2014 05 30 (uc3m) eMadrid cdk uc3m Mirando 4 años atrás y adelante en la tecnología educativa

1. Mirando 4 años atrás y
4 adelante en
Tecnología Educativa
Carlos Delgado Kloos
Univ. Carlos III de Madrid, www.it.uc3m.es
Red eMadrid, www.emadridnet.org

2. Resumen
4 años atrás
4 años adelante
Madrid, 2014-05-30
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3. Mirando 4 años atrás
(2010-2014)
Carlos Delgado Kloos
Univ. Carlos III de Madrid, www.it.uc3m.es
Red eMadrid, www.emadridnet.org

4. eMadrid Net: Socios
UC3M (coordinator)
UAM
UCM
UNED
UPM
URJC
Madrid, 2014-05-30
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5. eMadrid Net: Empresas
Anaya Multimedia
Atos Origin
CEPAL
CIFESAL
Crazy Pixel
Deimos Space
Estratecno
ETS Europe
FEMXA
Fundación Telefónica
Gesfor-Germinus XXI
GMV
Indra
Iberdrola
Telefónica I+D
Ximetrix
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6. eMadrid Net:
Associated Partners
 Universidad de Alcalá
 Universidad de Cádiz
 Universidad de Castilla-La Mancha
 Universidad Jaume I
 Universitat Oberta de Catalunya
 Universidad Politécnica de Valencia
 Universidad San Pablo-CEU
 Universidad Rovira i Virgili
 Universidad de Valladolid
 Universidad de Vigo
 Graz University of Technology
 Max Planck Institut für Informatik
 Instituto Superior de Engenharia
do Porto
 Universidade do Porto
 Università di Roma “La Sapienza”
 University of Skövde
 Aristotle University of Thessaloniki
Madrid, 2014-05-30
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7. eMadrid Net:
Associated Partners
 UNU-MERIT
 NIME, Japan
 Tokyo Institute of Technology
 Center of Competence
in Online Labs and
Open Learning
 De La Salle University
 AENOR
 TELSpain
 INES
 eNEM
 IEEE Education Society
 Capítulo Español de la
Sociedad de Educación
del IEEE
 Portuguese Chapter of the
Education Society of IEEE
Madrid, 2014-05-30
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8. Colaboración
TelSpain
IEEE Sección España
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9. Objetivo: e-learning
 1. Educational modelling (including collaboration and virtual communities)
 2. ITC-based educational methodologies
 3. Standardization of educational content and tools
 4. e-Learning platforms and tools
 5. Adaptation, adaptability, and accessibility
 6. 3D immersive education
 7. Edutainment
 8. M-learning
 9. Authoring and Application of Web 2.0 and 3.0 to elearning
 10. Open source software and open content
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10. Objetivo: e-learning
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11. Eventos
Conferencias
 aperiódicas
Seminarios
 mensuales
Jornadas
 anuales
Máster en Gestión y Producción en e-Learning
Colaboración con congresos y otros eventos
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12. Conferencias
2010-04-15, 13:30, UC3M:
Bernd Simon (WUW & Knowledge Markets, AT):
“The ICOPER Reference Model:
Interoperability for a New Higher Education”
Madrid, 2014-05-30
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13. Seminarios
1. 2010-02-19, 15:00, URJC: Seminario
“e-Learning y Juegos” (URJC, UCM, CEPAL)
2. 2010-03-12, 15:00, UC3M: Seminario
“Aprendizaje 3D” (UC3M, UCM, Simumak)
3. 2010-04-16, 16:30, EOI: Seminario
“Contenido educativo abierto”
(UPM, UNED, OCWC)
4. 2010-05-21, 15:00, UAM: Seminario
“Plataformas y herramientas para el e-learning”
(UAM, UC3M, IES “Ernest Lluch” de Tarragona)
Madrid, 2014-05-30
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14. Seminarios
5. 2010-09-10: 15:00, UNED: Seminario
“Aprendizaje móvil”
(UC3M, UNED, Deimos Space)
6. 2010-10-15, 15:00, UPM: Seminario
“Juegos, Aprendizaje y Movilidad”
(URJC, UCM, Indra)
7. 2010-11-12, Parque Científico UC3M: Seminario
