This work proposes an approach based on Large Language Models (LLMs) for creating digital collections from free-text medical reports. The approach uses instruct LLMs to extract relevant clinical terms from these reports, as well as to catalog them using the extracted terms. The cataloged reports are then integrated into a digital collection management platform, enabling further curation by clinical experts. To confirm the feasibility of the approach, we used various models associated with DeepSeek, as well as a coding model developed by Alibaba, and the experimental Clavy reconfigurable collection management platform to handle the resulting collections. The preliminary evaluation results demonstrate the feasibility of the approach, even without relying on external services that could compromise data privacy in real-world scenarios, or on particularly expensive dedicated hardware.

This research promotes innovative, dynamic learning scenarios by supporting gamified flipped learning through a model-driven authoring tool. It also incorporates Agile principles, namely Scrum, to promote flexibility and adaptability based on learners' diversity and feedback. Moreover, the approach integrates APIs for IoT devices (e.g., Raspberry Pi) and AI-powered APIs for real-time data analysis. Furthermore, to facilitate the upcoming enactment, it employs Atlas Transformation Language (ATL)-based model-to-model transformation to generate Business Process Management Notation (BPMN) 2.0 models from learning scenarios. It reduces the gap between pedagogical design and BPMN platforms. Preliminary results show positive educators' user feedback and an accurate, coherent BPMN model transformation

The information produced during clinical practice is of unquestionable value from a didactic point of view. Thus, there is a need for methods to generate educational content from this information in an agile, effective, and automatable way. This paper proposes a method that transforms clinical cases coded in the HL7 clinical interoperability standard FHIR into educational content compliant with the IMS CP standard. To demonstrate the feasibility of the method, we describe an implementation using the collaborative clinical case design platform Mosaico as the FHIR case provider and the Clavy digital collection management platform to transform these FHIR cases into IMS CP e-Learning content, ready to be deployed in a Learning Management System (LMS).

In this paper, we describe how to transform unstructured free-text clinical corpora, made from reports written in natural language and complementary assets (e.g., medical images, laboratory results, etc.), into collections of digital objects compatible with Clavy, a tool for managing reconfigurable digital collections. It will allow healthcare experts to subsequently reorganize the resulting collections to adapt them to their specific needs. The transformation will be achieved through the use of MetaMap, a robust tool for mapping clinical texts into the UMLS (Unified Medical Language System) thesaurus. Thus, by processing reports with MetaMap, we will be able to extract a significant set of corpus-specific UMLS terms, grouped according to relevant semantic types, which will be used to support a preliminary organization of the resources in the Clavy collection. We illustrate the viability of the approach with the generation of a reconfigurable Clavy collection from the Indiana Chest X-ray corpus of radiology reports and images. On the basis of this case study, we also discuss the strengths and weaknesses of the approach proposed.

Interactive fiction is a part of digital literature that promotes the active role of the reader in the reading process of an electronic book (e-book). For this purpose, multimedia resources are included within the content of the e-book, with which the reader has to interact. As a consequence, a richer reading experience is promoted, according to which the reader must decide how to continue the story he/she is reading, and, in turn, these decisions condition the future course of the story. However, the main problem faced by writers of interactive fiction is the lack of editors that make it easier for them, who are not necessarily experts in interactive content design, to use these strategies in the contents of their e-books, and which in turn offer them enough narrative flexibility. For this purpose, we have developed IFDBMaker, an interactive fiction authoring tool oriented to writers with no prior knowledge in digital content production. This tool is equipped with a web-based interface and lets non-technical writers use sophisticated narrative resources while authoring interactive fiction e-books with the sole support of a simple web browser.

Interactive fiction is an area of work within digital literature that aims to insert elements within the content of a digital book that force the reader to participate actively in reading the book. For this, strategies are used such as for the reader to make decisions about which is the next chapter to read or how the story told at a certain point in the book should continue. In this article we present a software tool oriented to the edition of digital books that implements diverse functionalities to insert elements of interactive fiction following the stretchtext hypertext paradigm.

Evaluators 2.0 is an educational software system that lets instructors in introductory compiler construction courses generate interactive simulators from batteries of exercises concerning basic concepts in attribute grammars. The system also makes it possible to analyze the activities of the students who use these simulators. Students interact with the simulators generated to decide the evaluation order of semantic attributes in the attributed syntax trees, and they receive immediate feedback about the actions performed. Thus, these simulations help students to understand the fundamental concepts of the formalism of attribute grammars and of its underlying computational model. This paper describes the different software tools that constitute Evaluators 2.0 as well as the nature of the simulators generated, and also reports on different assessments of the system involving both instructors and students.

In this paper we present a process model for the construction of educational games, which is driven by the exercises proposed by the instructors. This model promotes a tight collaboration between instructors and game developers during game construction. It also incorporates formative evaluation accomplished by instructors and students. In order to illustrate the process, we use an experience concerning game-based learning in a Compiler Construction Course.

In this position paper we analyze how the combination of repositories of learning objects and recommender systems can support self-regulated learning in technical domains. Additionally, we support our position with a case-study concerning the domain of Compiler Construction in Computer Science Advanced Education.

