text:
@inproceedings{ ISI:000413668601019,
Author = {Roy, Debopriyo and Brine, John},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{USING DESIGN PEDAGOGY WITH LEGO AND CAD SOFTWARE IN A TASK-BASED ENGLISH
   AS FOREIGN LANGUAGE TEACHING CONTEXT}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{1042-1050}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{Task-based language teaching (TBLT) has heavily influenced syllabus
   design, classroom teaching and learner assessment in foreign language
   teaching contexts (Nunan, 2004; Skehan, 2009). This paper discusses an
   innovative English as Foreign Language (EFL) undergraduate course, which
   incorporated task-based assignments, design education, project
   management and technology-enhanced language learning. In this course,
   the language learning assignments centered on designing and analyzing
   objects using CAD software such as Autodesk 123D Design, BuildwithChrome
   and the Tinkercad. Following real in-class physical LEGO assembly,
   design software was used collaboratively to develop further design
   analysis and procedural understanding. Students met both individually
   and as group activities centered on technical document authoring. Google
   Drive, and Schoology (learning management system) were used extensively
   during the course. This paper outlines a task-based technical
   communication course and explains how students worked on real LEGO
   design, and then co-authored engineering reports detailing the
   structural and functional specifications documenting the assembly
   procedure. The paper also considers how LEGO-based 3D design principles
   can be taught in an EFL classroom. Students were not only taught design,
   but also how to author complex technical documents in English. This
   innovative approach with TBLT involves learner-driven active learning so
   that hands-on interaction with physical objects takes place before
   theoretical instructions are provided (Blikstein, 2013). Incorporating
   collaborative design pedagogies using real (physical) and virtual
   (online) LEGO design, and DV (digital video) to develop language
   learning coursework that promotes active learning.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Roy, D (Reprint Author), Univ Aizu, Ctr Language Res, Aizu Wakamatsu, Fukushima, Japan.
   Roy, Debopriyo; Brine, John, Univ Aizu, Ctr Language Res, Aizu Wakamatsu, Fukushima, Japan.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{computer-aided design (CAD); LEGO; assembly; task-based language
   learning (TBLL); communication; active learning; technical writing}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Alagozlu N, 2007, ASIAN EFL J, V9, P118.
   Blikstein P, 2013, FABLABS MACHINES MAK, P1.
   Butler Y. G., 2005, LANGUAGE POLICY, V4, P25, DOI DOI 10.1007/S10993-004-6563-5.
   Ellis R., 2003, TASK BASED LANGUAGE.
   Ellis R, 2009, INT J APPL LINGUIST, V19, P221, DOI 10.1111/j.1473-4192.2009.00231.x.
   Jean L, 1991, SITUATED LEARNING LE, p{[}33, 40].
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   Long M. H, 1985, MODELLING ASSESSING.
   Long M. H, 1998, LANGUAGE POLICY PEDA.
   Massi M. P, 2001, INTERNET TESL J.
   Nunan D., 2004, TASK BASED LANGUAGE.
   Ozeki N, 2010, TEACH SEM SUMM ENGL.
   Ozeki N, 2011, TEACH SEM SUMM ENGL.
   Papert S., 1980, MINDSTORMS CHILDREN.
   Prince M, 2004, J ENG EDUC, V93, P223, DOI 10.1002/j.2168-9830.2004.tb00809.x.
   Resnick M., 1991, CONSTRUCTIONISM.
   Seedhouse P., 1999, ELT J, V53, P149, DOI DOI 10.1093/ELT/53.3.149.
   Sheen Y., 2004, LANG TEACH RES, V8, P263, DOI DOI 10.1191/1362168804LR146OA.
   Skehan P, 2009, TASK BASED LANGUAGE.
   Storch N, 2005, J SECOND LANG WRIT, V14, P153, DOI 10.1016/j.jslw.2005.05.002.
   Tucker B., 2012, ED NEXT, V12, P1.
   Van den Branden K, 2016, ROUT HANDB APPL, P238.
   Widdowson H.G., 1993, ANNU REV APPL LINGUI, V13, P260, DOI DOI 10.1017/S0267190500002506.
   Wilson J, 1986, ESP U, P26.}},
Number-of-Cited-References = {{24}},
Times-Cited = {{0}},
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@inproceedings{ ISI:000413668601030,
Author = {Oliveira, Lino and Jesus, Angelo and Silva, Armando and Peres, Paula},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{PRACTICES IN WEB 2.0-DESIGN, IMPLEMENTATION AND EVALUATION}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{1129-1134}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{Currently, Higher Education Institutions have been Increasing the use of
   web technologies to support face-to-face teaching process and new forms
   of learning. Based on the achievement of pre-defined learning
   objectives, teachers have increasingly been defining learning strategies
   considering the advantages of digital interaction and personalization of
   learning paths. The work described in this paper aims to explicit
   reflection on current practices regarding the use of Web 2.0
   technologies in Higher Education looking for a pedagogical framework.
   Contrary to the majority of scientific papers published in this area of
   knowledge, this research starts by analysing current educational
   practices, using a case study method, and seeks then for a pedagogical
   pattern, using a bottom-up approach. As a result, it was found that the
   pedagogical exploration of current Web 2.0 technologies can enhance
   formal learning and preparation for lifelong learning. Nevertheless, it
   is important to map all the web tools used in order to clarify its usage
   and control the dispersion of inherent social environments.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION \& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Oliveira, L (Reprint Author), Polythecn Porto ESMAD, Oporto, Portugal.
   Oliveira, Lino, Polythecn Porto ESMAD, Oporto, Portugal.
   Jesus, Angelo, Polythecn Porto ESS, Oporto, Portugal.
   Silva, Armando, Polythecn Porto ESE, Oporto, Portugal.
   Peres, Paula, Polythecn Porto ISCAP, Oporto, Portugal.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{Web 2.0; Evaluation; Competences; Social Environments; Pedagogical
   Innovation; Higher Education}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
ResearcherID-Numbers = {{Jesus, Angelo/V-9841-2017
   }},
ORCID-Numbers = {{Jesus, Angelo/0000-0003-3972-8253
   Peres, Paula/0000-0003-4964-5929}},
Cited-References = {{Ajjan Haya, 2008, INVESTIGATING FACULT.
   Armstrong J., 2008, REV CURRENT DEV INT.
   Barone C., 2005, ED NET GENERATION.
   Downes S., 2005, PERSPECTIVE.
   Ebner M, 2010, COMPUT EDUC, V55, P92, DOI 10.1016/j.compedu.2009.12.006.
   JISC, 2009, EFF US SOC SOFTW UK.
   Kavavik R., 2005, ED NET GENERATION.
   O'Reilly T, 2005, WHAT IS WEB 2 0 DESI.
   Oliveira L., 2008, P 3 IB C INF SYST TE, VI, P51.
   Oliveira L. B. R., 2011, THESIS.
   Organization for Economic Co-operation and Development (OECD), 2007, PART WEB US CREAT CO.
   Redecker C., 2009, 23664 EUR EN EUR COM.
   Sauter VL, 2003, WEB-BASED EDUCATION: LEARNING FROM EXPERIENCE, P131.
   Siemens G., 2009, HDB EMERGING TECHNOL.
   Siemens G., 2005, ITDL INT J INSTRUCTI.
   Verhagen P., 2006, CONNECTIVISM NEW LEA.
   Vygotsky L., 1978, MIND SOC DEV HIGHER.}},
Number-of-Cited-References = {{17}},
Times-Cited = {{0}},
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@inproceedings{ ISI:000413668601044,
Author = {Napoles, Suzana and Oliveira, Margarida},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{INTUITIVE AND INTERACTIVE GEOMETRY}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{1239-1247}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{This paper aims to show how elementary concepts of geometry, such as
   areas of plane figures and volumes of prisms, can be studied using an
   intuitive and interactive approach based on the observation of objects
   in the discovery of geometric properties and transformation of figures,
   and supported by the free software of dynamic geometry ``GeoGebra{''}.
   Besides the exploration of geometric concepts of different curricular
   levels, the given examples include the proposal and solving of geometric
   challenges.
   This kind of approach is the basis of the project Intuitive and
   Interactive Geometry of the Faculty of Science of the Lisbon University,
   funded by the Calouste Gulbenkian Foundation as an innovative project in
   the field of education.
   Directed to the initial and continuing training of mathematics teachers
   of basic and secondary education levels, this project aims to encourage
   the use of an intuitive approach to teach geometry. For this purpose, it
   will be created a digital platform of learning contents and computer
   applications and provided an experimental geometry laboratory, based in
   FCUL, available for sessions with scholar public and training activities
   for teachers.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Napoles, S (Reprint Author), Univ Lisbon, Fac Ciencias, Math Dept, Lisbon, Portugal.
   Napoles, Suzana; Oliveira, Margarida, Univ Lisbon, Fac Ciencias, Math Dept, Lisbon, Portugal.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{Innovation; Technology; Geogebra; Geometry}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Funding-Acknowledgement = {{Calouste Gulbenkian Foundation}},
Funding-Text = {{We thank the Calouste Gulbenkian Foundation for its financial support.}},
Cited-References = {{Castelnuovo E, GEOMETRIA INTUITIVA.
   Ferreira M, 2001, INTRO ASTRONOMIA OBS.
   Freudenthal H., 1973, MATH ED TASK.
   Jacobs H., 1974, GEOMETRY.
   Lockhart P, 2012, MEASUREMENT.
   Malkevitch J, 1991, GEOMETRYS FUTURE.
   Serra M, 1993, DISCOVERING GEOMETRY.
   Veloso E, 1998, GEOMETRIA TEMAS ACTU.}},
Number-of-Cited-References = {{8}},
Times-Cited = {{0}},
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Unique-ID = {{ISI:000413668601044}},
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}