“m-learning: La educación en tu bolsillo”
within the "Semana de la Ciencia 2010"
(UC3M, URJC, Telefónica Learning Services)
Madrid, 2014-05-30
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15. Seminarios
8. 2010-12-10: 15:00, UC3M: Seminario
“Diseño instruccional en entornos multidimensionales”
(USC, UC3M, UPF)
9. 2011-01-14, 15:00, UCM: Seminario
“Diseño de aprendizaje”
(UCM, UC3M, CETIS/U. Bolton)
10. 2011-02-11, UAM: Seminario
“Aprendizaje colaborativo y redes sociales”
(UAM, UNED, Tampere UT)
Madrid, 2014-05-30
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16. Seminarios
11. 2011-03-11: 15:00, UPM: Seminario
“Web Semántica:
Experiencias, estado actual y tendencias”
(UC3M, UPM, iSOCO)
12. 2011-04-12, 15:00, UNED: Seminario
“Estándares abiertos para e-learning”
(UC3M, UNED, U Dortmund-Essen)
13. 2011-05-06, MadridOnRails: Seminario
“Software libre y educación”
(CV&A, ITE-CeDeC, UNED, URJC)
Madrid, 2014-05-30
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17. Seminarios
14. 2011-10-07: 15:00, UAM: Seminario
“Sistemas adaptativos”
(UCM, UAM, Telecom Bretagne)
15. 2011-11-11, 15:00, UC3M: Seminario
“e-Training profesional”
(élogos, VirtualWare, TU Graz)
16. 2011-12-16, 15:00, URJC: Seminario
“Wikipedia como herramienta de aprendizaje
basado en nuevas tecnologías”
(URJC, URJC, Wikimedia España)
Madrid, 2014-05-30
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18. Seminarios
17. 2012-01-20: 15:00, UPM: Seminario
“Web de datos para la educación” (UPM, UPM, Gnoss)
18. 2012-02-17, 15:00, UCM: Seminario
“Juegos educativos en el campo médico”
(UCM, UCM, Catedu)
19. 2012-03-16, 15:00, UC3M: Seminario
“Redes sociales en educación” (UC3M, UNIR, RWTH)
20. 2012-05-11: 15:00, UNED: Seminario
“Infraestructuras corporativas para el e-learning”
(UNED, UOC, UCM)
Madrid, 2014-05-30
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19. Seminarios
21. 2012-10-19: 15:00, UNED: Seminario
“Ética y Seguridad en e-Learning”
(Min. Defensa, EU Turismo Ibiza, TSJIB)
22. 2012-11-16: 15:00, UC3M: Seminario
“Libro de texto electrónico” (e-Libro, UC3M, IMC)
23. 2012-12-14: 15:00, UCM: Seminario
"Learning Analytics" (UCM, UC3M, CSEV+UNED)
24. 2013-01-18: 15:00, URJC: Seminario “Aprender con
software libre - Experiencias a todos los niveles”
(UPM, IES Gonzalo Nazareno, CENATIC)
Madrid, 2014-05-30
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20. Seminarios
25. 2013-02-15: 15:00, UAM: Seminario
"Tecnologías para el aprendizaje colaborativo"
(UAM, UVa, UCLM)
26. 2012-04-19: 15:00, UC3M: Seminario "Experiencias en
Alemania sobre Cursos Online Masivos Abiertos"
(KMRC, iversity, Frankfurt U Appl Sci)
27. 2013-05-17: 15:00, UNED: Seminario
“Cursos masivos MOOC: primeros resultados”
(UNED, CSEV, Alemania)
Madrid, 2014-05-30
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21. Seminarios
28. 2013-10-18: 15:00, UCM: Seminario
“Juegos educativos” (UCM, UC3M, Bº España/UPM) +
Presentación Informes Horizon STEM+ y América Latina
29. 2013-11-15: 15:00, UPM: Seminario
“Accesibilidad de recursos educativos”
(UCM, URJC, UTPL/UPM)
30. 2013-12-13: 15:00, UC3M: Seminario
"Software libre y libertad en educación",
Richard Stallman (GNU, FSF)
Madrid, 2014-05-30
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22. Seminarios
31. 2014-01-17: 15:00, UNED: Seminario
"'Big data' en educación"
(UNED, CSEV, UDeusto)
32. 2014-02-14: 15:00, UC3M: Seminario
"Cómo gestionar MOOCs en una universidad o un país"
(MIT, FutureLearn, FUN)
33. 2014-03-14: 15:00, URJC: Seminario
"Aprendizaje colaborativo: Tecnología para aprender
con otros" (URJC, OneClick, URJC)
Madrid, 2014-05-30
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23. Seminarios
34. 2014-05-30: 15:00, UC3M: Seminario
