Roberto Aguas Núñez

TAG: Ubiquitous Learning Model to Assess the

Ubiquity Level in Higher Education Institutions

(Thesis Proposal)

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Keywords

Technology

Learning

TAGUbiquity

U-learning

Higher Education

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Management

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Introduction

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Proposal - Educational Model for Scenarios of Ubiquitous

Learning

UT in educational

contexts

U-Learning Concept

Trends and changes in

H.E.

Main referents

Learning Trends vs Technology

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U-L

earn

ing

Con

cept

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U-Learning Concept

Trends and changes in H.E.

Neubauer (2003) focuses on the impact of economic rationalism and numerous other macro forces affecting the H.E. sector. Analyzes the institutional challenges, particularly for university leaders, after the wake of the macro changes imposed by globalization, lack of affordability and computer mediated technologies.

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Dator (1998) establishes 3 aspects that the XXI century universities need to learn -> The change into culturally diverse curriculum, the development of the multi-disciplinary environments and the contribution from the invention and creativity to manage new paradigms in political economy and learning communities.

Inayatullah and Gidley (2003) -> 4 factors that motivate transformation in higher education: Globalization, Multiculturalism, Internet and Politicization.

Wissema (2003), Scott (2006) -> Constant search of knowledge in all ways; The expression of capabilities of the human condition: thought and creativity; Learning languages and symbolic representations of knowledge; Learning skills; Active participation in social, cultural and scientific changes, The formation of citizens oriented to tolerance, scientific and humanistic thinking, critical thinking, esthetic thinking, problem solving and the ability to undertake.

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BIG DATACustomized Learning

Interaction: Students –Resorces - Mediations

Learning Analytics

Retention Rate Academic Failure Internet of thingsInvisibility

Interconected Devices

Monitoring

TeamWorkCollective

Intelligence Tools

Cooperation Cognition

Coordination

Remote Access

Emulated experiences

Remote and virtual Laboratories

Knowledge Service Oriented

Adoption and Development of ICT

Digital Ecosystems Analysis

From Horizon Report – Iberoamerica (2013)

Event Logs

UT in Educational Contexts

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Living Labs

22@ Project

City Planing

TOKYO UBIQUITOUS

PROJECT

UNESCO ICT PROGRAM

European initiatives for coexistence of citizens and ICT

UDICENTER PROJECT

(Japan)

UT in Educational Contexts

WHITE PAPERS OR EQUIVALENT

IN ASIA

Korea China

TaiwanJapan

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Three DimensionsZea et. al.(2005) Características de los procesos de gestión en los contextos E-Learning => between the technical, institutional and pedagogical aspects.

Zea et. al. (2000) Conexiones => pedagogical, didactical, technological and managerial areas.

Williams(2003) Roles and Competencies for Distance Education Programs in Higher Education Institutions => Communication and interaction, Management, technology and, learning and instruction.

Duart and Lupiáñez (2004), Procesos institucionales de gestión de la calidad del E-Learning en Instituciones educativas universitarias => They have identified relevant dimensions to the conceptualization, design and construction of technology-based learning environments.

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Technology - Capacity

USABILITYAccessibility

Predictability Proactiveness

LearnabilityInvisibility

SensibilityInterpretability

AdaptabilityUnderstandability CONFIGURABILITY

Customizability

Reconfigurability

Configurability

RELIABILITYAvailability Maturity

MANTENIBILITYReusability

Modifiability Testability

Analyzability

Decomposability

Extensibility

Fault Tolerance Recoverability

• Kwon et Al: A Methodology for Assessing the Level of U-Transformation of Ubiquitous Services - A Multi-Layered Methodology for Assessing Level of Ubiquitous Computing Services

• Normas Square-ISO/IEC 25000 -> Modelo de calidad de producto (propiedades de calidad en 8 características y sub-características

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PORTABILITY

MANIPULABILITY

Adaptability Scalability

Installability

Shareability

Downloadable

Embeddedness

Wearability

Connectivity

NomadicityUbiquity

MOBILITY COMPATIBILITYCompatibility

Integrability

Interoperability

SECURITYAccountability

Confidentiality

Non Repudiation

Authenticity

Integrity

Technology - Capacity

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Technology - Ubiquity

- Location, time and Identity awareness

- Authentication- Authorization- Response Time- Scalability- Durability

- User preference- User Profile- Reasoning- Autonomy- Automation- Trust- Negotiation- Self-control