@inproceedings{ ISI:000413668602021,
Author = {Bateson, Gordon and Vazhenin, Alexander and Brine, John},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{A GRAPHICAL INTERFACE FOR AWARDING INCREMENTAL POINTS FOR DIGITAL BADGES
   IN AN ENGLISH VILLAGE REWARD SYSTEM}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{2060-2067}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{This paper describes the design and implementation of a graphical
   interface for awarding small numbers of points to students rapidly and
   repeatedly. The points accumulate and contribute toward digital badges
   which are used as the mechanism for recording and recognizing
   achievements in an English village project at a university in Japan.
   Hitherto, standard grading interfaces in leading open-source Learning
   Management Systems (LMS's), such as Moodle, have not been suitable for
   awarding incremental points for two main reasons. First, there is the
   difficulty of locating a student in a vertical list of names that is
   ordered alphabetically and potentially spans several pages. Second, in
   order to award incremental points in systems that only store a total
   number of points, it is necessary for the teacher to perform some mental
   arithmetic when awarding points and increase the current total by the
   incremental amount.
   To address these two issues, the new interface represents students
   graphically, as icons that are arranged on the computer screen to
   correspond to the physical location of the students in the classroom.
   The teacher simply taps or clicks the student icons to award points,
   which are then added to any points awarded previously. Thus, points can
   be awarded quickly and with minimal interruption to communication. In
   order to support these features, while at the same time adhering to
   Moodle's standard internal programming protocols, an innovative scheme
   of data passing was developed. When the page first loads, information
   from each student's profile is combined with the details of the icon
   locations and number of points awarded so far and is sent to the browser
   as a standard Moodle HTML form. Once in the browser, JavaScript is used
   to rearrange the form elements and present them as a graphical
   interface.
   This interface was developed as the first stage of a project to nurture
   an English village community in Japan, in which an entire university
   campus is transformed into an English-speaking community. It was
   trialled in two main teaching environments. These were: (1) small-groups
   of up to 8 students attending voluntary, out-of-hours English
   conversation classes in a seminar room, and (2) mediumsized groups of up
   to 40 students attending compulsory general English classes in a
   university classroom. During the trials, it became apparent that the
   interface could be used not only for awarding incremental points but
   also for awarding scores for non-incremental tasks such as exams or
   reports. Furthermore, in response to teacher feedback, the interface was
   modified so that it could be used with Moodle's Advanced Grading
   methods, including Rubrics and Marking Guides. Overall, the points
   interface proved to be a useful, reliable and popular method for
   awarding points within Moodle because it simplifies the task of locating
   students, reduces typing, and reduces the number of page loads. Thus, it
   can be said to have achieved the objectives of awarding points quickly
   and unobtrusively and it can now become a central technology in the
   larger goal of building an English Village based on digital badges.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Bateson, G (Reprint Author), Kochi Univ Technol, Kami, Japan.
   Bateson, Gordon, Kochi Univ Technol, Kami, Japan.
   Vazhenin, Alexander; Brine, John, Univ Aizu, Aizu Wakamatsu, Fukushima, Japan.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{graphical interface; digital badges; English village; reward system}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Funding-Acknowledgement = {{ {[}15K00103]}},
Funding-Text = {{This work is supported by the Grand-In-Aid for Scientific Research
   (Basic), 2015-2017, Japan, Issue Number: 15K00103.}},
Cited-References = {{Bramley D., 2008, OSAKA JOGAKUIN U J K, P173.
   Denmeade N., 2015, GAMIFICATION MOODLE.
   Gibson David, 2015, Education and Information Technologies, V20, P403, DOI 10.1007/s10639-013-9291-7.
   Hunt T., ARCHITECTURE OPEN SO.
   Kitzman A., 2010, KINKI U J, P101.}},
Number-of-Cited-References = {{5}},
Times-Cited = {{0}},
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@inproceedings{ ISI:000413668602065,
Author = {Sardinha, L. and Almeida, A. M. P. and Barbas, M. P.},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{DIGITAL FUTURE CLASSROOM: THE PHYSICAL SPACE AND THE INCLUSION OF THE
   NEET/REFUGEE POPULATION - CONCEPTUAL AND THEORETICAL FRAMEWORKS AND
   METHODOLOGY}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{2396-2405}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{The classroom is one of the privileged environments aiming knowledge
   construction and the establishment of social relationships as well as of
   cultural exchanges. Studies regarding classroom environment, focusing
   the pedagogical approaches, are countless; however, studies regarding
   the classroom environment as the physical space are significantly fewer.
   Nevertheless, a new classroom physical space - the Future Classroom Lab
   (FCL) - has been developed based, in part, on 21st Century Skills.
   Spaces like the FCL are spreading throughout Europe, existing already
   more than 2,600 FCL's. The Information and Communications Technology
   (ICT) advent and the ICT-based emergent pedagogical approaches
   contributed to the increase of studies concerning the physical classroom
   environment, as the classroom space and layout became no longer the most
   suitable. But are these new spaces suitable for the Non in Education,
   Employment or Training (NEET)/Refugee population and are they being
   designed and conceived to promote the inclusion of these populations?
   Considering this scenario and the NEET and Refugee populations' current
   crisis in the European Union {[}1], {[}2]) the research that this paper
   presents aims to investigate innovative interior design strategies to
   the classroom architectural space in order to promote the inclusion of
   these specific populations: through the analysis of how the FCL spaces
   are being used in the European Schoolnet FCL network and through the
   observation of some of these spaces in Portugal, a Digital Future
   Classroom (DFC) is going to be designed. Privileging the enabling spaces
   approach {[}3] on the classroom complexity spaces (architectural,
   social, cognitive, emotional, epistemological, cultural and
   organizational, technological and the virtual space), this ongoing
   research aims at understanding how to ``translate{''} these concepts
   into the classroom interior design, aiming the promotion of the user's
   inclusion. This analysis also gathers the spatial and pedagogical
   semiotics as well as the spatial pedagogy inherent to the classroom.
   This article presents the relevance of the research supported by its
   theoretical and conceptual frameworks and the methodology that is being
   adopted. The present research, mainly qualitative, can be considered
   under the constructivist (or socio-constructivist) paradigm and with a
   slight nuance of the critical theory paradigm. Considering also that
   ``The researcher-as-bricoleur-theorist works between and within
   competing and overlapping perspectives and paradigms{''} {[}4, p. 5] the
   research design resorts to triangulation, as it uses ``different methods
   in an attempt to confirm, cross-validate, or corroborate findings{''}
   {[}5, p. 24] in order to respond to each of the set objectives
   fulfilling all the requests.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Sardinha, L (Reprint Author), Univ Aveiro, Aveiro, Portugal.
   Sardinha, L., Univ Aveiro, Aveiro, Portugal.
   Almeida, A. M. P., Univ Aveiro, Dept Commun \& Art, CIC Digital DigiMedia, Aveiro, Portugal.
   Barbas, M. P., Santarem Higher Sch Educ, Santarem, Portugal.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{Digital Future Classroom; Future Classroom Lab; NEET; Refugees; ICT;
   inclusion; enabling spaces}},
Keywords-Plus = {{YOUNG-PEOPLE; NEET; EMPLOYMENT; EDUCATION; WORK}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Funding-Acknowledgement = {{Fundacao para a Ciencia e Tecnologia, FCT I. P. - Portugal
   {[}PD/00173/2014]}},
Funding-Text = {{This article reports research developed within the PhD Program
   Technology Enhanced Learning and Societal Challenges, funded by Fundacao
   para a Ciencia e Tecnologia, FCT I. P. - Portugal, under contract \#
   PD/00173/2014.}},
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Number-of-Cited-References = {{54}},
Times-Cited = {{0}},
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}