"Mirando 4 años atrás y 4 adelante
en tecnología educativa"
(MIT, UC3M, UAM, UCM, UNED, UPM, URJC)
Madrid, 2014-05-30
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24. Jornadas
 I Jornadas
 e-learning
 UC3M, 2010-06-30—07-01
 II Jornadas
 m-learning
 UNED, 2011-06-01—02
 III Jornadas
 e-learning 2.0
 UPM, 2012-06-18—19
 IV Jornadas
 MOOCs
 UC3M, 2013-06-13—14
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25. Máster
Máster en Gestión y Producción en eLearning
 También titulaciones de Especialista y Experto
Título de la UC3M, impartido en colaboración con
 eMadrid
 Fundación Siglo22
 Otros profesores
60 ECTS, learn.uc3m.es
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26. IEEE EDUCON Conference
www.educon-conference.org
 2010-04-14, 17:00, Madrid:
Sesión en IEEE EDUCON 2010 (UC3M, UAM, UCM, UNED, UPM, URJC)
 2011-04-04, 16:30 & 18:30, Amman, Jordania:
Sesiones en IEEE EDUCON 2011
(UC3M, UCM, UNED, UPM, URJC)
 2012-04-19, 11:00, Marrakech, Marruecos:
Sesión en IEEE EDUCON 2012
(UC3M, UCM, UNED, UPM, URJC)
 2013-03-14, 11:00, Berlín, Alemania:
Sesión en IEEE EDUCON 2013
(UC3M, UAM, UCM, UNED, UPM, URJC)
 2014-04-04, 9:00, Estambul, Turquía:
Sesión en IEEE EDUCON 2014 (UC3M, UAM, UCM, UNED, UPM, URJC)
Madrid, 2014-05-30
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27. EC-TEL Conference
ec-tel.eu
2010-09-28—10-01, Barcelona:
Co-organización de EC-TEL 2010
2011-09-21—24, Palermo, Italia:
Co-organización de EC-TEL 2011
2012-09-18—21, Saarbrücken, Alemania:
Co-organización de EC-TEL 2012
2014-09-16—19, Graz, Alemania:
Co-organización de EC-TEL 2014
Madrid, 2014-05-30
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28. Difusión
Web: www.emadridnet.org
Twitter: @emadridnet #emadridnet
Vimeo: vimeo.com/emadridnet
Slideshare: www.slideshare.net/emadridnet
Flickr: www.flickr.com/photos/emadridnet
LinkedIn: www.linkedin.com/groups/eMadrid-3682945
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29. Impacto: Noticias
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30. Impacto: emadridnet.org
2010-06-13 (I Jornadas): 1,265 visitas, 43 países
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31. Impacto: emadridnet.org
2011-05-31 (II Jornadas): 21,198 visitas, 104 países
Madrid, 2014-05-30
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32. Impact: emadridnet.org
2012-06-13 (III Jornadas): 40,902 visitas, 128 países
Madrid, 2014-05-30
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33. Impact: emadridnet.org
2013-06-12 (IV Jornadas): 76,801 visitas, 141 países
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34. Impact: emadridnet.org
2014-05-30 (Seminario final): 115.804 sesiones, 158 países
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35. Madrid, 2014-05-30
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36. Temas a resaltar
Abierto/Libre
Masivo
Social
Analizable
Interactivo
Móvil
Aumentado
Inmersivo
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37. Abierto/Libre
OCW
OER
FLOSS
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38. Open Education Week 2012, 2013 y 2014
Abierto/Libre
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39. Contenido: commodity
Todos aprenden de todos
(incluso profesores de profesores)
Incremento acelerado del nivel de
aprendizaje/conocimiento mundial
Riqueza de contenidos en incremento:
 textos -> vídeos -> animaciones interactivas
Abierto/Libre:
Reflexión
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40. Masivo
Massive Open Online Courses
2012: Año del MOOC
IV Jornadas eMadrid (2013)
Madrid, 2014-05-30
40en.wikipedia.org/wiki/File:Figure_1_MOOCs_and_Open_Education_Timeline_p6.jpg
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2014-05-15

