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Fil: Mariño, Sonia Itatí. Universidad Nacional del Nordeste. Facultad de Ciencias Exactas y Naturales y Agrimensura; Argentina. Fil: Alfonzo, Pedro Luis. Universidad Nacional del Nordeste. Facultad de Ciencias Exactas y Naturales y Agrimensura; Argentina. La disciplina Informática muestra distintas evidencias de sus abordajes teóricos y empíricos. Es así como estudios fundamentados en la Ingeniería del Software, basada en la Evidencia o ISBE, proporciona un marco lógico-metodológico de abordaje. Este artículo indaga desde la Ingeniería del Software y en particular desde la guía SWEBOK cómo son representadas algunas de estas áreas en los trabajos finales de graduación defendidos por los estudiantes de la carrera Licenciatura en Sistemas de Información en los ciclos lectivos 2016 y 2017, en la Argentina. En el documento seexpone el método basado en la ISBE, utilizando como materiales objeto de estudio las producciones finales estudiantiles. Los resultados evidencian el predominio de una de las áreas de conocimiento de la guía SWEBOK. Estos hallazgos se podrían explicar por la línea curricular asumida desde la carrera, tratada y profundizada en este espacio de formación profesional y personal, los contenidos recuperados de otras asignaturas y las demandas del contexto. Lo expuesto indicaría la relevancia de profundizar las redes con organizaciones externas. The computer science discipline presents different evidences about theoretical and empirical approaches. Thus, studies treated from evidence-based software engineering or ISBE, provide a logical and methodological approach. In this paper, the approach from the Software Engineering and, in particular, the treatment focused on the SWEBOK guide, shows how some of these areas are represented in the final graduation works defended by the students of the Bachelor of Information Systems in the 2016 and 2017 years , in Argentina . In the paper, the method based on the ISBE is exposed, and the materials under study were the final student productions. The results show the predominance of one of the knowledge areas of the SWEBOK guide. These findings could be explained by the curricular line assumed from the career, treated and deepened in this space of professional and personal training, the previous knowledge recovered from other subjects and the demands of the context. Therefore, results demonstrate the relevance of strengthen the networks with external organizations. A disciplina de Informática mostra diferentes evidências de suas abordagens teóricas e empíricas. Assim, como os estudos baseados em Engenharia de Software ligada à Evidência ou ISBE fornecem uma abordagem metodológica de estrutura lógica. Este artigo investiga desde a Engenharia de Software e em particular desde o guia SWEBOK como algumas destas áreas estão representadas nos trabalhos finais de graduação defendidos pelos estudantes do curso de Sistemas de Informação nos ciclos acadêmicos de 2016 e 2017, na Argentina. No documento o método baseado na ISBE é exposto sendo os materiais objeto de estudo as produções finais dos alunos. Os resultados mostram a predominância de uma das áreas de conhecimento do guia SWEBOK. Estas descobertas poderiam ser explicadas pela linha curricular assumida na carreira, tratada e aprofundada neste espaço de formação profissional e pessoal, pelos conteúdos recuperados de outras disciplinas e pelas exigências do contexto. O acima exposto indicaria a relevância do aprofundamento das redes com organizações externas.