@inproceedings{ ISI:000413668602070,
Author = {Ferreira, Maria Joao and Moreira, Fernando and Seruca, Isabel},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{DIGITAL ORGANIZATION - A NEW CHALLENGE IN THE INFORMATION SYSTEMS
   CURRICULUM}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{2437-2447}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{Information systems and technologies (IST) are the essence of up-to date
   organizations, and changes in this field are occurring at an
   uncontrollable pace, interrupting traditional business models and
   forcing organizations to implement new business models. The integration
   of technological innovations, such as Big Data - Analytics, Cloud
   Computing, Mobile Connectivity, and Social, the four pillars of digital
   transformation, with business practice can enable significant
   competitive advantage. On the other hand, Information Systems are the
   core of every business and cut across almost all aspects of
   organizational life. Information Systems and Information Technology are
   used as support to all aspects of organizational functions and
   activities. In this context, the teaching of Information Systems both at
   the higher level and training education must be urgently aligned with
   these transformations, so that present and future Information Systems
   professionals may learn to solve problems with greater agility. Such
   agility is also required to organizations. In this paper a curriculum of
   an Information Systems course at the High Education level is analyzed,
   while some extensions and adjustments are proposed in order to address
   the new challenges of Digital Transformation in organizations.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION \& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Ferreira, MJ (Reprint Author), Univ Portucalense, DEGI, Oporto, Portugal.
   Ferreira, MJ (Reprint Author), Univ Minho, Ctr Algoritmi, Braga, Portugal.
   Ferreira, Maria Joao; Seruca, Isabel, Univ Portucalense, DEGI, Oporto, Portugal.
   Ferreira, Maria Joao; Seruca, Isabel, Univ Minho, Ctr Algoritmi, Braga, Portugal.
   Moreira, Fernando, Univ Portucalense, DEGI, Portucalense Inst Legal Res IJP, Oporto, Portugal.
   Moreira, Fernando, Univ Aveiro, IEETA, Aveiro, Portugal.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{Information systems in organizations; digital transformation;
   information system curriculum}},
Keywords-Plus = {{BIG DATA}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
ResearcherID-Numbers = {{Ferreira, Maria/O-3023-2015
   Seruca, Isabel/P-1273-2014
   Moreira, Fernando/P-9673-2016}},
ORCID-Numbers = {{Ferreira, Maria/0000-0003-4274-8845
   Seruca, Isabel/0000-0002-9951-6378
   Moreira, Fernando/0000-0002-0816-1445}},
Cited-References = {{Agrawal D., 2012, COMMUNITY WHITE PAPE.
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   Yunus M., 2007, CREATING WORLD POVER.}},
Number-of-Cited-References = {{37}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{5}},
Usage-Count-Since-2013 = {{5}},
Doc-Delivery-Number = {{BI6TI}},
Unique-ID = {{ISI:000413668602070}},
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}

@inproceedings{ ISI:000413668602103,
Author = {Randelovic, Dragana and El-Sokkary, Wael},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{STUDENTS DESIGN AND PROGRAM THEIR OWN VIDEO GAME TO LEARN ENGINEERING
   DESIGN PROCESS}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{2681-2687}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{This paper examines the benefits of incorporating coding skills in the
   instruction of the engineering design process in an engineering
   university that specializes in oil and gas related engineering. The
   project basically involved changing the traditional method of teaching
   the engineering design process. Instead of only designing a simple
   product, the students were trained to design and actually build a fully
   functional video game by using a free, easy-to-use online software that
   can be used by other students.
   Code literacy is, almost unequivocally, a prerequisite for entering a
   digital world and the critical thinking skills involved in developing an
   effective program code are simply phenomenal. Therefore, we can safely
   argue that writing a glitch-free program code is at the top echelon of
   problem solving skills. Realizing how beneficial code literacy is to
   engineering students, the authors looked for potential incorporation of
   coding in the engineering design course referred to as STPS-201
   (Strategies for Team-based Engineering Problem Solving).
   STPS201 is the first course in a two course sequence that introduces
   students to engineering design and problem solving in a project-based
   learning environment. Solutions to engineering problems are developed
   through a process that has a number of phases beginning with problem
   definition and culminating in a feasible ``conceptual design{''}.
   However, this course stops at the abstract idea of a conceptual design.
   The remaining phases are addressed mainly in subsequent courses (STPS251
   and Senior Design).
   The authors of this paper decided to pilot the idea of asking the
   students to develop a fully functional prototype of a video game and not
   just stop at the conceptual design phase. Other colleagues felt it would
   be too challenging. The working prototype idea was not favoured because
   it seemed too daunting and because programming a video game seemed to be
   asking our students for too much at this stage. However, the authors
   acquired permission to proceed with the pilot idea from the department
   and the results were extremely promising. The success of this pilot
   influenced subsequent semesters and many teams are now developing
   similar projects.
   The authors believe this pilot was innovative as it was never attempted
   at this university before students moved into their engineering majors.
   The pilot seems to have demonstrated significant impact on teaching
   effectiveness, student learning and retention. The student feedback on
   this pilot supports this claim. The ideas clearly have potential for
   widespread use within and across disciplines and the authors have
   already started scaling it to larger sections. After all, who would say
   no to a fun challenge like designing your own game?}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Randelovic, D (Reprint Author), Petr Inst, Abu Dhabi, U Arab Emirates.
   Randelovic, Dragana; El-Sokkary, Wael, Petr Inst, Abu Dhabi, U Arab Emirates.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{engineering design; educational games; project based learning; problem
   solving; team work; code literacy; programming; conceptual design;
   prototyping}},
Keywords-Plus = {{SCRATCH; COURSES}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Gee JP, 2003, WHAT VIDEO GAMES HAVE TO TEACH US ABOUT LEARNING AND LITERACY, P1.
   Haller S, 2008, SIGCSE'08: PROCEEDINGS OF THE 39TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, P219, DOI 10.1145/1352322.1352215.
   Johnson L., 2011, TEACHER LIB, V38, P64.
   Kalelioglu F, 2014, INFORM EDUC, V13, P33.
   Kurkovsky S, 2013, COMPUT SCI EDUC, V23, P138, DOI 10.1080/08993408.2013.777236.
   Liu CC, 2011, COMPUT EDUC, V57, P1907, DOI 10.1016/j.compedu.2011.04.002.
   Prensky M, 2008, BRIT J EDUC TECHNOL, V39, P1004, DOI 10.1111/j.1467-8535.2008.00823\_2.x.
   Sung K, 2011, IEEE T EDUC, V54, P416, DOI 10.1109/TE.2010.2064315.
   Walker H. M, 2003, ACM SIGCSE B, V35, P18.
   Wilson A., 2010, P 22 ANN PSYCH PROGR.
   Wilson A, 2013, INT J GAME-BASED LEA, V3, P93, DOI 10.4018/ijgbl.2013010107.
   Xun Ge, 2006, Journal of Educational Computing Research, V34, P319, DOI 10.2190/924L-4002-J5P4-1077.
   Zhang F., 2014, EUROPEAN SCI J, V10.}},
Number-of-Cited-References = {{13}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BI6TI}},
Unique-ID = {{ISI:000413668602103}},
DA = {{2018-06-08}},
}

@inproceedings{ ISI:000413668602133,
Author = {Woolfitt, Zac},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{EXPLORING THE SHIFTING LANDSCAPES OF THE VARIOUS FUTURES OF HIGHER
   EDUCATION; FLIPPING, BLENDING AND VIDEOING IN A VOLATILE, UNCERTAIN,
   COMPLEX AND AMBIGUOUS WORLD}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{2878-2882}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{Micro-credentialing combined with Blockchain, MOOCs and free online
   course provide sufficient motivation for Higher Education to critically
   evaluate its long term role in educating the next generation. A changing
   student population and the continual technological developments puts
   pressure on universities to blend, flip and video classes. Many
   organisations feel the need to follow suit as education lurches from the
   age old tradition of the ``Sage on the stage{''} to the ``Guide on the
   side{''}. This shift impacts teaching spaces, expectations regarding
   student approaches to learning, and requires the development of a new
   didactic approach. Teachers who are used to `sending' knowledge during
   traditional lectures to halls filled with students, find themselves
   appearing in front of green screens, segmenting their classes into short
   video chunks, and developing more interactive learning sessions. Are
   these the right choices to follow, based on what empirical evidence and
   how can we ensure that this process is positive for all involved? A
   tourism `model' was segmented into 40 short (58 minute) web lectures
   (studio recorded videos with power point slides) on a university course.
   Over six semesters, the content was reverse engineered into the course
   structure, and `constructively aligned' with assessment goals. Each
   course iteration enabled the embedded content to be actively implemented
   more deeply, through interactive workshops, peer teaching, student
   generated video clips and student formulated exam questions. Teaching
   through the video lens resulted in the development of a new didactic
   approach for the lecturer. Both the on-screen `Video Teaching' persona,
   and the new interactive role in class were enabled as a result of the
   catalyzing possibilities of video and the `digitization' of the teacher.
   Student perceptions of this learning approach reveal positive support
   for this format. The ongoing research into this subject is supporting
   the transition of lecturers into this new didactic both in The
   Netherlands and internationally.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Woolfitt, Z (Reprint Author), Inholland Univ Appl Sci, Hoofddorp, Netherlands.
   Woolfitt, Zac, Inholland Univ Appl Sci, Hoofddorp, Netherlands.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{Video Teaching; Web Lectures; constructive alignment; interactive
   classroom; Curriculum Innovation; Blended Learning}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Bates A. W., 2015, TEACHING DIGITAL AGE.
   Bichsel J, 2013, STATE E LEARNING HIG.
   Biggs J. B., 2011, TEACHING QUALITY LEA.
   Bos N., 2016, FACTORS FACILITATING.
   Guo Ph., 2014, VIDEO PRODUCTION AFF.
   Hansch A., 2015, VIDEO ONLINE LEARNIN.
   Johnson L., 2016, HORIZON REPORT 2016.
   Kirscher P. A., 2013, DO LEARNERS REALLY K.
   Siemens G, 2015, PREPARING DIGITAL U.
   Woolfitt Z., 2015, EAPRIL C P.}},
Number-of-Cited-References = {{10}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{6}},
Usage-Count-Since-2013 = {{6}},
Doc-Delivery-Number = {{BI6TI}},
Unique-ID = {{ISI:000413668602133}},
DA = {{2018-06-08}},
}