41. Masivo: Conferenciantes
edX (P. Mitros)
FutureLearn (M. Sharples)
FUN (C. Mongenet)
Google (P. Simakov)
Iversity (J. Liepmann)
2U (R. Cohen)
MiríadaX
(P. Aranzadi, C. Vicente)
MIT (D. Carchidi, M.E. Wiltrout)
UPEI (D. Cormier)
EPFL (P. Dillenbourg)
KMRC (A. Thillosen)
UniMOOC (P. Pernías, M. Marco)
UNEDCOMA (T. Read, P. Marauri)
unX (D. Torres, M. Cáceres,
R. Fernández)
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42. Masivo: MOOCs en UC3M
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43. Masivo
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Proposal for a conceptual framework for educators to
describe and design MOOCs
Carlos Alario-Hoyos
(Universidad Carlos III de Madrid, Spain,
calario@it.uc3m.es)
Mar Pérez-Sanagustín
(Universidad Carlos III de Madrid, Spain,
mmpsanag@it.uc3m.es)
Dave Cormier
(University of Prince Edward Island, Canada,
davcormier@upei.ca)
Carlos Delgado-Kloos
(Universidad Carlos III de Madrid, Spain,
cdk@it.uc3m.es)
Abstract: Massive Open Online Courses (MOOCs) are a disruptive trend in education. Several
initiatives have emerged during the last months to give support to MOOCs, and many educators
have started offering courses as MOOCs in different areas and disciplines. However, designing
a MOOC is not an easy task. Educators need to face not only pedagogical issues, but also other
issues of logistical, technological and financial nature, as well as how these issues relate and
constrain each other. Currently, little guidance is available for educators to address the design
of MOOCs from scratch keeping a balance between all these issues. This paper proposes a
conceptual framework for supporting educators in the description and design of MOOCs called
the MOOC Canvas. The MOOC Canvas defines eleven interrelated issues that are addressed
through a set of questions, offering a visual and understandable guidance for educators during
the MOOC design process. As a practical usage example, this paper shows how the MOOC
Canvas captures the description and design of a real 9-week MOOC. An analysis of the
different elements of the course shed some light on the usage of the MOOC Canvas as a
mechanism to address the description and design of MOOCs.
Keywords: MOOC, Design, Framework, Canvas.
Categories: K.3.1, K.3.2
1
Introduction
MOOCs (Massive Open Online Courses) are a disruptive educational trend, especially
in Higher Education and lifelong learning [Hyman, 2012], [Yuan, 2013]. MOOC
initiatives like Coursera, Udacity, edX or MiríadaX
1
, replicating a more traditional
learning approach (xMOOCs) [Siemens, 2012a], as well as MOOCs based on a
connectivist pedagogy (cMOOCs) [Siemens, 2005] are allowing to spread learning in
1 http://miriadax.net
Adapting an Awareness Tool for Massive Courses:
the Case of ClassON
Israel Gutiérrez-Rojas
(Universidad Carlos III de Madrid / Institute IMDEA Networks, Madrid, Spain
igutierrez@inv.it.uc3m.es)
Raquel M. Crespo-García
(Universidad Carlos III de Madrid, Madrid, Spain
rcrespo@it.uc3m.es)
Carlos Delgado Kloos
(Universidad Carlos III de Madrid, Madrid, Spain
cdk@it.uc3m.es)
Abstract: In this paper we analyse the challenges posed to teachers and students in massive
face-to-face classes and explore how existing solutions can be applied to these contexts. In
particular, we focus on classON1
, a tool that provides teachers and students with the appropriate
information to make the most out of face-to-face sessions in the computer lab. classON has
been well tested in small-medium face-to-face lab sessions and we discuss some of its
characteristics (current ones and foreseen) to adapt it to massive courses. As a result, we
provide a set of recommendations for adapting tools to support massive face-to-face learning
activities.
Keywords: teacher awareness, massive learning environments, face-to-face teaching,
scalability, just-in-time teaching, active learning
Categories: K.3, K.3.1, H.5.2, L3.0
1 Introduction
In the context of higher education it is not difficult to find courses with hundreds of
students. As part of the course, face-to-face (f2f) lectures are given by the teachers in
huge classrooms like lecture halls. In this learning setting, several problems emerge:
some derived from the teaching methodology, some from the massive audience, and
some from both.
In most traditional massive face-to-face classes, teachers apply learning
methodologies in which students play a passive role and are supposed to learn by
listening. Usually, in these lectures, there is poor student-teacher interaction, which is
mostly unidirectional except for the small amount of questions a few brave students
dare to ask. This also leads to low awareness on the students’ progress and
assimilation of the knowledge by the teacher. Moreover, massive contexts also impact
the interaction between students themselves. In fact, interaction among students
during class is considered negative as it distracts the attention from the teacher’s
1
http://www.class-on.org/

