Introducción al uso de datos abiertos en la educación universitaria como recursos educativos abie... more Introducción al uso de datos abiertos en la educación universitaria como recursos educativos abiertos en la formación de competencias transversales
Social and semantic web can be complementary approaches searching web resources. This cooperative... more Social and semantic web can be complementary approaches searching web resources. This cooperative approach lets enable a semantic search engine to find accurate results and annotate web resources. This work develops the components of a Social-Semantic search architecture proposed by the authors to find open educational resources (OER). By means of metadata enrichment and logic inference, OER consumers get more precise results from general search engines. The Search prototype has been applied to find OER related with computers and engineering in a domain provided by OpenCourseWare materials from two universities, MIT and UTPL. The semantic search answers reasonably well the queta collected.
Through the application of semantic technologies to describe Open Educational Resources, any agen... more Through the application of semantic technologies to describe Open Educational Resources, any agent (human or software-based) could process and understand its contents, therefore, the agent could perform tasks autonomously or in a more effective way. In this paper, we describe the design and validation of the OER-CC ontology, which models the domain knowledge of educational resources licensed under Creative Commons Licenses. One of the most important contributions of this work is that we implement different rules and axioms to identify inconsistencies between rights provided by a licensed on an learning material and particular uses that are performed on it.
As the Web becomes increasingly populated with diverse data, it continues evolving from a Web of ... more As the Web becomes increasingly populated with diverse data, it continues evolving from a Web of linked documents to a Web Linked Data. This evolution allows relationships to be expressed between content in distributed data sets, enabling the way for integration of raw data from multiple knowledge domains and heterogeneous datasets. However, as the Web becomes increasingly populated with linked data, there is also a need to support users with applications to visualize or to explore available data for a specific task, especially in mobile applications. Examples of these tasks are consuming linked data, or creating new semantic relations between data entities, people and places. With the advent of mobiles, our views and behaviors about access/interaction the Internet are shifting. Specialized applications are available as an important alternative to replace a standard web browser for mobile access. In this article, authors show a three-tier client-server architecture using Android framework. This architecture relies on the RDF data from Linked OpenCourseWare Dataset. Additionally, authors show three proof-of-concept based on architecture which integrates into a common used interface for RDF data management on mobile devices.
In this paper, we introduce several rubrics to measure a set of collaborative and creativity grad... more In this paper, we introduce several rubrics to measure a set of collaborative and creativity grading. Rubrics are powerful tools for both teaching - learning and assessment. Rubrics improve communication between teachers and students. This work relates the general criteria to measure the complexity levels in the development of creativity and collaborative work competences with concrete indicators associated with the use of Social Web tools and concepts. These indicators have been used in the assessment of competences in a particular course related with the use of collaborative networks.
The contribution of the Massachusetts Institute of Technology (MIT), and its initiative OpenCours... more The contribution of the Massachusetts Institute of Technology (MIT), and its initiative OpenCourseWare (OCW), gave access to free course complete material, which is used by teachers in their classes, open for whoever requires teaching, learning and research material; this fact got to end up with geographic, social and cultural barriers.
The social network analysis (SNA) is an approach that can be applied as a complement to other ana... more The social network analysis (SNA) is an approach that can be applied as a complement to other analysis (such as statistical) in order to obtain other valuable information. The social network analysis has been used in several initiatives showing that it is an approach that can contribute in building the semantic web. Within the project Technologies Applied to Electronics Teaching (TAEE) there are biannual conferences (it has been organized since 1996) and have accumulated a significant amount of data resulting from the conferences held. All of this information constitutes a data source that should be exploited and that can provide meaningful information. In this document we describe, how to social network analysis has been used on data sources generated by user communities, in order to obtain some semantic artifacts, like ontologies. Also describes how to was applied the social network analysis and its metrics on the information generated in the TAEE congresses to answer a set of questions (What are the relationships and the level of cohesion of the different organizations (at the level of Spain and across continents) involved in TAEE? How have evolutioned the thematics covered in the conference?, What are the new ontological additions in technology over the years?, and How have evolutioned the thematics in the research and studies related to teaching electronics?) formulated by the organizers of the congresses and that through other approaches would have been a large task and complicated. The answers to the questions can provide us important information about the behavior and characteristics of the elements present in TAEE conferences, furthermore being an element for making decisions on future initiatives with the same style of TAEE.
