WoS, involving the topics User-Centered Design (UCD) and repositories. The results show that two of the three UCD phases-evaluation and requirements-are closely linked and are the reiterative focus of UCD; thus, it is desirable to promote the design of custommade prototypes according to the users' motivations. It is necessary to redefine methodologies for IR development within open-access ecosystems to guide them towards meeting their potential users' needs and motivations.
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Previous studies have shown the usefulness of ontologies in the creation, consolidation, distribution and combination of new knowledge in the field of educational innovation to obtain a continuous flow of knowledge between individuals and organizations. In this paper, some phases of Nonaka's epistemological and ontological spirals are modified, and a layer to interact between them is added to create an ontology for a specific organization of higher education. The proposed model allows the classification of educational innovation best practices and encourages their transference into the organization through a knowledge management system developed in previous works. The proposed ontology is validated through a descriptive study. This allows a comparison of the different points of view of the authors of the best practices and those of an expert team, all involved in the knowledge spirals. This paper offers an ontology to classify educational innovation best practices and facilitate the search for these and their subsequent application in other contexts.
Book
Prologue Part I. Practice: Introduction I 1. Meaning 2. Community 3. Learning 4. Boundary 5. Locality Coda I. Knowing in practice Part II. Identity: Introduction II 6. Identity in practice 7. Participation and non-participation 8. Modes of belonging 9. Identification and negotiability Coda II. Learning communities Conclusion: Introduction III 10. Learning architectures 11. Organizations 12. Education Epilogue.
Article
This book is about competition, cooperation, and individualistic effort, and gives you, the teacher, an easier, more productive, and more enjoyable approach to teaching by combining theories of social psychology and classroom practice. The authors discuss with you a method for systematically using cooperative, competitive, and individualistic learning in the classroom. They help you with strategies for selecting and implementing these goal structures effectively, and they include methods for monitoring and evaluating interactions between students. The material in this book can help you to implement appropriate goal structures in your instructional program. You can expect higher achievement, more positive attitudes, and greater social skills for your students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
s book titled E-Learning: Strategies for Delivering Knowledge in the Digital Age is a high-level, enterprise-wide strategic approach to e-learning in today's organizations. Although focused on corporate organizations, the concepts and strategic tools presented in this book are applicable and appropriate for any type of organization. Organ-izations desirous to investigate the benefits of building a ''learning architecture'' (p. 33) and to understand why e-learning needs to be an integral part of this architecture, will benefit from the information in this book. The organization of this book is focused on three global themes: ''The Opportunity'' (p. 3) is the basis for comprehending the current learning environment in most organizations and the dramatic changes in the business environment, which contribute to the competitive requirement to become a learning organization. ''New Approaches for E-Learning'' (p. 41) discusses the history of e-learning and the need to change current approaches by implementing an integrated learning strategy that encompasses instruction, knowledge management, and performance support. ''Organizational Requirements for E-Learning'' (p. 151) is the 'how to' section that demonstrates the critical success factors to implementing e-learning and effective strategies to eliminate the barriers to e-learning success.
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In this article we focus on educational ideas and enabling technology for knowledge-building discourse. The conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge-building communities outside school walls. CSILE is described as a means for refraining classroom discourse to support knowledge building in ways extensible to out-of-school knowledge-advancing enterprises. Some of the most fundamental problems are logistic, and it is in solving these logistic problems that we see the greatest potential for educational technology.
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Los autores de esta monografía sobre calidad de la información y gestión del conocimiento plantean estos temas partiendo de la idea básica de que la producción de conocimientos debería ser el eje central de toda empresa que compita en el marco de nuestra era de la información y explican cómo se generan y difunden los conocimientos organizativos. Cada uno de los capítulos de la obra presenta estudios de casos y ejemplos prácticos, así como unas conclusiones. El trabajo se cierra con sendas bibliografías sobre calidad de la información y gestión del conocimiento, además de un glosario.
Principios pedagógicos, psicológicos y sociológicos del trabajo colaborativo: su proyección en la telenseñanza
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The search for knowledge
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The Future of Institutional Repositories
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The Future of Institutional Repositories
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