44. Masivo
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45. Masivo: Reflexión
El secreto está en la masa
Masivo+
≠ Masificado-
El valor de los grandes números
 Aprendizaje social
 Analítica del aprendizaje
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46. Social
III Jornadas eMadrid (2012)
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47. Social
Aprender con otros
Evaluación por pares
Foros
SoLoMo: Social, Local, Mobile
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48. Social: Reflexión
Lo social ya no es patrimonio de lo presencial
La interacción social e incluso las emociones
se pueden mediar por la tecnología
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49. Analizable
Learning Analytics
Monitorización
EDUCON2013,
LAK2013,
LASI2013
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50. Analizable: Reflexión
El método científico
aplicado a la educación
Experimentos científicos en
educación con valor significativo
Big data en educación
Sistema de control
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51. Interactivo
Realimentación inmediata
(ejercicios interactivos)
Pistas
Recompensa inmediata
(gamification, ludificación)
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52. Interactivo: Reflexión
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Personal A Distancia
¿Es la
distancia
física
lo
determ
inante?
¿O
lo
es la
interacción?

53. Móvil
Telefónos móviles
Tabletas
Libros electrónicos
II Jornadas eMadrid (2011)
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54. Móvil: Reflexión
Es la prótesis que nos acompaña 24h al día
Combinación con la nube
Útil para la información, la comunicación,
la computación, la memoria y la "sensación", …:
la educación
Complemento ideal
para los MOOCs
(todavía poco
desarrollado)
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55. Aumentado
Realidad aumentada
Combinación de lo físico y lo digital
"The best of both worlds"
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56. Aumentado: Reflexión
Tecnologías ligeras con mucho recorrido en el futuro
Creatividad para encontrar nuevas aplicaciones y usos
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57. Inmersivo
Traslación de lo físico a lo digital
Avatares, entornos virtuales
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58. PhyMEL. A Framework to Integrate Physical,
Mental a d Emotional Le ar ning in Meaningfull
Experiences and Mu l t idimensional Re ports
Carmen Fernández-Panadero, Carlos Delgado Kloos
Universidad Carlos III de Madrid
Abstract. The relationship among body, mind and emotions has been widely exploited in high-level sport
and dance, but its penetration in academic environments is still very slow. In the other hand gamification
and storytelling have been proven to have a high impact on students’ motivation socialization and
transformation but is difficult to integrate interaction patterns of storytelling (mainly linear) with games
(mainly no linear). This work proposes a conceptual framework called PhyMEL that includes physical,
mental and emotional dimensions of learning to facilitate (1) the deployment of meaningfull experiences
and (2) the creation of multimedia reports. This study proposes to use the scheme of the Hero’s Journey
created by Campbell as the main thread to integrate elements of (1) the environment, (2) the game, (3) the
storytelling and (4) the learning domain to reach successful learning experiences that can be easily
recalled when needed. Several elements of the framework has been tested in three different experiences
with different target audiences and different learning reports (1) Our Museum for elementary school
reported as a game board, (2)The kidnapped Scientist for primary and secondary school reported as a
comic (3), PhyMEL-Wheelchair Simulator for adults reported as a machimina. The conceptual
framework has proven to be useful, enjoyable, and effective in all these three experiences, but more
research is needed to demonstrate the usefulness of multidimensional reports.
Keywords. NLP, Hero’s Journey, Simulation, Virtual Worlds, Mixed worlds, Social Awareness,
Gamification, Learning, 3DOF, Multiple intelligences, Simulators, Board games, Comic, Machimina,
GTD, BMY
Introduction
One of the main challenges of education is to make educational designs that result in significant and
easily recalled experiences. According to NLP [1] we are sensory beings. The more senses are involved in
a learning experience; the easier it will be to recover this information when needed. Our senses are
involved not only in external perception but also in our internal mental processes and the way we