Open Educational Resources are accessed through the web, whose real setting shows an explosion in... more Open Educational Resources are accessed through the web, whose real setting shows an explosion in the use and development of tools and services based on Social Software. However, the growth of this data repository makes it difficult to find information of value, and reduces the possibilities of sharing and exchanging resources. Using semantic technologies to describe educational resources enables any agent (human or software-based) to process and understand its content (applying inference rules on more structured knowledge). Metadata standards can be used to annotate educational resources; they facilitate their interoperability and discovery. In this work, we propose, OER-CC ontology, for the description of Open Educational Resources under Creative Commons Licenses. This approach is based on standard technology and metadata standards. The ontology could be utilized in higher education institutions (and organizations) to facilitate sharing and discovery of their digital content. This electronic document is a "live" template. The various components of your paper [title, text, heads, etc.] are already defined on the style sheet, as illustrated by the portions given in this document. (Abstract)
... Page 2. STATISTICAL MODELING and ANALYSIS for DATABASE MARKETING Effective Techniques for Min... more ... Page 2. STATISTICAL MODELING and ANALYSIS for DATABASE MARKETING Effective Techniques for Mining Big Data Page 3. ... Statistical modeling and analysis for database marketing : effective techniques for mining big data / Bruce Ratner. p. cm. ...
One of the main objectives of open knowledge, and specifically of Open Educational Resource movem... more One of the main objectives of open knowledge, and specifically of Open Educational Resource movement, is to allow people to access the resources they need for learning. The first step to that a learner starts this process is to find information and resources according to his/her needs. One of the reasons why OERs could stay hidden and therefore to be underutilized is that each institution and producer of this kind of resources, labels them using tags or informal and heterogeneous knowledge schemes. This issue was identified in the Open Education Consortium (until recently called OpenCourseWare Consortium) study, where respondents noted that one way to improve the courses is to make a " major better categorization of courses according to subject areas ". In previous works, the authors present the Linked OpenCourseWare Data project, which published metadata of courses coming from different open educational datasets. So far there are over 7000 indexed courses associated to 626 topic names or knowledge fields, however, appear different names meaning similar areas or they are written in different languages and also correspond to different detail level. The semantic lack in the relations between areas and subjects make it difficult to find associations between topics and to list recommendations about resources for learners. In this work, authors present a process to support semi-automatic classification of Open Educational Resources, taking advantage from linked data available in the Web through systems made by people who can converge to a formal knowledge organization system.
Introducción al uso de datos abiertos en la educación universitaria como recursos educativos abie... more Introducción al uso de datos abiertos en la educación universitaria como recursos educativos abiertos en la formación de competencias transversales
Social and semantic web can be complementary approaches searching web resources. This cooperative... more Social and semantic web can be complementary approaches searching web resources. This cooperative approach lets enable a semantic search engine to find accurate results and annotate web resources. This work develops the components of a Social-Semantic search architecture proposed by the authors to find open educational resources (OER). By means of metadata enrichment and logic inference, OER consumers get more precise results from general search engines. The Search prototype has been applied to find OER related with computers and engineering in a domain provided by OpenCourseWare materials from two universities, MIT and UTPL. The semantic search answers reasonably well the queta collected.
Through the application of semantic technologies to describe Open Educational Resources, any agen... more Through the application of semantic technologies to describe Open Educational Resources, any agent (human or software-based) could process and understand its contents, therefore, the agent could perform tasks autonomously or in a more effective way. In this paper, we describe the design and validation of the OER-CC ontology, which models the domain knowledge of educational resources licensed under Creative Commons Licenses. One of the most important contributions of this work is that we implement different rules and axioms to identify inconsistencies between rights provided by a licensed on an learning material and particular uses that are performed on it.
As the Web becomes increasingly populated with diverse data, it continues evolving from a Web of ... more As the Web becomes increasingly populated with diverse data, it continues evolving from a Web of linked documents to a Web Linked Data. This evolution allows relationships to be expressed between content in distributed data sets, enabling the way for integration of raw data from multiple knowledge domains and heterogeneous datasets. However, as the Web becomes increasingly populated with linked data, there is also a need to support users with applications to visualize or to explore available data for a specific task, especially in mobile applications. Examples of these tasks are consuming linked data, or creating new semantic relations between data entities, people and places. With the advent of mobiles, our views and behaviors about access/interaction the Internet are shifting. Specialized applications are available as an important alternative to replace a standard web browser for mobile access. In this article, authors show a three-tier client-server architecture using Android framework. This architecture relies on the RDF data from Linked OpenCourseWare Dataset. Additionally, authors show three proof-of-concept based on architecture which integrates into a common used interface for RDF data management on mobile devices.
