Open University of Catalonia

About: Open University of Catalonia is a education organization based out in Barcelona, Spain. It is known for research contribution in the topics: Collaborative learning & Educational technology. The organization has 1943 authors who have published 4646 publications receiving 64200 citations. The organization is also known as: Universitat Oberta de Catalunya & UOC.

Verification-driven slicing of UML/OCL models

Abstract: Model defects are a significant concern in the Model-Driven Development (MDD) paradigm, as model transformations and code generation may propagate errors to other notations where they are harder to detect and trace. Formal verification techniques can check the correctness of a model, but their high computational complexity can limit their scalability. In this paper, we consider a specific static model (UML class diagrams annotated with unrestricted OCL constraints) and a specific property to verify (satisfiability, i.e., "is it possible to create objects without violating any constraint?"). Current approaches to this problem have an exponential worst-case runtime. We propose a technique to improve their scalability by partitioning the original model into submodels (slices) which can be verified independently and where irrelevant information has been abstracted. The definition of the slicing procedure ensures that the property under verification is preserved after partitioning.

Healing, knowing, enduring: Care and politics in damaged worlds

Abstract: How can politics be articulated or at least imagined by ill, impoverished and abandoned communities? This article documents how care is invoked by activist groups and local citizens in their search for ethical recognition and environmental justice in Puchuncavi, Chile. The authors argue that in a context of prolonged and systematic harm, care emerges as a way to render their suffering understandable, knowable and actionable, and thus as a mode of intervention that instantiates politics in different spaces and at several scales. At the interfaces of feminist science studies, environmental sociology and political theory, this article examines how care acts as a grammar to enunciate problems and make connections deemed irrelevant by expert apparatuses. Specifically, the authors ethnographically track the capacity of care practices to create therapeutic spaces of affective endurance and healing, and to produce new forms of sensual and ecological knowledge about beings, things and relations. These different mo...

Quantitative Storytelling in the Making of a Composite Indicator

Abstract: The reasons for and against composite indicators are briefly reviewed, as well as the available theories for their construction. After noting the strong normative dimension of these measures—which ultimately aim to ‘tell a story’, e.g. to promote the social discovery of a particular phenomenon, we inquire whether a less partisan use of a composite indicator can be proposed by allowing more latitude in the framing of its construction. We thus explore whether a composite indicator can be built to tell ‘more than one story’ and test this in practical contexts. These include measures used in convergence analysis in the field of cohesion policies and a recent case involving the World Bank’s Doing Business Index. Our experiments are built to imagine different constituencies and stakeholders who agree on the use of evidence and of statistical information while differing on the interpretation of what is relevant and vital.

An Integrated Approach for Analysing and Assessing the Performance of Virtual Learning Groups

Abstract: Collaborative distance learning involves a variety of elements and factors that have to be considered and measured in order to analyse and assess group and individual performance more effectively and objectively. This paper presents an approach that integrates qualitative, social network analysis (SNA) and quantitative techniques for evaluating online collaborative learning interactions. Integration of various different data sources, tools and techniques provides a more complete and robust framework for group modelling and guarantees a more efficient evaluation of group effectiveness and individual competence. Our research relies on the analysis of a real, long-term, complex collaborative experience, which is initially evaluated in terms of principled criteria and a basic qualitative process. At the end of the experience, the coded student interactions are further analysed through the SNA technique to assess participatory aspects, identify the most effective groups and the most prominent actors. Finally, the approach is contrasted and completed through a statistical technique which sheds more light on the results obtained that far. The proposal draws a well-founded line toward the development of a principled framework for the monitoring and analysis of group interaction and group scaffolding which can be considered a major issue towards the actual application of the CSCL proposals to real classrooms.