Many e-learning tools are based on domain-specific languages (DSLs) targeted to the educational domain. Thus, methods and techniques from the programming language community can help in developing these tools. In this paper, we show how attribute grammars, a well-known declarative specification method for the syntax and semantics of programming languages, can facilitate the production and subsequent evolution of e-learning tools. We also describe how we produced and extended, a courseware system supporting an XML-based DSL, by using XLOP (XML Language-Oriented Processing), a meta-tool supporting attribute grammars for the development of XML processing applications.

The services provided by learning object repositories are usually enabled by the processing of the metadata documents associated with these learning objects. This paper proposes a way to process these metadata documents, which are usually encoded in XML, through a framework called XLOP. XLOP is based on attribute grammars, a well-known technique used in the development of language processors. XLOP makes the automatic generation of efficient XML processing components from high-level specifications possible, enhancing the maintainability of the aforementioned services. The technique is illustrated in the context of Chasqui, a system for building repositories of learning objects in specialized domains.

IMS Learning Design (IMS LD) is a powerful and expressive educational modeling language, which is becoming a “de facto” encoding and interchange standard for activity-based courses. IMS LD expressivity includes functionalities such as the adaptation of the runtime behavior of the courses according to the performance and the specific needs of the learners. But these formally described courses, called Units of Learning (UoLs) in IMS LD, are difficult to understand and reuse by instructors, hindering IMS LD adoption. In this paper we describe how these shortcomings are resolved in e-LD, a flow-oriented authoring tool for IMS LD. In e-LD preexisting designs encoded in IMS LD are automatically processed to produce a more understandable presentation with different views, such as a browse-able hyper-textual view or a graphical representation of the dependencies between UoL conditions and other components of the learning design. These views help to enhance UoLs’ comprehension by instructors.

In this paper we describe the e-LD approach for the design and repurposing of Units of Learning (UoLs). This approach is centered in domain-specific Educational Modeling Languages (EMLs) built with the close collaboration between instructors and developers. The products of this collaboration are: (i) the definition of a suitable authoring EML, and (ii) the construction of software tools to allow the importation and authoring of UoLs. The domain-specific authoring EMLs and tools simplify the production and repurposing of UoLs.

This paper describes a social approach to tagging learning objects with metadata. In this approach learning objects’ creators use a metadata schema that is extended with new categories as more and more learning objects are tagged. These new categories are made available for the rest of the creators’ community. The approach also lets creators restructure metadata schemas. The mechanism is also powerful enough to reify (and therefore to interoperate with) existing metadata specifications (e.g. LOM). We have tested this approach in Chasqui, a system for the production and deployment of repositories of learning objects in specialized domains, where metadata are exploited during navigation and search.

Digital games are becoming a rising trend in e-Learning due to their potential educational benefits. However, their application is hindered by issues such as their high production costs and the difficulty of getting instructors involved in the development process, a required aspect in order to achieve educational value. In this paper we propose to tackle those issues by developing new, instructor-oriented, authoring tools for educational videogames. These principles are carried out in the platform: a complete instructor-oriented authoring toolkit for educational point-and-click adventure videogames.

PAG (Prototyping with Attribute Grammars) is an environment that promotes active learning in courses on language processing (e.g. compiler construction and computational linguistics). In PAG, learners can specify the syntax and the semantics of their languages with attribute grammars. Then, the environment generates prototypes of processors for the languages specified which learners can test with different inputs. For each valid input the prototypes produce one or more decorated syntax trees, which learners can navigate using the semantic equations in the original grammar. In this paper we describe the environment and we report its educational uses.

In this paper we propose a language-driven approach for the high-level design of interactive applications architected according to the model-view-controller pattern. The approach is especially well-suited for applications that incorporate contents with sophisticated structures, and whose interactive behavior is driven by these structures. In our approach we characterize the structure of the contents stored in the applications’ models with suitable domain-specific languages. Then we characterize the interactive behavior of these applications by assigning suitable operational semantics to these languages. The resulting designs are amenable to support rapid prototyping, exploration and early discovery of application features, systematic implementation using standard web-based technologies, and rational collaboration processes between domain experts and developers during production and maintenance. We exemplify the approach in the e-learning domain with a system for the production of Socratic tutors.

Abstract The platform is a new experimental e‐learning environment that adheres closely to IMS Global Learning Consortium, Inc. e‐learning standards in order to facilitate their applicability in different learning scenarios. is equipped with an integrated modular and extensible architecture for the authoring of IMS‐compliant learning materials focused on the IMS manifest. This manifest‐driven architecture facilitates maintenance and promotes the evolution of the authoring system in , both of which are mandatory requirements in the successful production and maintenance of content for many different specialized learning domains. In this paper, we describe this authoring system, its manifest‐driven architecture and its implementation using well‐known and robust Java‐based Web technologies. Copyright © 2006 John Wiley & Sons, Ltd.

