Grupos de Investigación. Universidad Internacional de la Rioja

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.

Publicaciones

Representing Computer-Supported Collaborative Learning macro-scripts using IMS Learning Design

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 […]

Non-representational authoring of learning designs: from idioms to model-driven development

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 […]

IMS Learning Design desde dentro. Una especificación para crear escenarios de aprendizaje online (parte II)

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 […]

Extension of the IMS Learnin Design specification based on adaptation and integration of units of learning

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 […]

Meta-Mender: A meta-rule based recommendation system for educational applications

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 […]

Critical facilities for active participation in learning networks

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 […]

Tencompetence: Construyendo la red europea para el desarrollo continuo de competencias

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 […]

Authoring Adaptive Hypermedia and IMS Learning Design: A possible understanding?

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 […]

What is wrong with the IMS Learning Design specification? Constraints And Rec-ommendations

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 […]

Re-Purposing Existing Generic Games

Burgos, D., Tattersall, C., & Koper, R. (2007). Re-purposing existing generic games and simulations for e-learning. Special issue on Education and pedagogy with Learning objects and Learning designs. Computers in Human Behavior, 23 (6), 2656-2667 This paper shows how commercial, traditional and non-educational games, played by non-academic users or students, can be easily re-used on […]

Automatic discovery of complementary learning resources

Zaldivar, V. A. R., García, R. M. C., Burgos, D., Kloos, C. D., & Pardo, A. (2011). Automatic discovery of complementary learning resources. Towards Ubiquitous Learning, 327-340. Abstract Students in a learning experience can be seen as a community working simultaneously (and in some cases collaboratively) in a set of activities. During these working sessions, […]

Handbook of Visual Languages for Instructional Design: Theories and Practices: Theories and Practices

Botturi, L. (Ed.). (2007). Handbook of Visual Languages for Instructional Design: Theories and Practices: Theories and Practices. Abstract The more complex instructional design (ID) projects grow, the more a design language can support the success of the projects, and the continuing process of integration of technologies in education makes this issue even more relevant. The […]

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