@inproceedings{ ISI:000413668602137,
Author = {Ibanez Civera, J. and Laguarda-Miro, N. and Gil Sanchez, L. and Conesa
   Dominguez, C. and Montes Robles, R. and Garcia-Breijo, E.},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{ASSESSING COMPETENCES: INNOVATION, CREATIVITY AND ENTREPRENEURSHIP. THE
   CASE OF THE COMPETITION CAR}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{2905-2910}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{The Polytechnic University of Valencia has established 13 transversal
   competences that must be acquired by our graduates when finishing their
   corresponding Engineering Degrees. These competences are assessed at
   least once through the first part of the Degree (2 years) in order to
   verify their acquisition in a preliminary level.
   Competence no. 4 (CT04) is Innovation creativity and entrepreneurship.
   Its preliminary level (domain level I) should give learning results such
   as questioning reality, identifying improvement needs and contributing
   ideas to generate added-value to a product. Thus assessing the
   competence must take into account these learning results. In order to do
   this some indicators have been considered:
   Do the students question the reality? Do the students generate
   innovative ideas? Are they able to communicate these ideas in a formal
   way? Are they able to identify the results?
   The control for the acquisition of the preliminary level of this
   competence is the subject Digital Electronics. It is scheduled in the
   second year, second semester of the Degree in industrial Electronics and
   Automation Engineering at the Design Engineering School of the
   Polytechnic University of Valencia. In order to assess the acquisition
   of this competence in this subject, a project consisting of a
   competition with small robotic vehicles has been carried out along the
   semester.
   In this paper, we comprehensively analyse the preparation,
   implementation and results of this proposal, which allows both
   strengthening the transversal competence and facilitating the evaluation
   system.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Civera, JI (Reprint Author), Univ Politecn Valencia, Valencia, Spain.
   Ibanez Civera, J.; Laguarda-Miro, N.; Gil Sanchez, L.; Conesa Dominguez, C.; Montes Robles, R.; Garcia-Breijo, E., Univ Politecn Valencia, Valencia, Spain.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{Competences; technology; competitively}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{CUENCA L., 2015, BOOK ABSTRACTS ICIEO.
   CUENCA L., 2015, C RED 2015 U POL VAL.
   MARIN-GARCIA J. A., 2015, C RED 2015 U POL VAL.
   RUIZ L., 2015, C RED 2015 U POL VAL.
   Villa A., 2007, APRENDIZAJE BASADO C.}},
Number-of-Cited-References = {{5}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BI6TI}},
Unique-ID = {{ISI:000413668602137}},
DA = {{2018-06-08}},
}

@inproceedings{ ISI:000413668603076,
Author = {Martinez Palmera, Olga and Combita Nino, Harold and Zamora Musa, Ronald},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{AULATOUCH - TECHNOLOGICAL PLATFORM OF EDUCATIONAL USE FOR THE
   DEVELOPMENT OF CLASSES MEDIATED BY DIGITAL TABLETS}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{3458-3467}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{The provision of technology platforms and mobile devices in the
   framework of holistic and interactive educational models represents a
   valuable resource in humanistic training, since it implies greater
   motivation, stimulating learning, strengthening concentration,
   collaborative work and stimulating meaningful learning. Consequently,
   the research presents the results of the project entitled
   ``Strengthening of Educational Quality in Mathematics and Citizen
   Competencies through the use of Tablets{''}, aimed at teachers and
   students of 9th, 10th and 11th from 31 Official Schools of the District
   Barranquilla - Colombia. Its purpose was to develop mathematical and
   citizen skills for the improvement of educational quality. The AULATOUCH
   web and mobile access platform was created, which, contextualized in the
   holistic model, considers the different ways in which students learn and
   communicate, as well as how teachers participate in technological
   mediation. In the theory, the contributions on educational innovation
   are articulated by Camina, Ballester, Coll \& Garcia {[}1], learning for
   the digital age, Siemens \& Downes connectivism {[}2] and Bertalanffy
   systems theory {[}3]. The research design is mixed, descriptive -
   explanatory. It works with a quasi-experiment (pretest and posttest),
   survey and observation. The results show that the pedagogical strategies
   mediated by tablets in the subjects of mathematics and civic
   competences, motivate students to learn, improve their academic
   performance and strengthen the development of skills. It's concluded
   that the inclusion in the didactic cycle of a technological tool such as
   Aulatouch represents a dynamic agent for didactic mediation and the
   strengthening of students' learning, because it positively impacted the
   academic performance in the mentioned disciplines in more than 70\% of
   the students, who participated in the project.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Palmera, OM (Reprint Author), Univ Costa CUC, Fac Humanities, Barranquilla, Colombia.
   Martinez Palmera, Olga, Univ Costa CUC, Fac Humanities, Barranquilla, Colombia.
   Combita Nino, Harold, Univ Costa CUC, Program Syst Engn, Barranquilla, Colombia.
   Zamora Musa, Ronald, Univ Costa, Barranquilla, Colombia.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{Tablet; Technology Platform; Holistic Education Model; Educational
   Innovation; competences}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Bertalanffy L. V., 1989, TEORIA GEN SISTEMAS.
   Camina C., 2001, MITOS REALIDADES INN.
   ICFES, 2012, RES EST ED PRUEB SAB.
   Inciarte A., 2010, FORMACION INTEGRAL E.
   Lion C., 2006, IMAGINAR CON TECNOLO.
   Maldonado C. O., 2015, UCE CIENCIA REV POST, V2.
   Marin F, 2012, INVESTIGACION CIENTI.
   Martinez O., 2010, ARTICULACION PEDAGOG, P120.
   Ministerio de Educacion Nacional, 2011, REF CAL LIN EST BAS.
   Salinas J., 2004, BORDON, V56, P469.
   Sanchez-Martinez C., 2015, REV ESTUDIOS INVESTI.
   Siemens G., 2004, CONECTIVISMO TEORIA.
   UNESCO, 2001, REV PERSPECTIVAS.
   Universidad de la Costa, EX TOT PROYECT TABLE.}},
Number-of-Cited-References = {{14}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BI6TI}},
Unique-ID = {{ISI:000413668603076}},
DA = {{2018-06-08}},
}

