This research focuses on the critical role of urban environmental education for addressing both human well-being and climate change, especially in densely populated metropolitan regions. Recognizing the particular vulnerability of these urban zones, the study introduces educational innovations to respond to these intertwined societal and ecological challenges. By integrating advanced technologies such as sensors, IoT, and generative Artificial Intelligence with inquiry-based pedagogy, the initiative promotes broader democratic engagement. This approach results in the development of accessible technological solutions that visualize and disseminate data on key urban environmental indicators, such as tree coverage and heat islands. By merging these technologies with pedagogic activities, the study presents novel learning designs that bolster both digital and environmental competencies. A cascading model ensures that educators and academic institutions are equipped with the necessary training, tools, and designs to champion eco-conscious urban information strategies, further supported by open online learning activities for effective real-world application.

This paper describes the organization and results of several MOOCs delivered about technical topics (i.e., digital electronics, VHDL design on FPGAs, open education and OERs repositories and the use of STEAM technologies to encourage diversity and inclusion), where online laboratories have been used in some of them. An analysis of the enrollment, students participating on tasks or quizzes, drop-out rate and certifications requests have been done.

This paper describes the design and development of a Remote Laboratory based on a single board computer (Raspberry Pi). This lab consist of 3 experiments, each one of them have a controller with different construction or configuration characteristics, allowing users to experiment with electrical and electronic control elements, presenting the possibility of open and closed control loops.

Computational Thinking is a competence that is developed more in the last few years. This is due to the multitude of benefits it has in the classroom. Throughout this article we show a series of activities that promote the development of Computational Thinking using tools that allow visual block programming. The particularity of these activities is that some of them were performed during the confinement due to the COVID-19 and other activities were performed later, in the period known as the new normality. Throughout the article, details are provided about the different sessions. The different visual programming tools by blocks and the educational scenarios used are also indicated. In addition, the results obtained are shown.

In this paper a model to track learning experiences from an interactive e-book is presented. For this a digital book coherent with the EPUB3 standards has been made by exporting an existing course in a learning management system and replicating its interactive behavior. Defining trigger points throughout the book and amongst the interactions made by the students, that send data to a learning record store, enrich the e-book and provide the possibility to analyze and preview statistical data for students’ commitment to learning the material and their actions over the whole course. The xAPI specification helps collect educational data and store it in a database, which can be used for creating a further set of reports anytime in the future.

This study analyzes a gamification experience in a Network Security Management subject of an Information Technology Engineering degree to evaluate whether the spaced-education methodology contributes to the learning improvement. The gamification experience is carried out by an automatic daily delivery of technical questions to students by e-mail.

The 2030 Agenda for Sustainable Development of UNESCO establishes goals and targets in areas of critical importance for humanity. Recently, members of the eMadrid network have organized the Conference Learning with MOOCs (LWMOOCS 2018), the leading worldwide global conference, inspired by this year's theme “MOOCs for All - A Social and International Approach”. This paper analyzes the main outcomes of this conference organized around the “Quality Education”, the Sustainable Development Goal 4.

In the process of searching for open educational resources, the use of ontologies is a key aspect in the reusability of resources for instructional purposes. In this paper, we address the issue of automatic tagging and classifying open educational resources by means of text mining techniques. The purpose is to set up a semantic framework in order to be used in the process of authoring educational material. Thus, authoring can be turned from a simple aggregation process into a dynamic and automatic selection of appropriate resources based on instructional needs and learning design.

Intelligence in educational environmentsThe current maturity of the e-learning industry and continuous technological development based on cognitive computing and the cloud are challenging university and industry research

A dedicated methodology for the production of MOOC videos has been implemented within the IN-CLOUD project, to guide all the partners, participants, and stakeholders, who will have to record them. In this case, the expertise needs have been achieved by the design and implementation of online courses for both open education (OCW and MOOC) and formal life-long learning technical courses. This paper suggests best practices for MOOC video production, including the basic principles of image language, the most common mistakes made when producing a first video, and the narrative structure.

The arrival of new electronic devices and high-speed Internet connections have provoked a revolution on the Web design, introducing new concepts as responsive web and OneWeb. Web developments should be able to adapt to any device. Applying these concepts it has been created a web application called "Formulas App", which is a perfect complement for enriching learning scenarios, mainly dictated to science fields such as physics, mathematics or electronics. Such application provides added value to virtual and remote laboratories, PDF files, videos or education tools, such as quizzes, forums or chats. In addition all of them could be integrated inside Learning Management Systems (LMS) and Personal Learning Environment (PLE) and create complete and efficient learning scenarios, scaffoldings.

