(GI-20/4) TERG - Technology and Education

Coordinator of the Group:

Members of the Research Group:

International collaborators

Past members

Keywords:

Education, Educational Technology, Engineering, Innovation.

Brief description of the Group and Objectives:

The Technology and Education Research Group (TERG) is focused in technology education and educational technology research. TERG has developed important research works and scientific publications during the last years related to engineering education and digital competences acquisition. In particular, TERG has researched how conceptual knowledge is acquired by students and how misconceptions are discovered and addressed in graduate and adult education.

The main goal of the research group is to develop solutions to improve learning in a digital society and to carry out educational research from an interdisciplinary approach. The research of this group includes studies about digital competences, computer thinking, digitalization, computer education and engineering. One of the lines of work is to promote STEM education (science, technology, engineering and mathematics).

The research developed by the group is oriented both to formal education at all educational levels and to non-formal education.

The goals also include the following:

  • Improving teaching-learning models through information and communication technologies.
  • Promoting the application of information and communication technologies in education at all educational levels, including non-formal education.
  • Contributing to the innovation and development of new teaching and learning models.
  • Studying the different models of teaching-learning. Promoting and fostering the use of technologies in education.
  • Develop disruptives instruments to support STEM (science, technology, engineering, and mathematics) education.

Lines of research::

  • Educational Technology
  • Engineering Education
  • Knowledge Clarification
  • Artificial Intelligence in Education

Posts:

  • Díaz-Nafría, J.M.; Cañizares-Espada, M.; Seoane-Pujol, I.; Montaño-Gómez, J.A.; Guarda, T. (2022). Enabling Sustainable Management through Kalman Filtering in glossaLAB: a case study on Cyber-Subsidiarity. Smart Innovation, Systems and Technologies, 255: 47–60. Springer, Singapore. https://doi.org/10.1007/978-981-16-4884-7_5
  • Díaz-Nafría, J.M.; Muñóz-Montoro, A.J.; Seoane, I.; Bravo-Agapito, J.; Chroust, ; Stavrakis, M.; Guarda, T. (2021). glossaLAB: Enabling the Co-creation of Interdisciplinary Knowledge Through the Reviving of Long-Term Conceptual Elucidation. Communications in Computer and Information Science, 1485: 18 - 33. 2021. https://doi.org/10.1007/978-3-030-90241-4_2
    ISSN: 1865-0937
  • Celorrio-Aguilera, I. & Freire, M. (2021). Creating Serious STEM Games by combining a Game Platform and Mathematical Software. IEEE 21st International Conference on Advanced Learning Technologies (ICALT 2021), 69–71https://doi.org/10.1109/ICALT52272.2021.00028.
  • Arrieta-Castillo, C. & Celorrio-Aguilera, I. (2021). El juego comunicativo. Planificar y gestionar el aula con dinámicas de juego. http://hdl.handle.net/20.500.12226/919
  • Bravo-Agapito, J., Romero, S. J., & Pamplona, S. (2021). Early prediction of undergraduate Student’s academic performance in completely online learning: A five-year study. Computers in Human Behavior, 115, 106595. https://doi.org/10.1016/J.CHB.2020.106595
  • Grados, B., & Bedón, H. (2021). Is It Intelligent? A Systematic Review of Intelligence in the Most Cited Papers in IoT. In Applied Technologies: Second International Conference, ICAT 2020, Quito, Ecuador, December 2–4, 2020, Proceedings 2 (pp. 272-286). Springer International Publishing.
  • Bravo-Agapito, J., Bonilla, C., & Seoane, I. (2020). Data mining in foreign language learning. WIREs Data Mining Knowledge Discovery (ISSN: 1942-4795), 10(1), e1287.
  • Fernández-Chamorro, V., Pamplona, S. & Pérez-Fructuoso, M.J. Assessing prior knowledge of statistics in students attending an online university. J Comput High Educ 32, 182–202 (2020). https://doi.org/10.1007/s12528-019-09236-9.
  • García-Ortiz, M., Seoane-Pujol, I., & Guarda, T. (2020). Las Tecnologías de Apoyo en la Smart City desde un Enfoque Social. Revista Ibérica de Sistemas e Tecnologias de Informação (ISSN: 1646-9895), 27, 110-120.
  • Guillén-Gámez, F.D., Mayorga-Fernández, M.J., Bravo-Agapito, J., & Escribano-Ortiz, D. (2020). Analysis of Teachers’ Pedagogical Digital Competence: Identification of Factors Predicting Their Acquisition. Technology, Knowledge and Learning (ISSN: 2211-1670).
  • Romero Martínez, S.J., Ordóñez Camacho, X.G., Guillén-Gamez, F.D., & Bravo-Agapito, J. (2020). Attitudes toward technology among distance education students: Validation of an explanatory model. Online Learning (ISSN: 2472-5730), 24(2), 59-75.
  • Ortigosa A., Carro R., Bravo-Agapito J., Lizcano D., Alcolea J., & Blanco O. (2019). From Lab to Production: Lessons Learnt and Real-Life Challenges of an Early Student-Dropout Prevention System. IEEE Transactions on Learning Technologies (ISSN: 1939-1382), 12, 264-277.
    Pamplona, S. (2019). El legado de Seymour Papert: análisis de la usabilidad de seis experiencias de aprendizaje construccionistas en un curso de postgrado sobre Tecnología Educativa. In R. Roig-Vila (Ed.), Investigación e Innovación en la Enseñanza Superior. Nuevos contextos, nuevas ideas. (pp. 335–365). Barcelona: Octaedro.
  • DÍAZ-NAFRÍA, J.M., GUARDA, T., BURGIN, M., HOFKIRCHNER, W., ZIMMERMANN, R., CHROUST, G., BELLI, S. (2019). glossaLAB: Co-creating Interdisciplinary Knowledge. Communications in Computer and Information Science, 1051, pp. 423–437, DOI: 10.1007/978-3-030-32475-9_31 ISSN: 1865-0937
  • BURGIN, M., DÍAZ-NAFRÍA, J.M. (2019). Introduction to the Mathematical Theory of Knowledge Conceptualization: Conceptual Systems and Structures.. Communications in Computer and Information Science, 1051, pp. 469–482, DOI: 10.1007/978-3-030-32475-9_34 ISSN: 1865-0937
  • Bravo-Agapito, J., Centellas, A., & Aguayo, R. (2018). Nuevos entornos abiertos de aprendizaje para la enseñanza de lenguas extranjeras. ¿Son capaces los MOOC de generar un cambio metodológico?. Revista de tecnología, ciencia y educación (ISSN: 2444-250X), 9, 113-145.
  • Pamplona, S., Medinilla, N., & Flores, P. (2018). A Systematic Map for Improving Teaching and Learning in Undergraduate Operating Systems Courses. IEEE Access, 6, 60974–60992. https://doi.org/10.1109/ACCESS.2018.2871768.
  • Celorrio-Aguilera, I. (2018). Diseñando un videojuego educativo: Factores y mecánicas para abordar los contenidos curriculares e implicar a los estudiantes. EDUNOVATIC 2018. 3rd Virtual International Conference on Education, Innovation and ICT, 69–73.
  • Pamplona, S., Seoane, I., Bravo-Agapito, J., & Medinilla, N. (2017). Insights into Students' Conceptual Understanding of Operating Systems: A Four-Year Case Study in Online Education. IEEE Communications Magazine (ISSN: 0163-6804), 55-11, 170-177.
  • DÍAZ-NAFRÍA J.M., GUARDA T., CORONEL I. (2018). A Network Theoretical Approach to Assess Knowledge Integration in Information Studies. Smart Innovation, Systems and Technologies, 94, pp. 360-371. DOI: https://doi.org/10.1007/978-3-319-78605-6_31
    ISSN: 2190-3018, 2190-3026
  • DíEZ-GUTIÉRREZ, E.; DÍAZ-NAFRÍA, J.M. (2018). Ubiquitous learning ecologies for a critical cyber-citizenship. Comunicar, 54, pp. 49-58. https://doi.org/10.3916/C54-2018-05
    ISSN: 1887-0198, 1988-3293, 1988-3293, 1887-0198
  • DÍAZ-NAFRÍA, J.M. (2017). Cyber-Subsidiarity: towards a global sustainable information society. In Elias G. Carayannis, David F. J. Campbell and Marios P. Efthymiopoulos (eds.) Handbook of Cyber-Development, Cyber-Democracy and Cyber-Defense, pp. 1-30, Berlin: Springer. DOI: 10.1007/978-3-319-06091-0_39-1
  • Semantic Segmentation of Fish and Underwater Environments Using Deep Convolutional Neural Networks and Learned Active Contours
  • Chicchon, Miguel; Bedon Monzon, Hector; R. Del-Blanco, Carlos; Sipiran, Ivan (2023-03-28)