In this paper, we introduce several rubrics to measure a set of collaborative and creativity grad... more In this paper, we introduce several rubrics to measure a set of collaborative and creativity grading. Rubrics are powerful tools for both teaching - learning and assessment. Rubrics improve communication between teachers and students. This work relates the general criteria to measure the complexity levels in the development of creativity and collaborative work competences with concrete indicators associated with the use of Social Web tools and concepts. These indicators have been used in the assessment of competences in a particular course related with the use of collaborative networks.
The contribution of the Massachusetts Institute of Technology (MIT), and its initiative OpenCours... more The contribution of the Massachusetts Institute of Technology (MIT), and its initiative OpenCourseWare (OCW), gave access to free course complete material, which is used by teachers in their classes, open for whoever requires teaching, learning and research material; this fact got to end up with geographic, social and cultural barriers.
The social network analysis (SNA) is an approach that can be applied as a complement to other ana... more The social network analysis (SNA) is an approach that can be applied as a complement to other analysis (such as statistical) in order to obtain other valuable information. The social network analysis has been used in several initiatives showing that it is an approach that can contribute in building the semantic web. Within the project Technologies Applied to Electronics Teaching (TAEE) there are biannual conferences (it has been organized since 1996) and have accumulated a significant amount of data resulting from the conferences held. All of this information constitutes a data source that should be exploited and that can provide meaningful information. In this document we describe, how to social network analysis has been used on data sources generated by user communities, in order to obtain some semantic artifacts, like ontologies. Also describes how to was applied the social network analysis and its metrics on the information generated in the TAEE congresses to answer a set of questions (What are the relationships and the level of cohesion of the different organizations (at the level of Spain and across continents) involved in TAEE? How have evolutioned the thematics covered in the conference?, What are the new ontological additions in technology over the years?, and How have evolutioned the thematics in the research and studies related to teaching electronics?) formulated by the organizers of the congresses and that through other approaches would have been a large task and complicated. The answers to the questions can provide us important information about the behavior and characteristics of the elements present in TAEE conferences, furthermore being an element for making decisions on future initiatives with the same style of TAEE.
Open Educational Resources are accessed through the web, whose real setting shows an explosion in... more Open Educational Resources are accessed through the web, whose real setting shows an explosion in the use and development of tools and services based on Social Software. However, the growth of this data repository makes it difficult to find information of value, and reduces the possibilities of sharing and exchanging resources. Using semantic technologies to describe educational resources enables any agent (human or software-based) to process and understand its content (applying inference rules on more structured knowledge). Metadata standards can be used to annotate educational resources; they facilitate their interoperability and discovery. In this work, we propose, OER-CC ontology, for the description of Open Educational Resources under Creative Commons Licenses. This approach is based on standard technology and metadata standards. The ontology could be utilized in higher education institutions (and organizations) to facilitate sharing and discovery of their digital content. This electronic document is a "live" template. The various components of your paper [title, text, heads, etc.] are already defined on the style sheet, as illustrated by the portions given in this document. (Abstract)
... Page 2. STATISTICAL MODELING and ANALYSIS for DATABASE MARKETING Effective Techniques for Min... more ... Page 2. STATISTICAL MODELING and ANALYSIS for DATABASE MARKETING Effective Techniques for Mining Big Data Page 3. ... Statistical modeling and analysis for database marketing : effective techniques for mining big data / Bruce Ratner. p. cm. ...
One of the main objectives of open knowledge, and specifically of Open Educational Resource movem... more One of the main objectives of open knowledge, and specifically of Open Educational Resource movement, is to allow people to access the resources they need for learning. The first step to that a learner starts this process is to find information and resources according to his/her needs. One of the reasons why OERs could stay hidden and therefore to be underutilized is that each institution and producer of this kind of resources, labels them using tags or informal and heterogeneous knowledge schemes. This issue was identified in the Open Education Consortium (until recently called OpenCourseWare Consortium) study, where respondents noted that one way to improve the courses is to make a " major better categorization of courses according to subject areas ". In previous works, the authors present the Linked OpenCourseWare Data project, which published metadata of courses coming from different open educational datasets. So far there are over 7000 indexed courses associated to 626 topic names or knowledge fields, however, appear different names meaning similar areas or they are written in different languages and also correspond to different detail level. The semantic lack in the relations between areas and subjects make it difficult to find associations between topics and to list recommendations about resources for learners. In this work, authors present a process to support semi-automatic classification of Open Educational Resources, taking advantage from linked data available in the Web through systems made by people who can converge to a formal knowledge organization system.
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