- Context reusability

- Service coverage

- Learning- Fault Tolerance- Usability

Autonomic Computing (A)

Situation Sensing/Decision (S)

Self-Growing Intelligence Engine(G)

N-Layer

SOAComponent Based

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Technology - Infrastructure

NETWORKINGARCHITECTURAL STYLESDEVICES

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Technology

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Taken www.masquelearning.com

Technology

Learning

Types of Learning

- Repetitive Learning

- Receptive Learning

- Observational or Modeled Learning

- Appreciative Learning

- Meaningful Learning

Learning Methodologies- Problem-based

learning- Project-based

learning- Collaborative and

cooperative learning

- Learning by discoveries

- Autonomous learning.

- E-Learning- M-Learning- Multimedia

learning- Collaborative

mediated by ICT- Social Networks- Virtual

communities- Ubiquitous

Learning

Technological Mediation

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Feldman and Schunk: Behavioral change, lasting change in time and the acquisition of knowledge through some kind of experience. Implies acquisition, processing, comprehension, modification and application of knowledge, strategies, skills, beliefs and attitudes.

Management

Curriculum Management- Curriculum Types- Inter or

Transdisciplinary Innovation and Research Management

- Competences- Instructional

Management

Organizational Development- Internationalizati

on management- Resources

management.- Governance

management- Change

management

- Pedagogical Modeling

- Cognitive Engineering

- Information Systems Engineering

Educational Engineering

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Management

U-Multirank Project- Teaching and

learning- Research- Knowledge

transfer- International

orientation- Regional

engagement

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Curriculum Management

- Curriculum Types- Inter or

Transdisciplinary Innovation and Research Management

- Competences- Instructional

Management

Organizational Development- Internationalization

management- Resources

management.- Governance

management- Change management

- Pedagogical Modeling- Cognitive Engineering- Information Systems

Engineering

Educational Engineering

Gestión

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PROCESOS ESTRATÉGICOSGestión de la

GobernabilidadDirección y Planeación

AcreditaciónGestión de

Comunicaciones y Divulgación

Gestión de laCalidad

PROCESOS MISIONALESGestión Académica

Gestión Curricular

Gestión de la Docencia

Desarrollo Estudiantil

Gestión de TIC para la Academia

Gestión de Investigación e InnovaciónGestión de la Investigación

Inter y TransdisciplinarGestión de la Investigación

Básica y AplicadaGestión de la Innovación

Transferencia de Conocimiento y Propiedad

Intelectual

Gestión de la Extensión y la RSUGestión para el

Desarrollo SocialGestión para el

Desarrollo SostenibleProyección

CulturalGestión de Graduados

Gestión de Prácticas Profesionales

PROCESOS DE APOYO

Gestión de TICGestión de Recursos Educativos

Gestión de BibliotecaGestión de Admisiones y Registros

Gestión FinancieraGestión Jurídica

Gestión de Contratación

Proc

esos

de

Eval

uaci

ónG

estió

n de

Ren

dici

ón d

e Cu

enta

sAu

toev

alua

ción

Gestión AdministrativaGestión de Talento Humano

Gestión de Bienestar Universitario

Empresarismo

Gestión de la Internacionalización

Vigilancia Tecnológica

Análisis de Información Institucional, Visibilidad

y Reputación

Let TAG be a model with n variables,

To determine the level of the higher level variable, each variable is evaluated and…

The Hyperplane H is built that cross the points and find t

The value of the higher level variable is

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Mathematical Model

y=x

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Mathematical Model

y=x

2y+3x-6=0

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Mathematical Model

y=x

y=3-(3x/2)

P Level (P)= ||(6/5, 6/5)||

2y+3x-6=0

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Mathematical Model

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Conclusions and Future WorkThe technology dimension is not enough to analyze the learning paradigms supported by IT. Several dimensions are required.

The model privileges the proportional development of the variables.

The model is appliable to Higher Education Institutions with development in the three dimensions (Technology, Learning and Management).

Metrics and indicators associated to each dimension

Graphical representation for each dimension in a three-dimensional space.

Gràcies per la seva atenció !!

Taken from translate.google.com

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