Technical University of MadridMadrid

Spain

Technical University of MadridMadrid

Spain

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Sein-Echaluce M.L.,University of Zaragoza | Blanco A.F.,Technical University of MadridMadrid | Garcia-Penalvo F.J.,University of Salamanca | Angel Conde M.,University of León
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | Year: 2015

The traditional way to develop contents for a subject is based on the faculty perception and experience, however students should be taken into account. This work proposes a methodology that promotes the creation, classification and organization both teachers’ and students’ learning resources within the same subject scope in a timeless manner. Teamwork process is monitored by a proactive method that makes possible the generation of resources collaboratively. A knowledge management system allows to Classify, Search, Organize, Relate and Adapt the generated resources and includes a semantic search engine, based on ontologies, which provides a final product for users’ needs. A first iteration of an action research allows answering questions such as the types of resources created during the teamwork (with academic, social and service orientation), how to stablish a common organization of the created knowledge for all potential users and improve educational resources of an academic subject with these collaborative resources. © Springer International Publishing Switzerland 2015.


Garcia-Penalvo F.J.,University of Salamanca | Cruz-Benito J.,University of Salamanca | Borras-Gene O.,Technical University of MadridMadrid | Blanco A.F.,Technical University of MadridMadrid
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | Year: 2015

This paper presents a real case of tracking conversations and participation in social networks like Twitter and Google+ from students enrolled in a MOOC course. This real case presented is related to a MOOC course developed between January 12 and February 8, 2015, in the iMOOC platform, created as result of the collaboration by Technical University of Madrid, University of Za-ragoza and University of Salamanca. The course had more than 400 students and more than 700 interactions (publications, replies, likes, reshares, etc.) retrieved from the social both social networks (about 200 interactions in Twitter and 500 in Google+). This tracking process of students’ conversations and students’ participation in the social networks allows the MOOC managers and teachers to understand the students’ knowledge sharing and knowledge acquisition within the social networks, allowing them to unlock the possibility of use this knowledge in order to enhance the MOOC contents and results, or even close the loop between the students’ participation in a MOOC course and the parallel students´ usage of social networks to learn, by the combination of both tools using adaptive layers (and other layers like the cooperation or gamification like in the iMOOC platform) in the eLearning platforms, that could lead the students to achieve better results in the Learning process. © Springer International Publishing Switzerland 2015.


Pelki D.,Technical University of MadridMadrid | Bajo J.,Technical University of MadridMadrid | Omatu S.,Osaka Institute of TechnologyOsaka
Advances in Intelligent Systems and Computing | Year: 2015

This paper briefly discusses the state-of-the-art of e-noses and classifiers used in analyzing the response data from E-Nose systems and presents an idea about how to face off this kind of problems using ensembles of classifiers. © Springer International Publishing Switzerland 2015.


Cabrera M.,Technical University of MadridMadrid | Senent S.,Technical University of MadridMadrid | Olalla C.,Technical University of MadridMadrid | Jimenez R.,Technical University of MadridMadrid
Canadian Geotechnical Journal | Year: 2015

This article aims to evaluate the sliding stability of a gravity dam with a foundation failure mechanism characterized by a pre-existing subhorizontal joint set acting as a sliding plane, and with a potential failure path that extends through the rock mass. The safety factor is estimated using a combination of joints and rock mass strengths, using the criteria of Barton and Choubey and Hoek and Brown, respectively. Nonassociative flow rule in the rock mass has been incorporated using a constant dilation angle. The finite difference program FLAC 6.0 is employed to validate the model. The proposed analytical model provides results that are very similar to those computed with FLAC; however, as the new formulation can be implemented in a spreadsheet, the computational cost of the proposed model is significantly smaller, hence allowing to more easily conduct parametric analyses of the influence of the different input parameters on the dam’s safety. © 2015, National Research Council of Canada, All Rights Reserved.


Cano E.M.,Istmo University of Mexico | Ruiz J.G.,Istmo University of Mexico | Garcia I.A.,Technical University of MadridMadrid
Computer Applications in Engineering Education | Year: 2015

The benefits of the constructionist theory as a learning paradigm are widely recognized, among other reasons, because it offers to instructional designers an alternative set of values that may significantly influence and provide consistency to any Instructional System Design (ISD) model. Relevant characteristics of the two approaches are described to identify the real necessities of undergraduate students to avoid deficiencies in static classrooms; these characteristics support significant learning environments where students of IT-related curricula are actively related to implementing their own public artifacts, passing through passive to active learning states. Thus, from our perspective the constructionist theory in combination with an ISD model can be useful in developing an embedded systems course for undergraduate education. This approach is supported by a software/hardware tool that was created to enhance the teaching-learning process through hands-on experimentation. Finally, the results of a comprehensive assessment of the course effectiveness are presented. © 2013 Wiley Periodicals, Inc.

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