En los últimos años, existe un creciente interés por los actores de la educación en la inclusión de las TIC en sus instituciones, como es el caso de las redes sociales, que lejos de ser un problema y mediante un uso guiado de las mismas, permiten innovar las sesiones de clases tradicionales y mejorar la comunicación entre docentes y estudiantes. En el presente estudio se plantearon dos objetivos: (1) realizar una revisión sistemática de la literatura, mediante la búsqueda de artículos publicados entre enero/2007 y marzo/2019, en bases de datos como ACM, IEEE, ScienceDirect, Springer, entre otras, para identificar las investigaciones que han aplicado técnicas de minería de datos, para la extracción y análisis de datos de Twitter en la educación superior; y, (2) destacar las prácticas pedagógicas que han incorporado Twitter y minería de datos para mejorar los procesos educativos. De los 315 artículos obtenidos, fueron seleccionados 65 que cumplieron con los criterios de inclusión. Los principales resultados indican que: (1) las técnicas de minería de datos más utilizadas son predictivas con tareas de clasificación; (2) Twitter se usa principalmente para: (a) determinar percepción estudiantil; (b) compartir información, material y recursos; (c) generar comunicación y participación; (d) fomentar habilidades; y (e) mejorar la expresión oral y el rendimiento académico; (3) Estados Unidos es el país con mayor número de trabajos; sin embargo, en países de Latinoamérica los hallazgos son pocos, por lo que se apertura un campo de investigación en esta región; y (4) los estudios incluyeron modelos, métodos, estrategias, teorías o instrumentos como práctica pedagógica; de modo que no existe un consenso en la forma en que los datos extraídos de Twitter podrían ser incorporados en la educación superior para mejorar los procesos de enseñanza y aprendizaje. In recent years, there has been a growing interest by education actors to include TIC in their institutions; as well as social networks, far from being a problem and their use aimed, permit innovate traditional classes and improve communication between teachers and students This study has two objectives: (1) conduct a systematic literature review through searching papers published between January/2007 and March/2019 in data bases like as ACM, IEEE, ScienceDirect, Springer and others, to evidence researches that apply data mining techniques to extract and analyze Twitters data in higher education; and (2) to emphasize pedagogic practices that include Twitter and data mining to improve education process. From 315 papers obtained, only 65 fulfilled inclusion criteria. The main results indicate that: (1) the most used data mining techniques are predictive with classification tasks; (2) Twitter is principally used to: (a) determinate perception; (b) share information, materials and resources; (c) generate communication and participation; (d) promote abilities and (e) improve oral expression and academic performance; (3) United States has the most numbers of researches in this area; however, in Latin-American countries findings are not enough, so, there a new area to investigate in this region and (4) researches used models, methods, strategies, theories and instruments as a pedagogic practice; so that, there wasn’t an agreement about a shape to include Twitter data extracting in higher education to improve teaching and learning process. Instituto de Investigación en Informática

En los últimos años, existe un creciente interés por los actores de la educación en la inclusión de las TIC en sus instituciones, como es el caso de las redes sociales, que lejos de ser un problema y mediante un uso guiado de las mismas, permiten innovar las sesiones de clases tradicionales y mejorar la comunicación entre docentes y estudiantes. En el presente estudio se plantearon dos objetivos: (1) realizar una revisión sistemática de la literatura, mediante la búsqueda de artículos publicados entre enero/2007 y marzo/2019, en bases de datos como ACM, IEEE, ScienceDirect, Springer, entre otras, para identificar las investigaciones que han aplicado técnicas de minería de datos, para la extracción y análisis de datos de Twitter en la educación superior; y, (2) destacar las prácticas pedagógicas que han incorporado Twitter y minería de datos para mejorar los procesos educativos. De los 315 artículos obtenidos, fueron seleccionados 65 que cumplieron con los criterios de inclusión. Los principales resultados indican que: (1) las técnicas de minería de datos más utilizadas son predictivas con tareas de clasificación; (2) Twitter se usa principalmente para: (a) determinar percepción estudiantil; (b) compartir información, material y recursos; (c) generar comunicación y participación; (d) fomentar habilidades; y (e) mejorar la expresión oral y el rendimiento académico; (3) Estados Unidos es el país con mayor número de trabajos; sin embargo, en países de Latinoamérica los hallazgos son pocos, por lo que se apertura un campo de investigación en esta región; y (4) los estudios incluyeron modelos, métodos, estrategias, teorías o instrumentos como práctica pedagógica; de modo que no existe un consenso en la forma en que los datos extraídos de Twitter podrían ser incorporados en la educación superior para mejorar los procesos de enseñanza y aprendizaje., In recent years, there has been a growing interest by education actors to include TIC in their institutions; as well as social networks, far from being a problem and their use aimed, permit innovate traditional classes and improve communication between teachers and students This study has two objectives: (1) conduct a systematic literature review through searching papers published between January/2007 and March/2019 in data bases like as ACM, IEEE, ScienceDirect, Springer and others, to evidence researches that apply data mining techniques to extract and analyze Twitters data in higher education; and (2) to emphasize pedagogic practices that include Twitter and data mining to improve education process. From 315 papers obtained, only 65 fulfilled inclusion criteria. The main results indicate that: (1) the most used data mining techniques are predictive with classification tasks; (2) Twitter is principally used to: (a) determinate perception; (b) share information, materials and resources; (c) generate communication and participation; (d) promote abilities and (e) improve oral expression and academic performance; (3) United States has the most numbers of researches in this area; however, in Latin-American countries findings are not enough, so, there a new area to investigate in this region and (4) researches used models, methods, strategies, theories and instruments as a pedagogic practice; so that, there wasn’t an agreement about a shape to include Twitter data extracting in higher education to improve teaching and learning process., Instituto de Investigación en Informática

