La actividad de publicación científica de los miembros de UNIR iTED se centra en revistas indexadas (SCI, SSCI, Scopus, Inspec y otros) y libros, así como en cualquier pieza de divulgación que permita exponer resultados y avances del campo de estudio. El grupo se caracteriza por su actividad intensa de publicación y comunicación, también en el ámbito de la edición de números especiales, así como en la colaboración internacional de sus trabajos.
Esta sección no pretende ser un repositorio, sino un escaparate para resaltar lo más significativo. Recomendamos visitar http://www.researchgate.net/, como plataforma que centraliza de manera exhaustiva las publicaciones de los miembros del instituto.
Hernández-Leo, D., Harrer, A., Dodero, J. M., Asensio-Pérez, J., & Burgos, D. (2006). Creating by reusing Learning Design solutions. Abstract The widespread adoption of IMS Learning Design (LD) specification supporting actual educational practice largely depends on the fulfillment of an important requirement: teachers should be able to create their own Units of Learning (UoLs). Many […]
Hummel, H. G., Tattersall, C., Burgos, D., Brouns, F., Kurvers, H., & Koper, R. (2005). Facilitating participation: From the EML web site to the Learning Network for Learning Design. Interactive Learning Environments, 13(1-2), 55-69. Abstract This article investigates conditions for increasing active participation in on-line communities. As a case study, we use three generations of […]
Dolog, P., Kravcik, M., Cristea, A., Burgos, D., Bra, P., Ceri, S., … & Tattersall, C. (2007). Specification, authoring and prototyping of personalised workplace learning solutions. International Journal of Learning Technology, 3(3), 286-308. Abstract The main goal of this document is to survey the existing approaches for the authoring and engineering of personalisation and adaptation […]
Burgos, D., Tattersall, C., & Koper, R. (2006). Can IMS Learning Design be used to model computer-based educational games?. Abstract IMS Learning Design (IMS LD, 2003) is a pedagogically expressive specification to model Units of Learning (UoL). IMS LD’s generality implies that it should also be capable of modelling computer-based educational games. Issues on synchronization, […]
Van Nimwegen, C., Van Oostendorp, H., Burgos, D., & Koper, R. (2006, June). Does an interface with less assistance provoke more thoughtful behavior?. In Proceedings of the 7th international conference on Learning sciences (pp. 785-791). International Society of the Learning Sciences. Abstract This paper investigates effects of interface style and cognitive style on problem solving […]
Dodero, J. M., Tattersall, C., Burgos, D., & Koper, R. (2008). Transformational techniques for model-driven authoring of learning designs. Advances in Web Based Learning–ICWL 2007, 230-241. Abstract Diverse authoring approaches and tools have been designed to assist the creation of units of learning compliant to current learning technology specifications. Although visual and pattern-based editors […]
Burgos, D., & Koper, R. (2005). Practical pedagogical uses of IMS Learning Design’s Level B. Abstract One of the main concerns while making lesson plans in IMS Learning Design is how to model practical pedagogical actual scenarios in IMS Learning Design, and how IMS Learning Design can help to move real lesson plans, fully focused […]
Miao, Y., Burgos, D., Griffiths, D., & Koper, R. (2007). Representation of Coordination Mechanisms in IMS Learning Design to Support Group-based Learning. Abstract Group interaction has to be meticulously designed to foster an effective and efficient collaborative learning. IMS LD can be used to represent group interaction formally and then the formal model can be […]
Burgos, D., Van Nimwegen, C., Van Oostendorp, H., & Koper, R. (2007). Game-based learning and the role of feedback. A case study. Abstract Educational electronic games and simulations (or simply educational eGames) engage players. They are attractive to awake and keep the focus of a user, and are useful for learning while covering learning […]
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 […]