Research projects:

Título del proyecto:  DEVELOPMENT OF ENTRECOMP AND DIGCOMP FRAMEWORK IN HIGHER EDUCATION - HE-ENTREDIGComp Erasmus+.
Coordinador: Begüm Sahim. (TR01 THE CENTRE FOR EUROPEAN UNION EDUCATION AND YOUTH PROGRAMMES (TURKISH NATIONAL AGENCY)).
Duración: 01/12/2020- 30/11/2022.
Presupuesto 126.070 €. Papel en el proyecto: Investigador principal por parte del grupo TERG (UDIMA).
Agreement No;2020-1-TR01-KA203-094706,

Título del proyecto: GlossaLAB: Integrating and cocreating knowledge through interdisciplinary glossaries and tools of semantic analysis and interoperability.
Coordinador: Universidad Estatal Península de Santa Elena, Ecuador.
Duración: 05/2019-04/2021.
Presupuesto: 37.000 €.

Título del proyecto: Mejora de la comprensión de conceptos en las titulaciones online de la ingeniería (Ref. FH2017-163)
Desde: 03/2018 hasta: 03/2019
Investigador principal: Sonia Pamplona Roche
Número de investigadores participantes: 3
Entidad financiadora: Fundación Hergar

Título del proyecto: Mobile Learning in vocational education (GoMobile)
Entidad de realización: Asociación Nacional de Centros de e-learning y distancia (ANCED)
Ciudad entidad realización: Madrid, Comunidad de Madrid, España
Nombres investigadores principales (IP, Co-IP,...): Rasmus Pechuel
Nº de investigadores/as: 8
Entidad/es financiadora/s: Comisión Europea
Tipo de entidad: Proyecto Europeo
Ciudad entidad financiadora: Madrid, Comunidad de Madrid, España
Fecha de inicio-fin: 01/10/2016 - 31/03/2018
(Erasmus, Key Activity 2)
Agrement No: 2016-1-DE02-KA202-003332
http://eduproject.eu/gomobile/es/gomobile-project/

Nombre del proyecto: STUFF PI - Simulation and Test Udima platForms for Future Practical Initiatives
Investigador principal: Hector Bedon Monzon
Número de investigadores: 2
Tipo de convocatoria: Ayuda a Proyectos de Innovación Educativa de la Universidad a Distancia de Madrid
Dotación: 2000.00 Euros
Fecha de inicio-fin: 01/01/2023-31/12/2023