Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM '14, 2014
The presence of Information Technology and Communication (ITC) in education has ensured new learn... more The presence of Information Technology and Communication (ITC) in education has ensured new learning environments, such as virtual classrooms present today in most universities, the distance education (online) and the complement classroom education whose duality is known as B-Learning. This is the case of the National University of Chimborazo, Public Higher Education Institution of the Ecuador and Metropolitan University of Science of Education of the Chile, which five years ago has begun to gradually integrate these new computing learning's resources. The present study investigates the use of virtual classrooms, as tools constitute student's Personal Learning Environments (PLE) in Chile and Ecuador, the differences, similarities and characteristics. The main results, there is an increasing the number of subjects that support virtual classrooms for classroom teaching, but learning occurs both in and out of these new learning environments, thus, Web 2.0 tools are important in these processes either to access, process, publish and share resources and content. Finally, as to whether there are differences in the contexts of using of PLE among students in Chile and Ecuador, there are no major differences except for some particular parameters pertaining to the creation of content modules in each country.
Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM '14, 2014
The presence of Information Technology and Communication (ITC) in education has ensured new learn... more The presence of Information Technology and Communication (ITC) in education has ensured new learning environments, such as virtual classrooms present today in most universities, the distance education (online) and the complement classroom education whose duality is known as B-Learning. This is the case of the National University of Chimborazo, Public Higher Education Institution of the Ecuador and Metropolitan University of Science of Education of the Chile, which five years ago has begun to gradually integrate these new computing learning's resources. The present study investigates the use of virtual classrooms, as tools constitute student's Personal Learning Environments (PLE) in Chile and Ecuador, the differences, similarities and characteristics. The main results, there is an increasing the number of subjects that support virtual classrooms for classroom teaching, but learning occurs both in and out of these new learning environments, thus, Web 2.0 tools are important in these processes either to access, process, publish and share resources and content. Finally, as to whether there are differences in the contexts of using of PLE among students in Chile and Ecuador, there are no major differences except for some particular parameters pertaining to the creation of content modules in each country.
Students on pedagogical degree courses have grown up with technology and are considered millennia... more Students on pedagogical degree courses have grown up with technology and are considered millennials, meaning it is pertinent to describe some aspects of their digital culture in order to better orient their initial teacher training and future professional performance, when all teachers will be digital natives. This paper describes some aspects of the current cultural paradigm and reports the results of an exploratory work conducted with students on pedagogical humanities degree. Using a survey, we inquired about the students’ general characteristics, cyberculture, their level of use of software, their use of technological devices, and their digital skills. The results show that there are no significant differences between the groups compared, and that students seem to have homogeneous characteristics when it comes to their approach to technology.
Desde el contexto educativo del Aprendizaje Móvil (m-learning), se establece la efectividad en ... more Desde el contexto educativo del Aprendizaje Móvil (m-learning), se establece la efectividad en los procesos de aprendizaje de un módulo digital ligado a la implementación de características de la Navegación Peatonal Móvil y la RealidadAumentada (NPM-RA), propios de las Tablets en el desarrollo formativo, enlazado a procesos de presentación digital sobre el patrimonio en la ciudad de Salamanca.La investigación se enfoca en dos temáticas: el diseño y desarrollo de una aplicación NPM-RA, definiendo funcionalidad, interfaces e implementación; la comprobación empírica de los modos de presentación, comprensión y efectividad educativa del modelo NPM-RA creado en un contexto de m-learning. Los resultados obtenidos son la construcción de un software portátil y móvil quepermite el aprendizaje de contenidos sobre el patrimonio de Salamanca ciudad, como medio efectivo dentro de un contexto de aprendizaje situado y móvil. Palabras clave. Patrimonio, realidad aumentada, navegación peatonal móvil,aprendizaje Móvil (m-learning).
