Institution
Open University of Catalonia
Education•Barcelona, Spain•
About: Open University of Catalonia is a education organization based out in Barcelona, Spain. It is known for research contribution in the topics: Context (language use) & Higher education. The organization has 1943 authors who have published 4646 publications receiving 64200 citations. The organization is also known as: Universitat Oberta de Catalunya & UOC.
Topics: Context (language use), Higher education, Collaborative learning, The Internet, Educational technology
Papers published on a yearly basis
Papers
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TL;DR: PosetHERep proposes a memory-efficient representation for taxonomies which linearly scales with the size of the taxonomy and provides an efficient implementation of most taxonomy-based algorithms used by the semantic measures and IC models, whilst HESML provides an open framework to aid research into the area by providing a simpler and more efficient software architecture than the current software libraries.
55 citations
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25 Aug 2013TL;DR: This paper presents an algorithm for k-degree anonymity on large networks, which uses univariate micro-aggregation to anonymize the degree sequence, and then it modifies the graph structure to meet the k- degree anonymous sequence.
Abstract: In this paper, we consider the problem of anonymization on large networks. There are some anonymization methods for networks, but most of them can not be applied on large networks because of their complexity. We present an algorithm for k-degree anonymity on large networks. Given a network G, we construct a k-degree anonymous network, G, by the minimum number of edge modifications. We devise a simple and efficient algorithm for solving this problem on large networks. Our algorithm uses univariate micro-aggregation to anonymize the degree sequence, and then it modifies the graph structure to meet the k-degree anonymous sequence. We apply our algorithm to a different large real datasets and demonstrate their efficiency and practical utility.
55 citations
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TL;DR: The VNLab structure described in this paper has been used at the Open University of Catalonia for the Cisco Networking Academic since 2001 and its suitability has been evaluated by the students using a Web questionnaire, and its correctness for the industrial electronics field has been analyzed.
Abstract: A virtual laboratory is a virtual space where students are able to carry out practical activities. This paper presents an integrated structure for a virtual laboratory consisting on nine resources divided into pedagogical, human, and technological factors. Such a structure is based on the experience gained in design and development of virtual laboratories during the past 11 years in a virtual university. The proposed structure has been applied to different virtual laboratories, and this paper presents the special case of a virtual networking laboratory (VNLab) where students can access real networking devices. The VNLab structure described in this paper has been used at the Open University of Catalonia for the Cisco Networking Academic since 2001. Its suitability has been evaluated by the students using a Web questionnaire, and its correctness for the industrial electronics field has been analyzed.
55 citations
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TL;DR: The model developed takes advantage of the potential for technologies to go beyond traditional assessment approaches and proposes a classification of e-assessment activities organized by competences, which can help teachers and students better understand the meaning of competence-based learning.
Abstract: This article presents a model for designing e-assessment processes aligned with competences and learning activities. The authors examined assessment in student-centered, competence-based learning in online contexts. We analyzed the importance of alignment for properly selecting the learning activities that best guide students towards the desired level of competence acquisition (i.e. learning outcomes). We explored the leading types of assessment and new opportunities for assessment derived from the use of technologies. The model developed takes advantage of the potential for technologies to go beyond traditional assessment approaches and proposes a classification of e-assessment activities organized by competences. When the model was applied in a real online course, results suggested it can help teachers and students better understand the meaning of competence-based learning and how the formative assessment approach is useful for helping students attain the desired competence levels.
55 citations
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TL;DR: In this paper, the main contribution of the present article is to identify and interrelate the main elements that should be taken into account to restructure and update both virtual and conventional universities so that they can constitute key factors in the development of society toward the ideal of the knowledge society.
Abstract: The main contribution of the present article is to identify and interrelate the main elements that should be taken into account to restructure and update both virtual and conventional universities so that they can constitute key factors in the development of society toward the ideal of the knowledge society. This article briefly places Iberoamerican universities in context, defines the stages of distance education and outlines the so-called telematic information paradigm. In addition, the most important conceptual features for the complex process of the transformation of universities are highlighted and the functions of «evaluation» and «accreditation» within these features are discussed.
55 citations
Authors
Showing all 2008 results
Name | H-index | Papers | Citations |
---|---|---|---|
Andrea Saltelli | 65 | 184 | 31540 |
Jose A. Rodriguez | 63 | 597 | 17218 |
Cristina Botella | 55 | 404 | 13075 |
Fatos Xhafa | 52 | 692 | 10379 |
Jaime Kulisevsky | 48 | 210 | 15066 |
William H. Dutton | 43 | 277 | 7048 |
Angel A. Juan | 41 | 284 | 5040 |
Aditya Khosla | 39 | 61 | 50417 |
Jordi Cabot | 38 | 106 | 5022 |
Jordi Cortadella | 38 | 226 | 5736 |
Antoni Valero-Cabré | 37 | 99 | 6091 |
Berta Pascual-Sedano | 34 | 87 | 4377 |
Josep Lladós | 33 | 271 | 4243 |
Carlo Gelmetti | 33 | 159 | 3912 |
Juan V. Luciano | 33 | 106 | 2931 |