The purpose of this paper is to explore the expectations of academic staff to learning analytics services from an ideal as well as a realistic perspective. This mixed-method study focused on a cross-case analysis of staff from Higher Education Institutions from four European universities (Spain, Estonia, Netherlands, UK). While there are some differences between the countries as well as between ideal and predicted expectations, the overarching results indicate that academic staff sees learning analytics as a tool to understand the learning activities and possibility to provide feedback for the students and adapt the curriculum to meet learners' needs. However, one of the findings from the study across cases is the generally consistently low expectation and desire for academic staff to be obligated to act based on data that shows students being at risk of failing or under-performing. The data underlying this manuscript was collected in the SHEILA project co-funded by the Erasmus+ Programme of the European Union.

Over the past years, higher education institutions have been exploring different mechanisms to adapt their learning and teaching practices to increase students’ engagement. One of the proposals has been to reuse Massive Online Open Courses (MOOCs) as Small Online Private Courses (SPOCs), or as complementary resources in traditional courses through blended learning practices, such as flipped classroom. However, the integration of online courses as a complement to face-to-face courses poses some challenges. First, students are not used to such blended learning approaches and it is generally difficult for teachers to motivate them to access online resources for the preparation of face-to-face sessions. Second, students are not used to the dynamics of blended learning scenarios, which are less teacher-centered and require their active participation. We propose the use of the mobile application MyMOOCSpace (MMS) to meet these challenges and increase students’ motivation and use of learning resources in blended learning courses that use SPOCs as a complement. MMS is a mobile learning application based on gamification mechanisms to promote collaboration and motivation of students in the use of digital resources as a complement to blended learning courses. In this paper, we present the results of a quasi-experiment in a blended course with 294 students that uses a SPOC as a complement, with the aim to assess the effect of MMS on students’ motivation and learning resources consumption. In particular, the behavior of two groups of students with the main digital resources of the SPOC (videos and formative assessments) was analyzed: one using the MMS (GTest group), and the other not using MMS (GTrad group). The results suggest that the use of MMS had a positive correlation with the videos consumption, besides increasing student’ interaction with assessment exercises in the SPOC. This project is partially financed by the Universidad Bernardo O'Higgins, Santiago’s grant (UBO ‘H Rect. No. 1000/532/14), the Corfo 2030 Project (14ENI2-26862), the Conicyt grant (21161264) for doctoral studies, the LALA Project (grant number586120-EPP-1-2017-1-ES-EPPKA2-CBHE-JP) the FEDER/Ministerio de Ciencia, Innovación y Universidades – Agencia Estatal de Investigación through Project Smartlet (TIN2017-85179-C3-1-R), the Madrid Regional Government through eMadrid Network (P2018/TCS-4307), and the European Commission through Erasmus+ projects LALA (586120-EPP-1-2017-1-ES-EPPKA2-CBHE-JP), InnovaT (598758-EPP-1-2018-1-AT-EPPKA2-CBHE-JP) and PROF-XXI (609767-EPP-1-2019-1-ES-EPPKA2-CBHE-JP). This publication reflects the views only of the authors and funders cannot be held responsible for any use which may be made of the information contained therein. Publicado