communicate with others. Our brain barely distinguishes between external experiences and those that
originate internally when we remember an experience or just imagine it. That is why emotions are also so
important in the learning process. The relationship among body, mind and emotions has been widely
exploited in sport [2] and dance [3] under the concept of thoughness [4], but the practical application of
the thoughness and flow state [5] in academic environments is still very slow. In the other hand
gamification and storytelling have been also proven to have a high impact on students’ emotions, and
motivation [6], but according to Dickey [7] is difficult to integrate the narrative of storytelling (mainly
linear to follow the plot) with games (mainly no linear to provide more opportunities of interaction).
This work proposes a conceptual framework called PhyMEL that involves physical, mental and
emotional dimensions of learning to facilitate the deployment of experiences and report generation. To
achieve these objectives PhyMEL integrates the student and his contextual environment (physical or
virtual) with gamification, storytelling and learning using different theories present in the literature. The
theory of the Monomyth by Campell [8] and its scheme for the Hero’s Journey [9] has been used to
define storytelling elements. The Bloom Taxonomy [10], [11], Burch Stages for Learning [12] and the
Dillembourg literature review on collaborative learning [13] have been used to define the anchors to the
learning domain. The theory of the Multiple Intelligences of Gardner [14] and Csikszentmihalyi Flow
State [5] has been used as anchors to the student cognitive state. Several works have been reviewed also
to define the elements to include in the game (missions, locations, characters, treasures, hints, rewards,
etc.) [6] [15]. The vision of the game as a whole is based on Beck and Wade approach [16] where the
idea is not to confront the players with the opportunity to become a winner or a loser but rather with the
possibility of being a hero, where part of the reward is to serve a greater cause
Inmersivo
C. Delgado Kloos, UC3M Madrid, 2014-05-30
58
F o s t e r i n g L e a r n e r s ’ I n t e r d e p e n d e n c y
R e l a t i o n s h i p s i n M U V E s
M a r í a B l a n c a I B Á Ñ E Z
1
a n d C a r l o s D E L G A D O K L O O S
D e p a r t a m e n t o d e I n g e n i e r í a T e l e m á t i c a ,
U n i v e r s i d a d C a r l o s I I I d e M a d r i d , S p a i n
A b s t r a c t . M u lt i - u s e r v i r t u a l w o r l d s c a n b e u s e d t o m o d e l a u th e n t ic le a r n i n g
e n v i r o n m e n t s i n w h i c h k n o w le d g e c a n b e c r e a t e d c o ll a b o r a ti v e ly o n i t s c o n t e x t .
H o w e v e r , c o ll a b o r a t i o n c a n n o t b e c o n s i d e r e d a g i v e n a n d c a r e f u l c o n s id e r a ti o n o f
t h e d e s i g n o f l e a r n i n g a c t i v it i e s a n d o r g a n i z a t i o n a l s u p p o r t m u s t b e p r o v i d e d to
f o s t e r c o l la b o r a t i o n . I n t h is w o r k , w e p r e s e n t a n i n te r d e p e n d e n c y p a tt e r n th a t
p r o m o t e s t h e c o l la b o r a ti o n o f s t u d e n t s . T h e p a t t e r n i s d e p l o y e d i n a m u l t i - u s e r
v i r t u a l e n v i r o n m e n t w h e r e s y n t h e t i c c h a r a c t e r s g u i d e p a r t ic i p a n t s i n a s i tu a t e d
le a r n in g e x p e r i e n c e . P r e l i m i n a r y r e s u l t s o f t h e p il o t s tu d y s u g g e s t t h a t p a r t i c i p a n ts
w e r e a b le t o p e r f o r m r e q u i r e d a c ti v i ti e s b y e s t a b li s h i n g i n t e r d e p e n d e n c y
r e l a t i o n s h i p s s t a te d b y t h e p r o p o s e d p a t t e r n .
K e y w o r d s . C o l la b o r a t i v e le a r n in g e n v i r o n m e n t s , d i s ta n c e e d u c a t i o n a n d
te le l e a r n i n g , i n t e r a c ti v e le a r n in g e n v i r o n m e n t s , v ir t u a l r e a li t y .
I n t r o d u c t io n
T h e g r o w i n g p o p u l a r i t y o f m u l t i - u s e r v i r t u a l e n v i r o n m e n t s ( M U V E s ) h a s d r a w n
a t t e n t i o n f r o m e d u c a t i o n i s t s d u e t o m a n y b e n e f i t s o r a f f o r d a n c e s f o r l e a r n e r s .
R e s e a r c h e r s h a v e f o u n d t h a t r e p r e s e n t a t i o n a l f i d e l i t y a n d i n t e r a c t i v e p o s s i b i l i t i e s o f
M U V E s [ 1 ] h a v e a g r e a t p o t e n t i a l i n t h e e d u c a t i o n a l c o n t e x t a s t h e y e n g a g e l e a r n e r s
