FDT tools support protocol development by making certain activities feasible, easier to be performed, more reliable, and faster. This paper discusses the desirable properties of FDT tools and classifies them according to the different stages of the protocol development cycle. An assessment of the tools available so far and projections (or suggestions) of the tools to come are given. A list of the tools that have appeared since the mid 1980's is also included.

On tools supporting the use of formal description techniques in protocol development

The areas of application for augmented reality technology are heterogeneous
 but the content creation tools available are usually single-user desktop
 applications. Moreover, there is no online development tool that enables the
 creation of such digital content. This paper presents a framework for the
 creation of Cultural Entertainment Systems and Augmented Reality, employing
 cloud-based technologies and the interaction of heterogeneous mobile
 technology in real time in the field of mobile tourism. The proposed system
 allows players to carry out a series of games and challenges that will
 improve their tourism experience. The system has been evaluated in a real
 scenario, obtaining promising results.

/pdf/cesarsc-framework-for-creating-cultural-entertainment-4bkelzmqmz.pdf

CESARSC: Framework for creating Cultural Entertainment Systems with Augmented Reality in Smart Cities

Massive Open Online Massive Open Online Courses (MOOCs) have been transitioning slowly from being completely open and without clear recognition in universities or industry, to private settings through the emergence of Small and Massive Private Online Courses (SPOCs and MPOCs). Courses in these new formats are often for credit and have clear market value through the acquisition of competencies and skills. However, the endemic issue of academic dishonesty remains lingering and generating untrustworthiness regarding what students did to complete these courses. In this case study, we focus on SPOCs with academic recognition developed at the University of Cauca in Colombia and hosted in their Open edX instance called Selene Unicauca. We have developed a learning analytics algorithm to detect dishonest students based on submission time and exam responses providing as output a number of indicators that can be easily used to identify students. Our results in two SPOCs suggest that 17% of the students that interacted enough with the courses have performed academic dishonest actions, and that 100% of the students that were dishonest passed the courses, compared to 62% for the rest of students. Contrary to what other studies have found, in this study, dishonest students were similarly or even more active with the courseware than the rest, and we hypothesize that these might be working groups taking the course seriously and solving exams together to achieve a higher grade. With MOOC-based degrees and SPOCs for credit becoming the norm in distance learning, we believe that if this issue is not tackled properly, it might endanger the future of the reliability and value of online learning credentials.

/pdf/identifying-and-characterizing-students-suspected-of-gxanhqkkli.pdf

Identifying and characterizing students suspected of academic dishonesty in SPOCs for credit through learning analytics

Formal methods have had little impact on software engineering practice, despite the fact that most software engineering practitioners readily acknowledge the potential benefits to be gained from the mathematical modeling involved. One reason is that existing modeling techniques tend not to address basic software engineering concerns. In particular, while considerable attention has been paid to the construction of formal models, less attractive maintenance issues have largely been ignored. The purpose of this paper is to clarify those issues and examine the underlying requirements for change support. The discussion is illustrated with a description of a change technique and tool developed for the formal notation LOTOS. This work was undertaken as part of the SCAFFOLD project, which was concerned with providing broad support for the construction and analysis of formal specifications of concurrent systems. Most of the discussion is applicable to other process-oriented notations such as CCS and CSP. >

/pdf/making-changes-to-formal-specifications-requirements-and-an-1k3k6zpa6a.pdf

Making changes to formal specifications: requirements and an example

LOTOS is a speciication language, but it is not very useful without a design methodology that describes the process from initial speciication construction to implementation. In this paper we discuss the tools to support such a design process. The language, method and tools are beginning to be used in realistic applications, but the research on them continues. This paper concentrates on the current state of the art, with an emphasis on the Lotosphere project because that is where most of the work is currently being conducted. Between the lines one will nd comments on a design and implementation strategy for tools.

