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.
Tattersall, C., Sodhi, T., Burgos, D., & Koper, R. (2007). Using the IMS Learning Design notation for the modelling and delivery of education. Handbook of Visual Languages for Instructional Design: Theories and Practices. Abstract IMS learning design (LMS-LD) is a notation system for learning and interaction. It supports the description of learning process using a […]
Botturi, L., Burgos, D., Caeiro-Rodríguez, M., Derntl, M., Koper, R., Parrish, P., … & Tattersal, C. (2007). Comparing visual instructional design languages: a case study. Handbook of Visual Languages in Instructional Design: Theories and Practices, eds L. Botturi & T. Stubbs, Idea Group, Hershey, PA, pp. 315Á343 Abstract This handbook testifies that research on VIDL […]
Burgos, D., Tattersall, C., Dougiamas, M., Vogten, H., & Koper, R. (2006). Mapping IMS learning design and Moodle. A first understanding. Abstract The specification IMS Learning Design (IMS LD) and Moodle look for a common understanding focused on the integration of both e-learning approches. The final goal is that Moodle will be able to play […]
Hernández-Leo, D., Burgos, D., Tattersall, C., & Koper, R. (2007, September). Representing Computer-Supported Collaborative Learning macro-scripts using IMS Learning Design. In Proceedings of the 2nd European Conference on Technology Enhanced Learning (p. 6) Abstract MS Learning Design (LD) is a specification that aims at computationally representing any learning process. However, the possibilities of LD to […]
Dodero, J. M., Tattersall, C., Burgos, D., & Koper, R. (2006). Non-representational authoring of learning designs: from idioms to model-driven development. Abstract Diverse authoring approaches and tools have been designed to assist the creation of units of learning compliant to current learning technology speci¯cations. Although visual and pattern-based editors of Learning Designs (LD) can help […]
Burgos, D., Berbegal, N., Griffiths, D., Tattersall, C., & Koper, R. (2005). IMS Learning Design desde dentro. Una especificación para crear escenarios de aprendizaje online (parte II). Abstract IMS Learning Design, IMS LD de ahora en adelante (IMS, 2003), es una especificación centrada en formación online o e-learning y que permite modelar programaciones curriculares o […]
Solans, D. B. (2008). Extension of the IMS Learnin Design specification based on adaptation and integration of units of learning. Abstract IMS Learning Design (IMS-LD) is a current asset in eLearning and blended learning, due to several reasons: a) It is a specification that points to standardization and modeling of learning processes, and not just […]
Zaldivar, V. A. R., & Burgos, D. (2010). Meta-Mender: A meta-rule based recommendation system for educational applications. Procedia Computer Science, 1(2), 2877-2882. Abstract Recommenders are central in current applications to help the user find useful information spread in large amounts of data. Most Recommenders are more effective when huge amounts of user data are available […]
Hummel, H. G., Tattersall, C., Burgos, D., Brouns, F., Kurvers, H., & Koper, R. (2006). Critical facilities for active participation in learning networks. International Journal of Web Based Communities, 2(1), 81-99. Abstract This article investigates conditions for increasing active participation in online communities. As a case study, we use three generations of facilities designed to […]
Burgos, D., Herder, E., & Olmedilla, D. (2007). Tencompetence: Construyendo la red europea para el desarrollo continuo de competencias. Inteligencia Artificial, Revista Iberoamericana de Inteligencia Artificial, 11(33), 79-84. Abstract El proyecto TENCompetence (The European Network for Lifelong Competence Development) apoya a personas e instituciones europeas en el desarrollo de competencias profesionales más allá de la […]
Cristea, A., & Burgos, D. (2006). Authoring adaptive hypermedia and IMS learning design: A possible understanding?. Abstract Adaptive Educational Hypermedia (AEH) and IMS Learning Design (IMS LD) are different disciplines, and at present, there is little shared knowledge between them. However, their goal is the same: create the best possible environment for a learner to […]
Burgos, D. (2010). What is wrong with the IMS Learning Design specification? Constraints And Rec-ommendations. LWA 2010, 281. Abstract The work presented in this paper summarizes the research performed in order to implement a set of Units of Learning (UoLs) focused on adaptive learning processes, using the specification IMS Learning Design (IMS-LD). Through the implementation […]