@inproceedings{ ISI:000413668604032,
Author = {Playfoot, Jim and De Nicola, Carmine and Di Salvadore, Fabio},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{A NEW EXPERIENTIAL MODEL TO INNOVATE THE STEM LEARNING PROCESSES}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{4145-4153}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{It is recognised that many European countries are currently facing a
   crisis amongst their younger generations in respect of scientific
   learning vocations. The number of students specialising in science,
   technology, engineering and maths (STEM) disciplines has been in steady
   decline in recent years and Europe faces nowadays the concrete risk of
   an acute shortage of suitably qualified scientists, technicians and
   engineers. There is strong evidence that for many young people their
   disengagement from STEM subjects starts during secondary education. The
   drivers of this disengagement are various but research indicates that
   there are primarily two factors at play: first, there is a commonly held
   perception that amongst young people that scientific subjects are
   difficult to learn and master; second, there are misapprehensions
   regarding the employment pathways available to STEM students with many
   young people believing that studying these subjects will lead to poorer
   pay and a less attractive working life.
   Evidence suggests that the teaching of STEM subjects requires radical
   reform. Immersive, experiential learning and the deployment of
   self-directed learning approaches can be the catalyst for deepening
   student engagement and improving learning outcomes. However, too much
   STEM teaching remains teacher-led, didactic and one-dimensional. At
   best, this makes the learning experience more challenging in relation to
   student performance; at worst, potential STEM students are put off these
   subjects for life due to an inability to fully engage in the content of
   lessons. For those students who do stick with STEM subjects, their
   ability to develop the skills and competencies they need to operate
   effectively within highly technical employment environments can be
   diminished meaning that employers are required to undertake considerable
   retraining in order to bring graduates up to speed.
   These dual problems - of the attractiveness of STEM subjects to learners
   and the effectiveness of STEM teaching in relation to learning outcomes
   - require novel solutions. The NEWTON project funded under the
   Horizon2020 E.U. programme - is a large scale initiative to develop and
   integrate innovative technology-enhanced tools for teaching and learning
   and to create a pan-European learning network platform that supports
   fast dissemination of learning content to a wide audience in a
   ubiquitous manner. NEWTON is seeking to deploy a range of novel
   techniques and methodologies, such as AR/VR, Fab-Lab, Virtual Labs, user
   profiling, self-directed learning and gamification - that is the use of
   game mechanics - and game-based learning (the use of so-called `serious
   games') for the engagement of the student and for the enhancement of the
   learning experience, in general. Within the context of a project of this
   scale - and one that utilises the many and various elements of a modern
   learning management system - the authors of this paper have developed a
   specific model, the Newton Enhanced Gamification Model (N-EGM), which
   provides a coherent approach to the implementation and use of
   gamification and game-based learning integrating the concepts of
   socialization and personalization in an unique solution within a
   digitally-driven STEM teaching context. This paper presents that model
   and discusses, in detail, the way in which these elements can integrate
   effectively with other digital learning tools and technologies as a way
   of cultivating student motivation, increasing engagement and,
   ultimately, improving learning outcomes.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Playfoot, J (Reprint Author), White Loop Ltd, London, England.
   Playfoot, Jim, White Loop Ltd, London, England.
   De Nicola, Carmine, Beyond Srl, Florence, Italy.
   Di Salvadore, Fabio, QUI Grp Spa, Genoa, Italy.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{gamification; game-based learning; STEM teaching; pedagogical approaches
   to learning; technology enhanced learning}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Arnab S., 2012, ELECT J E LEARNING, V10, P1479.
   Bartle R., 2003, NEW RIDERS.
   Caponetto, 2011, GAMIFICATION ED LIT.
   Craft Anna, 2010, CREATIVITY ED FUTURE.
   Dicheva, 2014, GAMIFICATION ED SYST.
   Hunicke R., 2004, P CHALL GAM AI WORKS.
   Werbach K., 2012, WIN GAME THINKING CA.}},
Number-of-Cited-References = {{7}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{5}},
Usage-Count-Since-2013 = {{5}},
Doc-Delivery-Number = {{BI6TI}},
Unique-ID = {{ISI:000413668604032}},
DA = {{2018-06-08}},
}

@inproceedings{ ISI:000413668604075,
Author = {Zabalza, Ignacio and Pena, Begona and Maria Llera, Eva and Uson, Sergio
   and Martinez, Amaya and Miguel Romeo, Luis},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{DEVELOPMENT OF EDUCATIONAL VIDEOS AS REUSABLE LEARNING OBJECTS (RLO) FOR
   THEIR INTEGRATION INTO AN OPEN COURSEWARE (OCW) ON FUNDAMENTALS OF
   THERMODYNAMICS AND THERMAL ENGINEERING}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{4453-4461}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{Open educational resources (OER), openly licensed teaching, learning and
   research materials are useful tools for teaching, learning and
   assessing. In 2002 the Massachusetts Institute of Technology (MIT, USA)
   launched the Open Courseware (OCW) initiative that allowed publish
   online course materials, providing open and free access to its materials
   for educators, students, and individual learners around the world.
   Since then, the number of courses and the initiatives related to open
   education have constantly growing. At present, more than 260
   Universities and institutions working on open education from around the
   world collaborate in this Consortium, which provides access to more than
   26,000 free online courses. In this context, the concept of Reusable
   Learning Objects (RLO), which can be reused in multiple instructional
   contexts such as the OCW, emerges as independent and self-contained
   learning elements, done in digital format with a pedagogical purpose.
   Some examples of RLO include wikis, videos, podcasts, etc.
   The objective of this paper is to present the methodology and the main
   results achieved to date in a teaching innovation project financed by
   the University of Zaragoza (Spain) during the academic years 2015-16 and
   2016-17. In this project, more than 20 RLO's have been created in the
   form of educational videos under Creative Commons licenses. The aim is
   to promote self-learning and to improve the learning outcomes of five
   subjects in the field of Thermodynamics and Thermal Engineering, which
   are currently taught in three different degree courses. In order to
   assess the teaching-learning process through the educational videos,
   different questionnaires for the students have been designed and
   launched. Initially, all the videos and questionnaires are only
   accessible through a Moodle site to the students enrolled in the five
   subjects. However, at the end of this project, all the educational
   videos will be published within the OCW platform of the University of
   Zaragoza, integrating them in a free and consistent OCW specifically
   designed to support the study of thermodynamics and thermal engineering
   fundamentals. In this way, the project is in line with the ``four R's of
   openness{''} framework, which includes the possibility of reusing,
   redistributing, revising and remixing all the learning objects
   developed.
   So far, the results show that most students are satisfied or very
   satisfied with this innovation experience. In this sense, they consider
   that the use of educational videos has improved their learning process,
   increasing their motivation to study and helping them understand the
   most complicated topics.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Zabalza, I (Reprint Author), Univ Zaragoza, Dept Mech Engn, Zaragoza, Spain.
   Zabalza, Ignacio; Pena, Begona; Maria Llera, Eva; Uson, Sergio; Martinez, Amaya; Miguel Romeo, Luis, Univ Zaragoza, Dept Mech Engn, Zaragoza, Spain.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{RLO; OCW; OER; educational videos; teaching innovation}},
Keywords-Plus = {{RESOURCES; QUALITY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Funding-Acknowledgement = {{University of Zaragoza (Spain) {[}PIIDUZ\_15\_079, PIIDUZ\_16\_165,
   PIIDUZ\_16\_032]}},
Funding-Text = {{This paper has been developed in the framework of a teaching innovation
   project (Ref. numbers: PIIDUZ\_15\_079, PIIDUZ\_16\_165 and
   PIIDUZ\_16\_032) financed by the University of Zaragoza (Spain) during
   the academic years 2015-16 and 2016-17.}},
Cited-References = {{Carson Stephen, 2010, 2010 IEEE Education Engineering 2010 - The Future of Global Learning Engineering Education (EDUCON 2010), P1657, DOI 10.1109/EDUCON.2010.5492401.
   Kay RH, 2007, OPEN LEARN, V22, P5, DOI 10.1080/02680510601100135.
   Leacock TL, 2007, EDUC TECHNOL SOC, V10, P44.
   Nokelainen P, 2006, EDUC TECHNOL SOC, V9, P178.
   Pena B., 2017, P 11 ANN INT TECHN E.
   Pinto M, 2012, PERSPECT CIENC INF, V17, P82, DOI 10.1590/S1413-99362012000300007.
   Rehak D. R., 2003, REUSING ONLINE RESOU, P22.
   Sinclair J, 2013, IEEE T LEARN TECHNOL, V6, P177, DOI 10.1109/TLT.2013.6.
   Singh RG, 2016, INT J EMERG TECHNOL, V11, P4, DOI 10.3991/ijet.v11i10.5881.
   Vahdati V., 2015, P 5 INT C LEARN AN K, P73.
   Windle RJ, 2011, BRIT J EDUC TECHNOL, V42, P811, DOI 10.1111/j.1467-8535.2010.01108.x.
   Zabalza I, 2016, EDULEARN PROC, P363.}},
Number-of-Cited-References = {{12}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BI6TI}},
Unique-ID = {{ISI:000413668604075}},
DA = {{2018-06-08}},
}

