Grupos de Investigación. Universidad Internacional de la Rioja

Incluye, como entrada tipo Publicación, siguiendo estilo APA 5th, IEEE o cualquier otro normalizado que se utilice ampliamente en el campo de investigación del grupo, las publicaciones más significativas del Grupo de Investigación en donde al menos uno de los autores firme como profesor-investigador UNIR. Por favor, incluye enlace a la publicación y, si es posible, al DOI asociado. Entre 6 y 10 publicaciones deberían ser suficientes.

En esta introducción, expondrás el enfoque de publicación que tiene tu Grupo de Investigación, y un resumen significativo que permita entender el hilo racional y los objetivos, brevemente.

Esta sección no pretende ser un repositorio, sino un escaparate para resaltar lo más significativo. Recomendamos utilizar http://www.researchgate.net/, como plataforma para centralizar de manera exhaustiva las publicaciones del Grupo de Investigación.

Publicaciones

Virtual communities, research groups and projects on IMS Learning Design. State of the art, key factors and forthcoming challenges

Burgos, D., & Koper, R. (2005). Comunidades virtuales, grupos y proyectos de investigación sobre IMS Learning Design. Status quo, factores clave y retos inmediatos. Relieve, 11(2), 189-200. Abstract We carry out a report showing the state of the art about virtual communities, research groups and projects focused on the e-learning specification IMS Learning Design or […]

Modelado y uso de escenarios de aprendizaje en entornos b-learning desde la práctica educativa

Burgos, D., & Corbalan, G. (2006). Modelado y uso de escenarios de aprendizaje en entornos b-learning desde la práctica educativa. Abstract El mercado actual del aprendizaje online marca una separación entre la teoría educativa y la práctica educativa real. Los escenarios de aprendizaje diseñados y utilizados por los profesores tratan de congeniar la enseñanza presencial […]

Adaptive e-Learning Methods and IMS Learning Design: An Integrated Approach

Burgos, D., & Specht, M. (2006). Adaptive e-learning methods and IMS learning design: an integrated approach. null, 1192-1193. Abstract This position paper shows how several classical methods in adaptive learning can be addressed using IMS Learning Design. After a definition of four main questions to classify adaptive educational methods we describe a group of features […]

Representing Adaptive and Adaptable Units of Learning

Burgos, D., Tattersall, C., & Koper, R. (2007). Representing Adaptive and Adaptable Units of Learning. Computers and Education, 41-56. Abstract In this chapter we examine how to represent adaptive and adaptable Units of Learning with IMS Learning Design in order to promote automation and interoperability. Based on a literature study, a distinction is drawn between […]

Implementing Adaptive Educational Methods with IMS Learning Design

Specht, M., & Burgos, D. (2006). Implementing adaptive educational methods with IMS learning design. Abstract The paper describes adaptive methods developed in the area of adaptive educational hypermedia according to a simple taxonomy schema based on three dimensions: What components of the educational system are adapted? To what features of the user and the current […]

A framework for the conceptualization of approaches to “Create-by-Reuse” of learning design solutions

Hernández-Leo, D., Harrer, A., Dodero, J. M., Asensio-Pérez, J. I., & Burgos, D. (2007). A framework for the conceptualization of approaches to “Create-by-Reuse” of Abstract IMS Learning Design (IMS LD) is an interoperable and standardized language that enables the omputational representation of Units of Learning (UoLs). However, its adoption and extensive use in real practice […]

The paradox of the assisted user: guidance can be counterproductive

van Nimwegen, C. C., Burgos, D. D., van Oostendorp, H. H., & Schijf, H. H. (2006, April). The paradox of the assisted user: guidance can be counterproductive. In Proceedings of the SIGCHI conference on Human Factors in computing systems (pp. 917-926). ACM. Abstract This paper investigates the influence of interface styles on problem solving performance. […]

Modeling adaptive educational methods with IMS Learning Design

Specht, M., & Burgos, D. (2010). Modeling adaptive educational methods with IMS Learning Design. Journal of Interactive Media in Education, 2007(1), Art-8. Abstract The paper describes a classification system for adaptive methods developed in the area of adaptive educational hypermedia based on four dimensions: What components of the educational system are adapted? To what features […]

A First Step Mapping IMS Learning Design and Moodle.

Burgos, D., Tattersall, C., Dougiamas, M., Vogten, H., & Koper, R. (2007). A First Step Mapping IMS Learning Design and Moodle. J. UCS, 13(7), 924-931. Abstract Mapping the specification IMS Learning Design and the Course Management System Moodle is a logical step forward on interoperability between eLearning systems and specifications in order to increase […]

IMS Learning Design : la flexibilité pédagogique au service des besoins de la e-formation

Burgos, D., Arnaud, M., Neuhauser, P., & Koper, R. (2005). IMS Learning Design: la flexibilité pédagogique au service des besoins de la e-formation. Abstract La spécification IMS-Learning Design (ingénierie pédagogique) fait appel à des concepts pédagogiques permettant de modéliser les unités d’apprentissage. IMS-LD prend en compte une grande variété de modèles pédagogiques c’est là sa […]

The UNFOLD project. Understanding and using learning design

Burgos, D., & Griffiths, D. (2005). The UNFOLD project. Understanding and using learning design. Abstract The UNFOLD project was born in January 2004, to support the adoption of open eLearning standards catering for multiple learners and flexible pedagogies, our focus being IMS Learning Design (IMS LD). We have provided access to resources through the site […]

How to use IMS Learning Design and SCORM 2004 together

Tattersall, C., Burgos, D., Vogten, H., Martens, H., & Koper, R. (2005). How to use IMS Learning Design and SCORM 2004 together. Abstract Standardisation plays an increasingly important role in e-learning, requiring designers to make choices as to the route to be followed during the development of e-learning courses. IMS Learning Design is an e-learning […]

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