Tools for LOTOS, a lotosphere overview

Las Tecnologias de la Informacion y las Comunicaciones [TIC] aplicadas al sector del turismo son un tema de gran  actualidad; su capacidad para agregar elementos de interaccion promueve la formacion de nuevos entornos en los museos y su renovacion. Este articulo presenta la experiencia del uso de un juego serio desarrollado para la Casa Museo Mosquera. Su aplicacion, a nivel piloto durante la Semana Santa de 2015, evidencio sus efectos positivos y entrego algunas lecciones para futuros desarrollos, tales como: este tipo de aplicaciones fomenta el aprendizaje y la recepcion de la informacion por parte de los visitantes al museo; los turistas recomiendan realizar este tipo de aplicaciones, tanto para otros museos, como para otros lugares historicos de la ciudad; las limitantes disminuyen la cantidad de personas que interactuan con la aplicacion, no tener Wi-Fi en las instalaciones de la Casa Museo, no permitio que mas usuarios interesados utilizaran la aplicacion y leyeran las etiquetas QR; es recomendable tener la aplicacion en una tienda de aplicaciones para facilitar su instalacion. La aplicacion tuvo gran acogida entre el personal del museo y los visitantes, dinamizo la visita y la mejoro, convirtiendola en una experiencia interactiva; este tipo de aplicaciones pueden revolucionar la industria del turismo en la medida en que se escalen a mas escenarios, porque ademas son muy llamativas para los visitantes; El mundo actual y su entorno tecnologico son un entorno ideal para la evolucion de la aplicacion de tecnicas de gamificacion, tanto en el turismo, como en otros aspectos de la vida cotidiana;  Los juegos son una experiencia tecnologica llamativa para todos los publicos y motivan a los visitantes a recomendar los sitios que visitan, gracias a las buenas experiencias que representan los entornos renovados con este tipo de aplicaciones tecnologicas.

Gamification techniques in tourism, application test, Casa Mosquera Museum

ASDE: Design of a Transformational Environment for LOTOS

MOOCs are Massive Open Online Courses whose strategies have been used by higher education institutions for some years under the SPOC (Small Private Online Courses). However, MOOC technologies present some problems to support the personal relationships between tutor and students needed in a more traditional scenario. As a consequence, some types of activities, especially those that require more personal assessment and support from the tutor, become difficult to track. This article presents a tool and a set of indicators that facilitates the tutor to follow the learning activities of the students in SPOC. Specifically, a case study is presented, where the tool has been used to follow up the virtual course of “Astronomia Cotidiana” of the University of Cauca over Open edX instance.

Follow-Up of Learning Activities in Open edX: A Case Study at the University of Cauca

Resumen. Los Cursos en Línea Abiertos y Masivos (MOOC) han sido considerados una "revolución educativa". Muchas instituciones de educación superior han comenzado a incorporarlos en sus programas de formación profesional mediante el uso de estrategias como los Cursos en Línea Privados Pequeños (SPOC) y los Cursos en Línea Privados y Masivos (MPOC). Sin embargo, las tecnologías masivas presentan algunos inconvenientes para el apoyo de las relaciones personales entre el tutor y los estudiantes que se necesitan en un escenario más tradicional. Como consecuencia, algunas actividades, especialmente aquellas relacionadas con el seguimiento y el acompañamiento al estudiante se vuelven difíciles de realizar. Mediante diversas investigaciones y como resultado de la incorporación de la estrategia MOOC en la Universidad del Cauca a través de cursos con reconocimiento académico, fue factible la creación de una herramienta de monitorización, cuyo objetivo primordial es apoyar a los docentes en el seguimiento de las actividades de aprendizaje de sus estudiantes. En el presente artículo evidenciaremos los fundamentos y motivaciones del trabajo, como también una descripción de la herramienta y su aplicación en el curso virtual de "Astronomía Cotidiana" sobre una instancia de Open edX en la Universidad del Cauca.

Estrategia de seguimiento a las actividades de aprendizaje de los estudiantes en cursos en línea masivos y privados (MPOC) con reconocimiento académico en la Universidad del Cauca

Gustavo Adolfo Ramírez González

Papers

Gamification techniques in tourism, application test, Casa Mosquera Museum

ASDE: Design of a Transformational Environment for LOTOS

Follow-Up of Learning Activities in Open edX: A Case Study at the University of Cauca

Estrategia de seguimiento a las actividades de aprendizaje de los estudiantes en cursos en línea masivos y privados (MPOC) con reconocimiento académico en la Universidad del Cauca

Caracterización de videos para cursos en línea, abiertos y masivos