@inproceedings{ ISI:000413668604104,
Author = {Soares, Filomena and Lopes, Ana Paula},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{PROMOTING AUDIOVISUAL INSIGHTS IN MATH SUBJECTS}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{4666-4675}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{It seems that the digital world is all around us, wherever we turn to.
   Although not palpable, this world is already an important part of our
   everyday lives. When we talk specifically about the teaching/learning
   process we see that, at least in the last decade, the development of
   alternative and new strategies has been huge. The way students react to
   some methods and tactics is changing and engaging then into their own
   learning process is becoming a constant ``challenge{''} to teachers, in
   all different educational levels. As Math professors in a High Education
   Institution where Mathematics is a basic and supporting course to other
   advanced (but non-Mathematical) ones, this so called ``challenge{''}
   grows exponentially.
   In this paper we analyse the impact of introducing and supporting some
   Math contents through video lectures, in a voice over presentation
   style, based on animated arrangements, in our own mother language. These
   videos were developed for a first-year Math course in several Management
   degrees in the Tourism and Hospitality Area. The specific curricular
   items were chosen with a primary objective of trying to level up the
   mathematical competencies that are fundamental to the development of
   `mathematical literacy' of our students. Our video lectures are
   available to students in our institutional Moodle platform, with all its
   features, along with other resources (as texts and proposed exercises)
   as well as in a YouTube channel. We will also describe students'
   background areas of study in preuniversity level and analyse if this has
   any influence in the way they interact with video-lectures in their own
   learning development and knowledge construction and report student's
   perception of the eventual benefits of using this digital resource in
   engaging and promoting their self-responsibility in the leaning process.
   Finally, we will analyse students' evaluation of the videos recorded by
   the professors and uploaded to the Moodle platform and YouTube as a
   learning tool.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION \& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Soares, F (Reprint Author), Polytech Porto, ESHT, ESMAD, Oporto, Portugal.
   Soares, Filomena, Polytech Porto, ESHT, ESMAD, Oporto, Portugal.
   Lopes, Ana Paula, Polytech Porto, ISCAP CICE UIE, CEPESE, Oporto, Portugal.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{Video-lectures; Open Resources; Higher Education; Teaching and Learning
   strategies; Online Education; Technology Innovation}},
Keywords-Plus = {{VIDEO LECTURES; MOOC}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Babo L., 2008, ENMA2008 INT C ENG M.
   Dgemecpt, 2002, PROGR MAT B 11 AN.
   Dgemecpt, 2001, PROGR MAT APL CIENC.
   Dgemecpt, 2002, PROGR MAT B 10 AN.
   Giannakos MN, 2015, INT REV RES OPEN DIS, V16, P260.
   Lopes A., 2008, INTED2008 CD P.
   Lopes AP, 2016, EDULEARN PROC, P8688.
   Lopes AP, 2016, INTED PROC, P6522.
   Lopes AP, 2015, INTED PROC, P326.
   Lopes AP, 2014, EDULEARN PROC, P5328.
   Lozano L. M., 2008, METHODOLOGY-EUR, V4, P73, DOI {[}10.1027/1614-2241.4.2.73, DOI 10.1027/1614-2241.4.2.73].
   Sadik A., 2015, INT J HIGHER ED, V4, P94.
   Soares F, 2015, ICERI PROC, P1873.
   Vieira I, 2014, EDULEARN PROC, P750.}},
Number-of-Cited-References = {{14}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BI6TI}},
Unique-ID = {{ISI:000413668604104}},
DA = {{2018-06-08}},
}

@inproceedings{ ISI:000413668604116,
Author = {Amaral, Ines and Rodriguez Fidalgo, Ma Isabel and Fidalgo Mayo, Ma Luz
   and Beitia Gomez de Segura, Javier Ignacio},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{WHEN SCIENCE BECOMES INTERACTIVE: A COLLABORATIVE PROJECT IN A
   TEACHING-LEARNING NETWORK}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{4761-4765}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{This paper presents the results of an international Project of Teaching
   Innovation developed between three universities (University of the
   Basque Country; University of Salamanca and Autonomous University of
   Lisbon). The focus was the process of virtualization of teaching
   contents. The main objective of this project was to plan and create
   digital didactic materials in an interactive format within an
   interdisciplinary perspective. Teachers and students from Science and
   Communication Sciences conceptualized and developed digital content of a
   specific course (Inorganic Chemistry) to promote an active learning
   framework in a digital environment.
   The starting point for this project was the new educational model of
   higher education and the use of technology as an element to empower the
   teaching-learning process. This paper provides an articulated analysis
   around this project, which focuses its main interest on the great
   importance that, the practical work that the students performs within
   the subjects has acquired in the new curricula, both at the level of
   hours of work and of specific weight in the final grade.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Amaral, I (Reprint Author), Univ Minho, Ctr Estudos Comunicacao \& Soc, Braga, Portugal.
   Amaral, I (Reprint Author), Univ Autonoma Lisboa, Lisbon, Portugal.
   Amaral, I (Reprint Author), Inst Super Miguel Torga, Coimbra, Portugal.
   Amaral, Ines, Univ Minho, Ctr Estudos Comunicacao \& Soc, Braga, Portugal.
   Amaral, Ines, Univ Autonoma Lisboa, Lisbon, Portugal.
   Amaral, Ines, Inst Super Miguel Torga, Coimbra, Portugal.
   Rodriguez Fidalgo, Ma Isabel, Univ Salamanca, Salamanca, Spain.
   Fidalgo Mayo, Ma Luz; Beitia Gomez de Segura, Javier Ignacio, Univ Basque Country, Leioa, Spain.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{interactive science; teaching-learning networks; new educational models}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Caldevilla D., 2010, SAPIENS, V11, P17.
   Cuenca P. O., 2007, RIED REV IBEROAMERIC, V10.
   Haro M. V., 2007, ENCY ACTIVISM SOCIAL, P19.
   Havelock R. G., 1977, IBE STUDIES SURVEYS.
   Kilpatrick J. W., 1968, IDEAS PEDAGOGICA SIG.
   Lopez G., 2005, ECOSISTEMA DIGITAL M.
   Luzuriaga L., 1968, ANTOLOGIA PEDAGOGICA.
   Yin R., 1994, CASE STUDY RES DESIG.}},
Number-of-Cited-References = {{8}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{4}},
Usage-Count-Since-2013 = {{4}},
Doc-Delivery-Number = {{BI6TI}},
Unique-ID = {{ISI:000413668604116}},
DA = {{2018-06-08}},
}

@inproceedings{ ISI:000413668604132,
Author = {Moreira, C. and Pombo, L.},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{TEACHER PROFESSIONAL DEVELOPMENT: PROMOTER OF INNOVATIVE PEDAGOGICAL
   PRACTICES WITH THE USE OF TECHNOLOGIES IN BASIC EDUCATION}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{4854-4862}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{Nowadays, the integration of Information and Communication Technologies
   (ICT) in pedagogical practices is a reality that has the potentiality to
   transform and innovate the teaching and learning process. In the 2014/15
   school year, the EduLab Program emerged, involving 10 Portuguese school
   groupings. Within the EduLab Program, the AGIRE project arose in order
   to describe and understand the needs of teaching and assessment
   practices, in a school grouping in the Centre of Portugal.
   During the second year of the EduLab project, opinions of the EduLab
   teachers about their training needs were identified. Based on those
   identified needs, a 25 hours Training Course (TC) was designed and this
   research has come out. Its goal is to develop, implement and evaluate
   the above-mentioned accredited TC to answer to the identified needs and
   enhance the Teacher Professional Development (TPD), in order to improve
   and innovate teachers' pedagogical practices. This TC includes three
   main topics: (1) outdoor learning; (2) collaborative and self-regulated
   learning; and (3) learning assessment. The recently initiated study aims
   to respond the last two topics of the TC through the preparation and
   implementation of activities carried out in this context. This
   investigation is a case study and intends to answer the research
   question ``How to promote teacher professional development, in a TC
   context, towards innovation of pedagogical practices and integrating
   technological resources provided by the EduLab?{''}. The following
   objectives were defined: (1) to identify the teachers' perceptions about
   their teaching practices with ICT; (2) to plan the last two TC's topics
   (collaborative and self-regulated learning, and learning assessment)
   that meets the teachers' needs; (3) to implement and monitor these TC's
   topics; and (4) to assess the impact of the contribution of the explored
   TC's topics in the TPD and teachers' pedagogical practices. From the
   obtained results it seems that teachers, despite low level of
   integration of digital technologies in their practices, they are
   motivated to get competences on ICT. So, it is expected that this
   research will contribute positively to the integration of ICT in
   teaching, to the professional growth of teachers, and the development of
   pedagogical and digital skills, thus fostering the change of practices.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Moreira, C (Reprint Author), Univ Aveiro, Aveiro, Portugal.
   Moreira, C.; Pombo, L., Univ Aveiro, Aveiro, Portugal.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{Information and communication technologies; EduLab; pedagogical
   practices; Teacher Professional Development; training course; TIMatrix}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Funding-Acknowledgement = {{Fundacao para a Ciencia e Tecnologia, FCT I. P. - Portugal
   {[}PD/00173/2014]}},
Funding-Text = {{This article reports research developed within the PhD Program
   Technology Enhanced Learning and Societal Challenges, funded by Fundacao
   para a Ciencia e Tecnologia, FCT I. P. - Portugal, under contract \#
   PD/00173/2014.}},
Cited-References = {{Amado J., 2014, MANUAL INVESTIGACAO.
   Araujo F., 2015, AVALIACAO FORMATIVA.
   Assessment Reform Group, 2005, ROL TEACH ASS LEARN.
   Bardin L., 2006, ANALISE CONTEUDO.
   Bartoschek T., 2017, GEOGAMES GEOPLAY GAM.
   Bryman A., 2016, QUAL RES, V6, P97.
   Carlos V., 2014, AT DIG 3 C INT TIC E, P734.
   Coutinho C. P., 2015, METODOLOGIA INVESTIG.
   Cox M., 2003, ICT PEDAGOGY REV RES.
   Dillenbourg P, 2009, TECHNOLOGY-ENHANCED LEARNING: PRINCIPLES AND PRODUCTS, P3, DOI 10.1007/978-1-4020-9827-7\_1.
   Florida Center for Instructional Technology, 2017, TECHN INT MATR.
   Harmes C., 2016, HDB RES TECHNOLOGY T, P137.
   ITL Research, 2015, MICR PART LEARN, P1.
   Joint Information Systems Committee, 2007, EFF PRACT E ASS.
   Jonassen D. H, 2003, LEARNING SOLVE PROBL.
   Marques M.M., 2011, INT J WEB BASED COMM, V7, P429.
   Meirinhos M., 2006, INT S COMPUT ED, V8, P270.
   Merriam S. B., 1998, QUALITATIVE RES CASE.
   Oliveira A., 2015, AT 4 C INT INV PRAT, P221.
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   Oliveira A., 2016, DIGITAL TECHNOLOGIES, P127.
   Pombo L., 2016, INT J RES ED SCI, V2, P16.
   Rogers Everett M., 2003, DIFFUSION INNOVATION.
   Salbego N., 2014, REV ED ARTES INCLUSA, V9, P10.
   Scott C. L., 2015, FUTURES LEARNING 2 W.
   Seabra C., 2013, REDES SOCIAIS APREND.
   Stake R., 2007, INVESTIGACION CON ES.
   UNESCO, 2011, DIG LIT ED.
   YIN R. K., 2001, ESTUDO CASO PLANEJAM.}},
Number-of-Cited-References = {{29}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{4}},
Usage-Count-Since-2013 = {{4}},
Doc-Delivery-Number = {{BI6TI}},
Unique-ID = {{ISI:000413668604132}},
DA = {{2018-06-08}},
}