In this paper we show how descriptive markup technologies can help teachers in the production of learning content that later could be used for many different purposes with different pedagogical approaches and for many different platforms. Our approach is illustrated using a manual-writing metaphor for the production of learning contents in the Computer Science domain.

In this paper we describe an approach to the production of learning resources where authors (students and instructors) are actively involved in the production process. This active involvement is achieved by using descriptive markup technologies. Authors are compelled to produce learning resources in the form of documents, and to make the structure of these documents explicit by creating and using descriptive markup languages. This lets developers formalize these author-designed markup languages and provide suitable transformation specifications for translating these marked documents into their final presentations. We exemplify this approach with the production of DHTML pages by Ph.D. students in archaeology, oriented to be used as resources owned by reusable learning objects in Chasqui, an authoring and deployment tool used in the virtualization of academic museums at the Complutense University of Madrid (Spain)

In this paper we describe our work on the formulation of a document-oriented paradigm for improving the construction and maintenance of content-intensive applications (i.e. applications that make intensive use of the information provided by the experts in a given domain: the contents). According to this paradigm, the development of a content-intensive application must be the result of close collaboration between two kinds of actors: domain experts and developers. The goal of this collaboration is the authoring of (i) a set of documents describing the most relevant aspects of the application (i.e. the contents and other relevant customizable features); (ii) a grammar describing a domain-specific markup language that will be used to make the structure and the data in these documents explicit and (iii) a suitable processor for this language. The final running application will be automatically produced by processing the marked documents with this processor. The use of this paradigm in the development of content-intensive applications can increase the initial cost of application production, but in the long run it can substantially improve maintenance and portability, and promote information and software reuse as well. We have successfully applied this paradigm to the development of educational and hypermedia applications, and knowledge-based systems. From these experiences, we have found that the feasibility of the paradigm depends to a

In this paper we describe the Chasqui approach to the construction of repositories of learning objects (LO) in specific knowledge areas. This approach is the result of our experiences in the virtualization of academic museums at the Complutense University of Madrid (Spain) as well as of some experiences in the visualization of the campus of this university. This approach promotes a close collaboration between two kinds of actors: domain experts (e.g., researchers and lecturers) and developers. This collaboration results in (i) the definition of a suitable model for the LO in the domain of interest, (ii) the construction by developers of a domain-specific tool for authoring LO conforming this model, and (iii) the population of the repository by domain experts using this tool. The domain specific LO models and the domain specific tools based on these models facilitate the production and maintenance of the repositories and the exploitation of the educational potential of the resources used by the experts in their daily work.

In this paper we promote a document-oriented approach to the development of content-intensive applications (i.e., applications that critically depend on the informational contents and on the characterization of the contents' structure). This approach is the result of our experience as developers in the educational and in the hypermedia domains, as well as in the domain of knowledge-based systems. The main reason for choosing the document-oriented approach is to make it easier for domain experts to comprehend the elements that represent the main application's features. Among these elements are: the application's contents, the application's customizable properties including those of its interface, and the structure of all this information. Therefore, in our approach, these features are represented by means of a set of application documents, which are marked up using a suitable descriptive Domain-Specific Markup Language (DSML). If this goal is fully accomplished, the application itself can be automatically produced by processing those documents with a suitable processor for the DSML defined. The document-oriented development enhances the production and maintenance of content-intensive applications, because the applications' features are described in the form of human-readable and editable documents, understandable by domain experts and suitable for automatic processing. Nevertheless, the main drawbacks of the approach are the planning overload of the whole production process and the costs of the provision and maintenance of the DSMLs and their processors. These drawbacks can be palliated by adopting an incremental strategy for the production and maintenance of the applications and also for the definition and the operationalization of the DSMLs.

Latest-generation hypermedia applications represent a new challenge in traditional design and development software engineering techniques. Although there is an impressive array of models to design hypertext applications, these models may not be specially suited for conceptualization-prototyping stages. In this paper, we provide a comprehensive software engineering approach for dealing with the conceptualization, prototyping, and process of hypermedia applications. This approach uses the Pipe Model to characterize hypermedia applications during the conceptualization stage, while prototyping is accomplished using XML and Java technologies. An XML-based representation of the Pipe structures is the input for a Java application that automatically builds the prototypes of the hypermedia application. This XML representation may reference to Subordinate Processes, i.e. compiled Java classes that implement a predefined interface and can be executed in the hypermedia application without interacting with the navigation. We also present the Plumbing and PlumbingXJ process models, two specializations of a well-known hypermedia process model, which integrate and manage the use of the Pipe model and its associated XML and Java technologies.

In computer science, different types of reusable components for building software applications were proposed as a direct consequence of the emergence of new software programming paradigms. The success of these components for building applications depends on factors such as the flexibility in their combination or the facility for their selection in centralised or distributed environments such as internet. In this article, we propose a general type of reusable component, called primitive of representation, inspired by a knowledge-based approach that can promote reusability. The proposal can be understood as a generalisation of existing partial solutions that is applicable to both software and knowledge engineering for the development of hybrid applications that integrate conventional and knowledge based techniques. The article presents the structure and use of the component and describes our recent experience in the development of real-world applications based on this approach.