a n d t o e x p l o r e , m a n i p u l a t e a n d m o d i f y t h e v i r t u a l w o r l d b y m e a n s o f t h e i r a v a t a r s i n a
c o l l a b o r a t i v e w a y [ 2 ] , [ 4 ] , [ 7 ] , [ 1 4 ] . H o w e v e r , j u s t a s i n f a c e - t o - f a c e e n v i r o n m e n t s ,
p r o d u c t i v e l e a r n i n g i n t e r a c t i o n s a m o n g p a r t i c i p a n t s a r e n o t g u a r a n t e e d a n d s o m e
m e c h a n i s m s m u s t b e p r o v i d e d t o f o s t e r c o l l a b o r a t i o n [ 5 ] , [ 1 3 ] .
T h i s p a p e r d e s c r i b e s a n i n t e r d e p e n d e n c y p a t t e r n ( s e e S e c t i o n 1 ) t h a t f o s t e r s
c o l l a b o r a t i o n a m o n g p a r t i c i p a n t s b y c o n t r o l l i n g t h e i n f o r m a t i o n t h a t t h e e n v i r o n m e n t
p r o v i d e t h e m . T h e p a p e r a l s o i n t r o d u c e s d i f f e r e n t w a y s t o d e p l o y t h e p a t t e r n w i t h i n a
M U V E t a k i n g a d v a n t a g e o f t h e u n i q u e e l e m e n t s o f t h e s e e n v i r o n m e n t s ( s e e S e c t i o n 2 ) .
I n S e c t i o n 3 , a c a s e s t u d y u s e s t h e i n t e r d e p e n d e n c y p a t t e r n i n a M U V E t o e n a c t a
s i t u a t e d l e a r n i n g a c t i v i t y . S y n t h e t i c c h a r a c t e r s i n v i t e p a r t i c i p a n t s t o p l a y a p l o t w i t h
t h e m w h i l e l e a r n e r s t r y t o a c c o m p l i s h a m i s s i o n ; l e a r n e r s ’ e f f o r t s i n t e n d t o i m p r o v e
t h e i r c o m m u n i c a t i o n s k i l l s . P r e l i m i n a r y r e s u l t s o f a p i l o t e x p e r i e n c e a r e p r e s e n t e d i n
S e c t i o n 4 . F i n a l l y , i n S e c t i o n 5 w e p r e s e n t t h e c o n c l u s i o n o f o u r w o r k .
1
C o r r e s p o n d i n g A u t o r : M a r í a B la n c a I b á ñ e z , D p t o . I n g e n i e r í a T e l e m á ti c a , U n iv e r s i d a d C a r l o s I I I d e
M a d r id , 2 8 9 1 1 , L e g a n é s , S p a in ; E m a i l: m b i b a n e z @ i t.u c 3 m .e s .
PhyMEL-WS Weelchair Simulator: A
Preliminary S
t
ud y to Increase Awareness
about t
h
e Problems of L
i
ving the City i
n
a
Wheelchair
Carmen Fernández-Panadero a,1
Valentín de la Cruz Barquero a
, David Morán Núñez b
,
Carlos Delgado Kloos a
a
Universidad Carlos III de Madrid
b
Simumak
Abstract. Accessibility barriers for people driving a wheelchair are a societal
challenge that has to be faced globally, but the way to deal with this problem
is
different for different stakeholders (generic citizens, wheelchair users or medical
staff). Multiple wheelchair simulators have been developed during the last three
decades, but most of them are partially focused to a very specific a target group
and have problems to perform quantitative analysis on driving skills. This paper
has to aims: (1) Present the PhyMEL-WS simulator as a global approach for all the
stakeholders and (2) Present the first stage of the research: an study that analyzes
the
experience of 23
generic
citizens using the PhyMEL-WS Wheelchair
Simulator to reach awareness on accessibility problems. The tool consists of an
immersive environment comprising a motion platform of 3 degrees of freedom,
virtual reality glasses, and a joystick connected to a computer with Unity3D
to
simulate the experience of driving a wheelchair. Preliminary results show that the
simulator is easy to use, realistic, instructive, and enjoyable. All users stated that
they have found it useful to become aware of the problems of disability and would
like to use it as training before using a real wheelchair. Most users expressed that
the experience would gain if it included elements of gamification such as
competition or rewards as part of the training. PhyMEL-WS allows recording the
experience for quantitative and qualitative further analysis.
Keywords. Accessibility, Simulation, Wheelchair, Virtual Worlds, disability,
social awareness, Learning, 3DOF, Unity3D
Introduction
The issue of accessibility barriers in cities for wheelchair’s users has been widely
discussed in the literature [1]. The increase of the number of people with mobility
problems due to the demographical change has made this problem more acute. The
European Commission, in the Horizon 2020 [2] identify several priority challenges
related with these issues (Health, Wellbeing and Inclusive Cities). Multiple successful
wheelchair simulators have been deployed during the past three decades with different
technological support. Simulators have been proved to be an effective learning tool to
1
Corresponding Author.