@inproceedings{ ISI:000413668604133,
Author = {Grammenos, Nikolaos and Tsanakas, Panayiotis and Pavlatou, Evangelia A.},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{A WEB TOOL FOR THE DESIGNING AND DEVELOPMENT OF DIGITAL INTERACTIVE
   EDUCATIONAL/TEACHING SCENARIOS AT THE SERVICE OF EDUCATION}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{4863-4872}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{This study concerns an innovative platform entitled ``AESOP: Advanced
   Electronic Scenarios Operating Platform{''} which was developed to
   enable teachers and pupils to design, develop and evaluate interactive
   educational material.
   Special emphasis is placed on the presentation of the features and the
   potential of this electronic system as an integrated learning teaching
   and research tool of electronic lessons that exploits modern web
   technologies without any software add-ons, using only a modern Web
   Browser at any desktop or mobile computing device.
   The structure of the educational/teaching scenario is designed and
   extracted dynamically from the platform. There is extensive reference to
   the use and exploitation of a considerable number of free web-based
   tools for the design of an original or the reuse of an existing digital
   material, as well as, to the possibility of transforming a digital
   material into an interactive application.
   In each scenario the creator/designer, by using knowledge, experience
   and imagination, is able to create a compound digital material in
   accordance with one or more cognitive subjects, thematic areas and
   classifications. This is done by describing teaching goals and
   objectives, instructional phases and worksheets, and fully adjust them
   into the structure of a modern and pedagogically exploitable digital
   educational/teaching scenario that is consistent with the current
   applied Greek curricula of education.
   The potential of the AESOP Platform has already been exploited by
   thousands of Greek teachers. Currently the platform hosts high quality
   teaching digital material, scientifically and pedagogically accredited
   by the responsible scientific authority for educational issues of the
   primary and secondary education in Greece (Greek Institute of
   Educational Policy).
   Any teacher in Greece, has the potential to choose among 39 cognitive
   subjects of the primary and secondary education and to design digital
   interactive educational/teaching scenarios for all students, for diverse
   groups of students or even for individual students with special needs or
   inclinations.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Grammenos, N (Reprint Author), Natl Tech Univ Athens, Sch Chem Engn, Athens, Greece.
   Grammenos, Nikolaos; Pavlatou, Evangelia A., Natl Tech Univ Athens, Sch Chem Engn, Athens, Greece.
   Tsanakas, Panayiotis, Natl Tech Univ Athens, Sch Elect \& Comp Engn, Athens, Greece.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{educational/teaching scenarios; interactive learning scenarios;
   e-learning system; educational material design; advanced electronic
   scenarios operating platform}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Funding-Acknowledgement = {{NSRF (National Strategic Reference Framework)}},
Funding-Text = {{The AESOP platform (URL: www.aesop.iep.edu.gr) was designed and
   developed by the formal scientific and advisory authority for issues of
   primary and secondary education in Greece (Institute of Educational
   Policy - IEP, supervised by the Greek Ministry of Education, Research
   and Religion Affairs) in the frame of NSRF (National Strategic Reference
   Framework) 2007-2013 co-financing.}},
Cited-References = {{{[}Anonymous], 2002, 14841212002 IEEE.
   FCL, 2014, FCL MAGAZINE    0802.
   Grammenos N., 2016, P 4 PANH ED C CENTR.
   Kouloubaritsi A., 2011, SUPPLEMENTARY TRAINI.
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   RACTI - Research Academic Computer Technology Institute Diophantus, 2007, TRAIN MAT ED TRAIN U.
   Reiser RA, 2011, TRENDS ISSUES INSTRU.
   Wichmann A., 2010, INT C LEARN SCI 2010.}},
Number-of-Cited-References = {{12}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BI6TI}},
Unique-ID = {{ISI:000413668604133}},
DA = {{2018-06-08}},
}

@incollection{ ISI:000409910300004,
Author = {August, Anita},
Book-Author = {{Gurung, B
   Limbu, M}},
Title = {{Teaching and Learning in the Cloud: ``Anywhere, Anytime.{''} Anybody,
   Too?!}},
Booktitle = {{INTEGRATION OF CLOUD TECHNOLOGIES IN DIGITALLY NETWORKED CLASSROOMS AND
   LEARNING COMMUNITIES}},
Series = {{Advances in Educational Technologies and Instructional Design Book
   Series}},
Year = {{2017}},
Pages = {{42-52}},
Abstract = {{Knowledge is no longer produced exclusively in the traditional
   class-based learning environment. For twenty-first century learners,
   digitally networked classrooms are the new social spaces where
   innovative learning perspectives are cultivated. However, like
   traditional class-based learning environments, digitally networked
   classrooms need to be sensitive to the social forces of race, gender,
   and class that will inescapably invade digital cultures. Therefore, even
   in the cloud, this chapter argues, ``difference{''} as a concept is
   always already embedded as a contributing feature under which knowledge
   is constructed and constructing. To this end, this chapter suggests that
   a consideration of ``difference{''} and its signifying effect on cloud
   pedagogy is a useful lens to explore the phrase ``anywhere anytime{''}
   to the term ``anybody{''} in the digitally networked classroom. Finally,
   this chapter proposes that the model ``anywhere, anytime, anybody{''}
   must become part of the basic structure of a democratic and
   collaborative knowledge building community to democratize teaching and
   learning in the cloud.}},
Publisher = {{IGI GLOBAL}},
Address = {{701 E CHOCOLATE AVE, STE 200, HERSEY, PA 17033-1240 USA}},
Type = {{Article; Book Chapter}},
Language = {{English}},
Affiliation = {{August, A (Reprint Author), Sacred Heart Univ, Visual Culture Creat Writing \& Rhetor \& Writing S, Fairfield, CT 06825 USA.
   August, Anita, Sacred Heart Univ, Visual Culture Creat Writing \& Rhetor \& Writing S, Fairfield, CT 06825 USA.}},
DOI = {{10.4018/978-1-5225-1650-7.ch003}},
ISSN = {{2326-8905}},
EISSN = {{2326-8913}},
ISBN = {{978-1-5225-1651-4; 978-1-5225-1650-7}},
Research-Areas = {{Computer Science; Education \& Educational Research}},
Web-of-Science-Categories  = {{Computer Science, Interdisciplinary Applications; Education \&
   Educational Research}},
Cited-References = {{Anderson B, 1983, IMAGINED COMMUNITIES.
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   Warschauer M., 2011, LEARNING CLOUD WHY T.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BI2QW}},
Unique-ID = {{ISI:000409910300004}},
DA = {{2018-06-08}},
}