Videos are extensively used nowadays to support learners in a variety of educational settings such as traditional online courses, MOOCs (Massive Open Online Courses), flipped classrooms, and blended courses. Therefore, it is of prime importance to develop methodologies capable of producing effective video-based learning courses which can lead to the highest success and learner satisfaction. AMMIL (Active Meaningful Micro-Inductive Learning) is a methodology for creating video-based learning courses, which aims to maximise the instructional effectiveness in terms of motivation and academic performance in self-learning environments. This methodology has been successfully used to create several MOOCs, as well as to support a blended programming course at a higher education institution. This paper presents the AMMIL methodology and an evaluation of two different MOOCs and a higher education programming course in which this methodology was applied. This evaluation was conducted by using student surveys as data collection instruments. The results are very promising since they show that students were very satisfied with the courses created applying the AMMIL methodology.

Automated assessment systems are increasingly used in higher education programming courses since the manual assessment of programming assignments is very time-consuming. Although a substantial amount of research work has been done on systems for the automatic assessment of programming assignments, most studies are focused on technical characteristics and further research is needed for examining the effect of using these systems on students&rsquo, perceptions and performance. This paper examines the effect of using an instructor-centered tool for automatically assessing programming assignments on students&rsquo, perceptions and performance in a web development course at a higher education institution. A total of three data sources were used: a survey to collect data regarding students&rsquo, perceptions, and the grades of the student assignment submissions and of a practical programming exam in order to analyze the students&rsquo, performance. The results show that the incorporation of the automated assessment tool into the course was beneficial for the students, since it allowed for increasing their motivation, improving the quality of their works, and enhancing their practical programming skills. Nonetheless, a significant percentage of students found the feedback that was generated by the tool hard to understand and of little use, and the generated grades unfair.

En la Informática los estudios empíricos generan el conocimiento en torno a una realidad, así como las prácticas que de ellos derivan. La Ingeniería del Software Basada en la Evidencia se fundamenta en leyes naturales, resultados experimentales y fórmulas empíricas para proponer y respaldar soluciones a los problemas identificados. El presente trabajo tiene como objetivo integrar en una etapa de la Ingeniería del Software Basada en la Evidencia un método para evaluar la Accesibilidad Web. En primera instancia se contextualiza el marco teórico en que se encuadra la propuesta y se expone el método para el logro de los objetivos. El enfoque contribuye a la consolidación de una sociedad de conocimiento que prima la importancia de las tecnologías orientadas a los sujetos. La validación y aplicación del método diseñado proporcionó información empírica vinculada a la generación de estrategias innovadoras orientadas a asegurar el acceso universal a los contenidos digitales y con miras a asegurar la inclusión de los e-ciudadanos. Además, generó información valiosa que desde ámbitos académicos redundará en la definición de acciones enmarcadas en la Industria del Software, que evolucionó aún algunos aspectos de la calidad del producto software requieren de un continuo trabajo, en este caso centrado en asegurar el acceso universal a los contenidos en la web., In Computer Science empirical studies generate the information that can improve the knowledge of reality, as well as practices derived from them. Evidence-Based Software Engineering relies on natural laws, experimental results and empirical formulae to propose and support solutions to the emerging problems. The aim of this paper is to integrate a method to evaluate the Web Accessibility in a phase of the Evidence-Based Software Engineering. The document describes the theoretical framework in which the proposal is contextualized, and it also presents the method to achieve the objectives. The approach contributes to the consolidation of a knowledge society that prioritizes the importance of technologies oriented to human beings. The validation and application of the designed method provided empirical information linked with the generation of innovative strategies, which are oriented to ensure universal access to digital content, as well as the inclusion of e-citizens. In addition, it generated valuable information that from academic areas will result in the definition of actions within the Software Industry, which has been developed even when some aspects of the software product quality still require continuous work. This study attempts to ensure universal access to the content available on the web., Facultad de Informática