59. Inmersivo: Reflexión
Los mundos virtuales 3D permiten monitorizar
todo el proceso (educativo) en detalle y permiten
crear entornos difíciles de construir físicamente
Tuvieron su época de esplendor.
Siguen teniendo importancia (ej. en juegos), pero
en ocasiones se prefieren tecnología más ligeras
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59

60. Temas a resaltar
Abierto/Libre
Masivo
Social
Analizable
Interactivo
Móvil
Aumentado
Inmersivo
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C. Delgado Kloos, UC3M

61. Madrid, 2014-05-30
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62. Mirando 4 años adelante
(2014-2018)
Carlos Delgado Kloos
Univ. Carlos III de Madrid, www.it.uc3m.es
Red eMadrid, www.emadridnet.org

63. MOOCs
Los MOOCs han hecho que gobernantes, rectores, y el
gran público se interesen por la tecnología educativa
Big bang del eLearning
Suponen una combinación
de tecnologías y objetivos
de entre los muchas
que se podían tomar
Hay que seguir investigando en el
espacio de las tecnologías educativas
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C. Delgado Kloos, UC3M

64. De MOOCs a SPOCs
SPOC: Small Private Online Course
"Both MOOCs and SPOCs
are two design points
in a wider space in which
experiments are possible."
-- Armando Fox, CACM, Dic 2013
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65. 3 Dimensiones
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65

66. Universidad
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66
a distancia
presencial

67. MOOCs
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67

68. SPOCs
C. Delgado Kloos, UC3M Madrid, 2014-05-30
68

69. Formal-Informal
Educación
abierta
Aprendizaje
informal y
no formal
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70. Local-Global
Crowd-learning
 C-sensing
 C-sourcing
 C-commissioning
Analítica
Ludificación
(Gamification)
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71. Físico-Digital
Big Data
Datos Digitales
 1986: 1% digital
 2002: 50% digital
 2014: 99% digital
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72. Físico-Digital
Realidad
Aumentada
IU vestibles
eLibros
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73. Físico-Digital
Interfaces
hápticos
Realidad
mixta
Objetos
inteligentes
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74. Físico-Digital
Drones
Impresoras 3D
Robots
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75. Großer Physikhörsaal
Techn. Univ. München
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76. Madrid, 2014-05-30
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