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eLearning and research
The research GRoup of Interaction And e-Learning (GRIAL) is a Recognised Research Group of the University of Salamanca and a Recognised Group of Excellence by the Regional Council of Castille and León. The group is formed by a large number of researchers from different fields of knowledge (see "Miembros del grupo"). Most members have a technical or a pedagogical profile, but there are also members with expertise in e-Learning project management, Humanities, Sciences, etc. The research activity of the group in these last few years has ranged from purely technical and computing projects to the development of pedagogical methodologies and models of reference in the field of online learning which have gained international recognition and awards.
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The Socialbot Network: When Bots Socialize for Fame and Money

ABSTRACT
Online Social Networks (OSNs) have become an integral
part of today's Web. Politicians, celebrities, revolutionists,
and others use OSNs as a podium to deliver their message
to millions of active web users. Unfortunately, in the wrong
hands, OSNs can be used to run astroturf campaigns to
spread misinformation and propaganda. Such campaigns
usually start o by in ltrating a targeted OSN on a large
scale. In this paper, we evaluate how vulnerable OSNs are
to a large-scale in ltration by socialbots: computer programs
that control OSN accounts and mimic real users. We adopt
a traditional web-based botnet design and built a Socialbot
Network (SbN): a group of adaptive socialbots that are or-
chestrated in a command-and-control fashion. We operated
such an SbN on Facebook|a 750 million user OSN|for
about 8 weeks. We collected data related to users' behav-
ior in response to a large-scale in ltration where socialbots
were used to connect to a large number of Facebook users.
Our results show that (1) OSNs, such as Facebook, can be
in ltrated with a success rate of up to 80%, (2) depending
on users' privacy settings, a successful in ltration can result
in privacy breaches where even more users' data are exposed
when compared to a purely public access, and (3) in prac-
tice, OSN security defenses, such as the Facebook Immune
System, are not e ective enough in detecting or stopping a
large-scale in ltration as it occur

 

http://lersse-dl.ece.ubc.ca/record/264/files/ACSAC_2011.pdf?version=1

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Development of Learning Theories |Centre for Research on Networked Learning and Knowledge Building

Development of Learning Theories |Centre for Research on Networked Learning and Knowledge Building | eLearning and research | Scoop.it

Centre for Research on Networked Learning and Knowledge Building: Scientific background - University of Helsinki, Finland.

Networked Learning explored. New metaphors of learning: going beyond constructivism - learning as knowledge acquisition, participation, knowledge creation, progressive inquiry; knowledge building, collaborative nature of learning and cognitive growth.

A really worthwhile read!

 


Via Anne Whaits
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Evaluación por competencias

Evaluación por competencias | eLearning and research | Scoop.it
Cuando estaba estudiando en el instituto, tenía un profesor que cada vez que un alumno escribía en un examen o  en un ejercicio una "burrada" decía: "es que el papel lo aguanta todo"; esta máx...

Via Ramon Aragon
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Game-Based Learning Units for the Everyday Teacher | Edutopia

Game-Based Learning Units for the Everyday Teacher | Edutopia | eLearning and research | Scoop.it
A game-based unit includes structures, themes, and mechanisms for trial and error.
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Smart Phone, Smart Science: How the Use of Smartphones Can Revolutionize Research in Cognitive Science

Smart Phone, Smart Science: How the Use of Smartphones Can Revolutionize Research in Cognitive Science | eLearning and research | Scoop.it

Abstract Top
Investigating human cognitive faculties such as language, attention, and memory most often relies on testing small and homogeneous groups of volunteers coming to research facilities where they are asked to participate in behavioral experiments. We show that this limitation and sampling bias can be overcome by using smartphone technology to collect data in cognitive science experiments from thousands of subjects from all over the world. This mass coordinated use of smartphones creates a novel and powerful scientific “instrument” that yields the data necessary to test universal theories of cognition. This increase in power represents a potential revolution in cognitive science.

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Las revisiones sistemáticas | Centro Cochrane Iberoamericano

Las revisiones sistemáticas | Centro Cochrane Iberoamericano | eLearning and research | Scoop.it

Revisiones sistemáticas

Si alguien decide hacer una visión crítica de los artículos que han aparecido en la literatura médica o de salud sobre un tema en particular se dice que es «una revisión de la literatura".

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The Future of Online Teaching and Learning in Higher Education: The Survey Says… (EDUCAUSE Quarterly) | EDUCAUSE

By Kyong-Jee Kim and Curtis J. Bonk
Institutions of higher education have increasingly embraced online education, and the number of students enrolled in distance programs is rapidly rising in colleges and universities throughout the United States. In response to these changes in enrollment demands, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents.

In part, this confusion swells as higher education explores dozens of e-learning technologies (for example, electronic books, simulations, text messaging, podcasting, wikis, blogs), with new ones seeming to emerge each week. Such technologies confront instructors and administrators at a time of continued budget retrenchments and rethinking. Adding to this dilemma, bored students are dropping out of online classes while pleading for richer and more engaging online learning experiences.1 Given the demand for online learning, the plethora of online technologies to incorporate into teaching, the budgetary problems, and the opportunities for innovation, we argue that online learning environments are facing a "perfect e-storm," linking pedagogy, technology, and learner needs.2

Considering the extensive turbulence created by the perfect storm surrounding e-learning, it is not surprising that opinions are mixed about the benefits of online teaching and learning in higher education. As illustrated in numerous issues of the Chronicle of Higher Education during the past decade, excitement and enthusiasm for e-learning alternate with a pervasive sense of e-learning gloom, disappointment, bankruptcy and lawsuits, and myriad other contentions.3 Appropriately, the question arises as to where online learning is headed. Navigating online education requires an understanding of the current state and the future direction of online teaching and learning.