@article{ ISI:000415239100005,
Author = {Hamada, Hussein Mahmood and Haron, Ahmad Tarmizi and Zahrizan, Zahrizan
   Zakaria and Humada, Ali M.},
Title = {{Implementation of 4D/BIM in the Iraqi construction industry}},
Journal = {{INTERNATIONAL JOURNAL OF ENGINEERING SYSTEMS MODELLING AND SIMULATION}},
Year = {{2017}},
Volume = {{9}},
Number = {{4}},
Pages = {{227-236}},
Abstract = {{Building information modelling (BIM) is a new technique, which has been
   innovated from the traditional method to a modern form. BIM should be
   classified as a modern technique, since it is dealing with digital data.
   3D BIM with its time schedule results on 4D/BIM is represented by
   softwares, such as Naviswork and Syncro, which has an advantage to solve
   most of the project issues such as clash detection among projects
   components, visualisation to projects tasks, and other benefits. The aim
   of this current study is to find out the benefits and challenges of
   4D/BIM implementation in the construction projects. The data collection
   method in this research is done by conducting semi-structured interviews
   (SSIs) with the senior civil engineer in Al-Najaf hospital project in
   Iraq, in addition to that there is the extensive literature review about
   the benefits, challenges and obstacles in the implementation of 4D/BIM.
   Analysis of the results was conducted by adopting content analysis
   method (CAM). The results proved that the construction industry in Iraq
   needs to further support from the government by increasing awareness and
   financial support for construction companies.}},
Publisher = {{INDERSCIENCE ENTERPRISES LTD}},
Address = {{WORLD TRADE CENTER BLDG, 29 ROUTE DE PRE-BOIS, CASE POSTALE 856, CH-1215
   GENEVA, SWITZERLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hamada, HM (Reprint Author), Univ Malaysia Pahang, Fac Civil Engn \& Earth Resources, Gambang 26300, Malaysia.
   Hamada, Hussein Mahmood; Haron, Ahmad Tarmizi; Zahrizan, Zahrizan Zakaria, Univ Malaysia Pahang, Fac Civil Engn \& Earth Resources, Gambang 26300, Malaysia.
   Humada, Ali M., Minist Elect, Elect Prod Directorate Salahaldeen, Baiji 34007, Iraq.}},
DOI = {{10.1504/IJESMS.2017.10008443}},
ISSN = {{1755-9758}},
EISSN = {{1755-9766}},
Keywords = {{building information modelling; BIM; 4D/BIM; Al-Najaf Hospital project;
   Naviswork and Syncro; Iraq construction industry}},
Keywords-Plus = {{4D CAD; BIM; INFORMATION; MANAGEMENT; ADOPTION; VISUALIZATION;
   SIMULATION; INNOVATION; BARRIERS; PROJECTS}},
Research-Areas = {{Engineering}},
Web-of-Science-Categories  = {{Engineering, Multidisciplinary}},
Author-Email = {{enghuss06@yahoo.com
   ahmadtarmizi@ump.edu.my
   zahrizan@ump.edu.my
   alimhm82@yahoo.com}},
Cited-References = {{Abeid J, 2003, AUTOMAT CONSTR, V12, P603, DOI 10.1016/S0926-5805(03)00042-6.
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   Wong A., 2009, P INT C CHANG ROL NE, P5.}},
Number-of-Cited-References = {{64}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{6}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Int. J. Eng. Syst. Model. Simul.}},
Doc-Delivery-Number = {{FM7FR}},
Unique-ID = {{ISI:000415239100005}},
DA = {{2018-06-08}},
}

@article{ ISI:000406907400010,
Author = {Reale, Elisabetta},
Title = {{Public administration archives: state of the art of record management
   and classification systems}},
Journal = {{JLIS.IT}},
Year = {{2017}},
Volume = {{8}},
Number = {{2}},
Pages = {{114-125}},
Abstract = {{The contribution is aimed at presenting the state of art related to the
   records management in the public sector and, more specifically, to the
   main tools required for managing current records according to the
   Direction general for Archives and its specific competencies which imply
   a role for defining and approving classification and preservation plans.
   The article analyses various projects developed for the public sectors
   in the last 25 years in connection with the innovation processes for the
   public administration and the crucial role recognized to the records
   management. The paper illustrates the work done by working groups for
   universities, municipalities, regions and provinces but also for health
   environment, chambers of trade, banks and educational institutions. With
   reference to the State institutions, a general picture is presented for
   ministries such as Ministry of Justice and Ministry for cultural
   heritage. In the last case the classification system developed and
   adopted in 2004 in connection with the electronic registry system is
   discussed in detail. The paper presents also the project supported by
   the Agenzia dell'Italia digitale (AGID) dedicated to the definition of a
   common classification plan for administrative functions in the public
   sector. Even if not complete the picture is able to provide elements to
   evaluate the tools and their critical aspects, to stress the need for
   cooperation, to update the present systems and study general
   methodologies. The contribution is also dedicated to the role of
   professionals with specific experience in the records management systems
   for public sector.}},
Publisher = {{UNIV STUDI FIRENZE, DIPT STUDI MEDIOEVO \& RINASCIMENTO}},
Address = {{PIAZZA BRUNELLESCHI 3-4, FLORENCE, 50121, ITALY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Reale, E (Reprint Author), Direz Gen Archivi, Rome, Italy.
   Reale, Elisabetta, Direz Gen Archivi, Rome, Italy.}},
DOI = {{10.4403/jlis.it-12368}},
ISSN = {{2038-5366}},
EISSN = {{2038-1026}},
Keywords = {{Public sector; Records Management; Classification System}},
Research-Areas = {{Information Science \& Library Science}},
Web-of-Science-Categories  = {{Information Science \& Library Science}},
Author-Email = {{elisabetta.reale@beniculturali.it}},
Cited-References = {{Gruppo di Lavoro AGID, 2016, DIFF COLL MIBACT MOD.
   Guercio Maria, 2002, GESTIONE INTEGRATA D.
   Rossi Elena Aga, 2005, METODOLOGIA DEFINIZI.}},
Number-of-Cited-References = {{3}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{13}},
Usage-Count-Since-2013 = {{13}},
Journal-ISO = {{JLIS.it}},
Doc-Delivery-Number = {{FC5UO}},
Unique-ID = {{ISI:000406907400010}},
OA = {{gold}},
DA = {{2018-06-08}},
}

@incollection{ ISI:000413072700024,
Author = {May, Elebeoba E. and Harper, Jason C. and Brozik, Susan M.},
Editor = {{Suzuki, J and Nakano, T and Moore, MJ}},
Title = {{Computational Biosensors: Molecules, Algorithms, and Detection Platforms}},
Booktitle = {{MODELING, METHODOLOGIES AND TOOLS FOR MOLECULAR AND NANO-SCALE
   COMMUNICATIONS: MODELING, METHODOLOGIES AND TOOLS}},
Series = {{Modeling and Optimization in Science and Technologies}},
Year = {{2017}},
Volume = {{9}},
Pages = {{541-577}},
Abstract = {{Advanced nucleic acid-based sensor-applications require computationally
   intelligent biosensors that are able to concurrently perform complex
   detection and classification of samples within an in vitro platform.
   Realization of these cutting-edge computational biosensor systems
   necessitates innovation and integration of three key technologies:
   molecular probes with computational capabilities, algorithmic methods to
   enable in vitro computational post processing and classification, and
   immobilization and detection approaches that enable the realization of
   deployable computational biosensor platforms. We provide an overview of
   current technologies, including our contributions towards the
   development of computational biosensor systems.}},
Publisher = {{SPRINGER INTERNATIONAL PUBLISHING AG}},
Address = {{GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND}},
Type = {{Article; Book Chapter}},
Language = {{English}},
Affiliation = {{May, EE (Reprint Author), Univ Huston, Houston, TX 77004 USA.
   May, Elebeoba E., Univ Huston, Houston, TX 77004 USA.
   Harper, Jason C.; Brozik, Susan M., Sandia Natl Labs, POB 5800, Albuquerque, NM 87185 USA.}},
DOI = {{10.1007/978-3-319-50688-3\_23}},
ISSN = {{2196-7334}},
ISBN = {{978-3-319-50688-3; 978-3-319-50686-9}},
Keywords = {{Biomolecular logic systems; Digital biosensors; DNA computing;
   Computational biosensors; Intelligent biosensor; Application- and
   Substrate-specific algorithms; DNA detection; Deoxyribozymes; Enzymes}},
Keywords-Plus = {{IN-VITRO SELECTION; NEAREST-NEIGHBOR THERMODYNAMICS; MODIFIED ORGANISMS
   GMOS; AUTONOMOUS DNA MACHINE; INFLUENZA-A VIRUSES; LOGIC GATES;
   BIOMEDICAL APPLICATIONS; NUCLEIC-ACIDS; MYCOBACTERIUM-TUBERCULOSIS;
   BIOANALYTICAL APPLICATIONS}},
Research-Areas = {{Engineering; Telecommunications}},
Web-of-Science-Categories  = {{Engineering, Electrical \& Electronic; Telecommunications}},
Author-Email = {{eemay@uh.edu}},
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