Reputation systems have been showed as effective mechanisms for capturing and extracting the global view a society has about some entities. Traditionally, these systems are based on capturing users' opinions through quantitative evaluations given by numerical ratings. However, it has been demonstrated that mapping opinions to numerical values might entail biased problems, skewing the reputation of some entities. In this work, we present our proposal for dealing with such problems, based on capturing opinions through comparative evaluations. Besides, we state that this mechanism can be successfully applied in MOOCs, in order to estimate the reputation of learning resources, allowing us to provide students/users with better resources.

In this paper we focus on the achievements of eMadrid initiative in some fields of technology-enhanced learning, mainly involving the improvement of the mechanisms for open educational content retrieval from Internet, considering Internet resources as potential learning objects. Also we facilitate the integration of remote laboratories and external tools in virtual campuses architectures supporting enriched capabilities and describe a way to cluster and identify learner weaknesses using a learning analytics approach in combination with the item response theory.

Assessment and evaluation of students' performance has always played an important role in the learning process as it provides information about the level of knowledge acquired on a subject, and the progress that has been achieved. However, another main issue is detecting the thematic core in which the students have learning problems because they are evaluated in terms of competencies. This study proposes an adaptive approach to diagnose and feedback students, and makes use of the Item Response Theory to estimate skill levels and classify the students. In addition, it uses a model of concepts' relationship between the concepts and the items of the test. The purpose is to diagnose students' cognitive problems and provide personalized and intelligent learning suggestions. This approach can be used as a system of intelligent diagnosis that receives a set of responses, and generates a data set of weak concepts for each student, specifying their learning path and resulting in clustering individuals who share the same shortcomings to ease any process of group feedback.

This paper presents a new educational system to automatically adapt the evaluation activities to the students' needs in the context of Higher Engineering Education. As an example, a subject focused on the configuration of network services has been chosen to implement our proposal. Therefore, the system will be able to guide each student through the learning process based on his/her particular knowledge-level. In addition to this, specific techniques are needed to dynamically evolve the system depending on the students' progress. In our case, this is analyzed by using data mining techniques. Finally, we show survey results, which illustrate the ease of use and usefulness of the system.

Mobile learning is impacting education using different technologies and methodologies. This article introduces two relevant learning experiences at UNED where new mobile technologies and pedagogical methodologies were applied. The first experience was based on a ubiquitous annotation system, while the second one used augmented reality to create an engaging mobile collaborative and open environment where students were learners and teachers at the same time, publishing content and learning from the content published by other peers.

Merging a Learning Management System (LMS) and a social network has social advantages for students. Among others, students can show off their achievements among their acquaintances, which in turn improves their social leadership and self-esteem. This is specially true in the case of distance learning, where there are no physical interactions between students, so their student life is totally isolated from their everyday life (e.g. students do not go out together, since they may live in different cities or even countries although they study the same subjects). All these points suggest that the use of social networks for distance teaching has clear advantages that can be harnessed. In order to achieve the aforementioned benefits, we are working on integrating a commonly used LMS, Moodle, into one of the most widely-used social network, Facebook. This integration allows students and faculty to use Facebook as a communication tool that improves the learning process and social life of students in the ways presented before.

This paper shows an approach to build communities of students working collaboratively to create educational content. We present an evaluation of the usability of a customized semantic environment and show how it interacts with a semantic wiki-based approach. Additionally, a proposal for a manageable hybrid methodology for the creation of ontologies is given. The result is a tool: OntoWikiUTPL and SemanticWikiUTPL, which allows the academic community to create semantic content. Thus, it is an interesting step toward innovation in interactive educational projects and collaborative activities in the Universidad Técnica Particular de Loja (UTPL).

Concept maps are commonly used as knowledge representation mechanisms to classify a given domain in the scope of a constructivist knowledge building process. In this paper we carry out social constructivist learning experiences using concept maps as a collaborative knowledge-sharing tool with applications in the coordination of virtual communities for learning. In our experiment, the community studies an environmental area-theoretically and in-situ, collects data from a variety of experiments and makes a representation of it. Then, they build a common concept map representing their understanding of this area using a set of tools developed ad-hoc and integrated by a metamodel wrapping approach. Finally, they complete it linking their node with the collected information as a way to organize and to navigate through the different pieces of knowledge that they have been accumulating during several fieldtrips.