The study described here surveyed instructors and administrators in postsecondary institutions, mainly in the United States, to explore future trends of online education. In particular, the study makes predictions regarding the changing roles of online instructors, student expectations and needs related to online learning, pedagogical innovation, and projected technology use in online teaching and learning.

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Rescooped by GRIAL Univ Salamanca from Ciencia 2.0
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The OpenScience Project

The OpenScience Project | eLearning and research | Scoop.it
They're a group of scientists, mathematicians and engineers who want to encourage a collaborative environment in which science can be pursued by anyone who is inspired to discover something new about the natural world.

Via Abel Revoredo, Mitvia Blanco
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Rescooped by GRIAL Univ Salamanca from Digital scholar(ship)
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Data science is a pipeline between academic disciplines - O'Reilly Radar

Data science is a pipeline between academic disciplines - O'Reilly Radar | eLearning and research | Scoop.it
Strata speaker and PhD candidate Drew Conway discusses how data science is influencing the processes and outcomes of academic research in the social sciences.

Via antonella esposito
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elearn Magazine: The Effects of Twitter in an Online Learning Environment

elearn Magazine: The Effects of Twitter in an Online Learning Environment | eLearning and research | Scoop.it
Twitter is a popular microblogging tool designed to answer the question...
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¿Eres investigador y quieres venir a España? ¿Eres un investigador español y quieres desplazarte al extranjero?

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10 Ways Researchers Can Use Twitter | Networked Researcher

10 Ways Researchers Can Use Twitter | Networked Researcher | eLearning and research | Scoop.it

Via antonella esposito
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Eduteka - Aprendizaje Esencial con Herramientas Digitales, Internet y Web 2.0

El Aprendizaje por Proyectos se ha enriquecido considerablemente con las funcionalidades que ofrece la Web 2.0.
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Tweeting for teachers

How can social media support teacher professional development?

 

http://pearsoncpl.com/wp-content/uploads/2011/10/Tweeting-for-teachers.pdf

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Medición de las tic's en educación

DOCUmENTO TéCNICO Nº 2MEDICIÓN DE LAS TECNOLOGÍAS DE LA INFORMACIÓNY LA COMUNICACIÓN (TIC) EN EDUCACIÓN -MANUAL DEL USUARIO...

Via Jairo Acosta Solano, Adriana Favieri, Ana Rodera
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Access to scientific publications should be a fundamental right

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Ana Cristina Pratas's comment, October 31, 2011 12:22 AM
Absolutely agree!
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Comparison of 1:1 and 1:m CSCL environment for collaborative concept mappingjcal_421

This paper reports an investigation into the effects of collaborative concept mapping in a digital learning environment, in terms of students’ overall learning gains, knowledge retention, quality of student artefacts (the collaboratively created concept maps), interactive patterns, and learning perceptions. Sixty-four 12-year-old students from two 6th grade classes (32 from each class) participated in the study. Guided by the methodology of quasi-experimental research, group scribbles 1.0 was adopted in which students carried out collaborative concept mapping activities for social studies in two different settings: (1) 1:1 (one-device-per-student) – students working in pairs with one Tablet PC assigned to each of them; and (2) 1:m (one-device-tomany-students) – multiple students sharing a Tablet PC. Both settings were evaluated and the interactional patterns of the student groups’ concept mapping were identified. The results indicated that in both 1:1 and 1:m settings, students had improved their learning results and retention. Nevertheless, while 1:1 groups had demonstrated more consistency in group participation, improved communication and interaction, the 1:m groups had instead generated superior artefacts as all the notes were well discussed among the group members. The findings suggest that a higher quality of collaborative processes does not necessarily lead to improved student artefacts

 

 

http://nhcuer.lib.nhcue.edu.tw/bitstream/392440000Q/4557/1/1+JCAL.pdf

 

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High Tech Schools: 7 Innovative Ways Teachers Are Using Tech In The Classroom

High Tech Schools: 7 Innovative Ways Teachers Are Using Tech In The Classroom | eLearning and research | Scoop.it
Many schools across the country have rules about tech in the classroom, but they’re not the rules you might think. Teachers instruct students to take out their smartphones, to power up their iPads, and to log in to Twitter.

Via L. García Aretio
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Culturomics, Ngrams and new power tools for Science - Research Blog

Culturomics, Ngrams and new power tools for Science - Research Blog | eLearning and research | Scoop.it

Culturomics, Ngrams and new power tools for Science

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21 things that will be obsolete in classrooms in the next decade

21 things that will be obsolete in classrooms in the next decade | eLearning and research | Scoop.it

I came across this article at Mindshift.  I don't know that I really agree with the predictions made by the author but it is great to see that people are thinking about new ways to teach and learn.  I'd love to hear what you think.


Via L. García Aretio
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Rescooped by GRIAL Univ Salamanca from TIC y educación
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6ta. Conferencia Latinoamericana de Objetos de Aprendizaje y Tecnologías para la Educación (LACLO 2011)

Este año, la Universidad de la República, de Uruguay, coordina los trabajos de la 6ta. Conferencia Latinoamericana de Objetos de Aprendizaje y Tecnologías para la Educación (LACLO 2011) a realizarse del 11 al 14 de octubre en la hermosa ciudad de Montevideo, Uruguay.


Via Félix M. Cervantes, ferbor
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