779 The main aim of this study was to evaluate the effectiveness of using mobile apps combined with traditional methods for teaching sustainability and corporate social responsibility (CSR) to undergraduate students. Although previous papers stated the importance of apps, they showed no conclusive results, and there are few studies analyzing their importance in management training, and particularly in sustainability management. To achieve our main goal, drawing upon the action learning system, we designed and implemented several training sessions combining traditional methods and apps. The effectiveness of teaching methods was assessed with two surveys (pre- and post-training) with questions about sustainable consumption, lifestyle, and CSR management. The results demonstrate that students found this type of learning beneficial, showing an increase in their commitment to social and environmental issues. These findings underline the potential for apps in teaching sustainability at undergraduate levels in combination with more traditional methods. SI

This paper describes the experience of introducing ethical, social and environmental issues in undergraduate ICT engineering degrees at the Universidad Politécnica de Madrid. The experience before the Bologna Process was concentrated on developing elective courses related mainly on the field of the International Development Cooperation. The integration of those topics within the current ICT engineering curricula, adapted to the European Higher Education Area framework, has significantly improved. It reaches all of our students, as the programs include compulsory courses which focus on ethical and social issues, and these topics have to be considered when carrying out the Final Year Project. A holistic and comprehensive approach is being implemented, with a broad view of professional responsibility and sustainability. Appropriate contents, teaching methodologies and assessment methods have been aligned in order to make our students? training more effective. The result is an example of both bottom-up and top-down approach. It has been positively influenced by the European Higher Education Area framework and some external recommendations. However, the significant contribution regarding motivation, drive and previous experience of the teachers involved has been essential.

Este trabajo presenta el proceso de validación de una Escala de Autoevaluación de competencias digitales para estudiantes de Pedagogía. La estructura del instrumento contempla cinco dimensiones: Pedagógica - Social, Ética y Legal - Técnica - Gestión Escolar y Desarrollo Profesional. El procedimiento consideró la validación de contenido, validación de constructo a través del Análisis Factorial y la determinación de fiabilidad a través del alfa de Cronbach. La escala se aplicó a una muestra de 161 estudiantes de Pedagogía de la Universidad del Bío-Bío (Chile) que habían comenzado la actividad de práctica profesional. El proceso desarrollado permitió dar validez científica al instrumento diseñado. This paper presents the process of validation of a self-rating scale digital skills for students of Pedagogy. The structure of the instrument includes five dimensions: Pedagogical - Social, Ethical and Legal - Technical - School Management and Professional Development. The validation procedure considered the content, construct validation through factorial analysis and determination of reliability through Cronbach's alpha. The scale was applied to a sample of 161 students of Pedagogy of the University of the Bío Bío (Chile) who had started the activity of professional practice. The process developed allowed to give scientific validity to the instrument designed. El trabajo aquí presentado se enmarca dentro de la tesis doctoral titulada «Factores que inciden en la valoración de estudiantes de Pedagogía sobre sus competencias digitales: El caso de la Universidad del Bío-Bío (Chile)», desarrollada en el Programa de Doctorado en Investigación Educativa: Enseñanza y Aprendizaje de la Universidad de Alicante, España. Esta tesis ha sido financiada por el Ministerio de Educación de Chile y la Universidad del Bío-Bío, a través del Proyecto MECESUP UBB: 0704-2011.

The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-19713-5_36, The current technological scenario determines a profileration of trust domains, which are usually defined by validating the digital identity linked to each user. This validation entails critical assumptions about the way users’ privacy is handled, and this calls for new methods to construct and treat digital identities. Considering cryptography, identity management has been constructed and managed through conventional digital signatures. Nowadays, new types of digital signatures are required, and this transition should be guided by rigorous evaluation of the theoretical basis, but also by the selection of properly verified software means. This latter point is the core of this paper. We analyse the main non-conventional digital signatures that could endorse an adequate tradeoff betweeen security and privacy. This discussion is focused on practical software solutions that are already implemented and available online. The goal is to help security system designers to discern identity management functionalities through standard cryptographic software libraries., This work was supported by Comunidad de Madrid (Spain) under the project S2013/ICE-3095-CM (CIBERDINE) and the Spanish Government project TIN2010-19607.