Augmented reality and pedestrian navigation through its implementation in m-learning and e-learni... more Augmented reality and pedestrian navigation through its implementation in m-learning and e-learning: Evaluation of an educational program in Chile. Abstract The implementation of Mobile Pedestrian Navigation and Augmented Reality in mobile learning contexts shows new forms of interaction when students are taught by means of learning activities in formal settings. This research presents the educational, quantitative, and qualitative evaluation of an Augmented Reality and Mobile Pedestrian Navigation app. The software was designed for mobile learning in an educational context, to evaluate its effectiveness when applied as a teaching tool, in comparison to similar tools such as those present in e-learning. A mixed-method analysis was used, with primary school students from Chile as subjects (n = 143). They were split into one control group and one experimental group. The control group worked in an e-learning environment, while the experimental group performed the activity as field work, making use of the app (m-learning). Students were evaluated pretest and posttest using an objective test to measure their level of learning. In parallel, a satisfaction survey was carried out concerning the use of these technologies, in addition to interviews with several students and teachers of the experimental group. Pretest-posttest results indicate that the experimental group outperformed the control group in their learning levels. The results of the interviews and the satisfaction survey show that these technologies, combined with fieldwork, increase the effectiveness of the teaching-learning processes. Further, they promote the interaction of students with contents for learning, and they improve students' performance in the educational process. The main goal is to provide a methodology for the analysis of an ad-hoc designed app. The app is intended to provide an m-learning process for subjects being taught about cultural heritage. The quantitative and qualitative results obtained show that it can be more effective than using similar technologies in e-learning contexts.
Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM '14, 2014
The presence of Information Technology and Communication (ITC) in education has ensured new learn... more The presence of Information Technology and Communication (ITC) in education has ensured new learning environments, such as virtual classrooms present today in most universities, the distance education (online) and the complement classroom education whose duality is known as B-Learning. This is the case of the National University of Chimborazo, Public Higher Education Institution of the Ecuador and Metropolitan University of Science of Education of the Chile, which five years ago has begun to gradually integrate these new computing learning's resources. The present study investigates the use of virtual classrooms, as tools constitute student's Personal Learning Environments (PLE) in Chile and Ecuador, the differences, similarities and characteristics. The main results, there is an increasing the number of subjects that support virtual classrooms for classroom teaching, but learning occurs both in and out of these new learning environments, thus, Web 2.0 tools are important in these processes either to access, process, publish and share resources and content. Finally, as to whether there are differences in the contexts of using of PLE among students in Chile and Ecuador, there are no major differences except for some particular parameters pertaining to the creation of content modules in each country.
Resumen Mediante la creación de una aplicación móvil de aprendizaje sobre elementos del patrimoni... more Resumen Mediante la creación de una aplicación móvil de aprendizaje sobre elementos del patrimonio, relacionada con la implementación de recursos como son la Realidad Aumentada (RA) y la Navegación Peatonal Móvil (NPM), se han desarrollado procesos de formación en contextos de movilidad, enlazados con la información territorial sobre el patrimonio histórico y cultural correspondientes a las ciudades de Salamanca (España) y Santiago (Chile). El desarrollo del software se enfoca en dos grandes ámbitos: el primero es la determinación de los escenarios territoriales, generando una base de datos que pueda ser utilizada en contextos móviles; el segundo está enfocado en el diseño y el desarrollo de la aplicación RA-NPM, definiendo su arquitectura, funcionalidad, interfaz e implementación. Los resultados son la construcción de un software flexible en un ambiente móvil que permite la presentación de contenidos sobre el patrimonio histórico de las ciudades seleccionadas. De manera complementaria, se realiza la determinación de la efectividad de la aplicación dentro de un contexto de aprendizaje situado y móvil. Desde la percepción de los estudiantes, se evalúa la aplicación móvil y los aprendizajes desarrollados, mediante un instrumento (cuestionario), consultando dimensiones como son el hardware, el software y los contenidos patrimoniales como partes del proceso educativo en un contexto móvil y situado. Los resultados establecen que existe una positiva evaluación en torno a las herramientas y las experiencias implementadas, permitiendo generar nuevas metodologías de aprendizaje mediadas en contextos móviles. Palabras clave: tecnologías de la información y de la comunicación; sistemas multimedia; uso didáctico del ordenador; percepción; evaluación. Abstract By creating a mobile learning app about heritage elements, related to the implementation of resources such as Augmented Reality (AR) and Mobile Pedestrian Navigation (MPN), some training process have been developed in mobility contexts, linked to the territorial information on the historical and cultural patrimony corresponding to the cities of Salamanca (Spain) and Santiago (Chile). The software development focuses on two major areas: the first is the determination of the territorial scenarios, generating a database that can be used in mobile contexts; the second is focused on the design and the development of the AR-MPN application, defining its architecture, functionality, interface and implementation. The results are the construction of flexible software in a mobile environment that allows the presentation of contents on the historical heritage of the selected cities. In a complementary way, the determination of the effectiveness of the application is carried out within a context of situated and mobile learning. From the students' perception, both the mobile application and the developed learning are evaluated, using an instrument (questionnaire), consulting dimensions such as the hardware, the software and the patrimonial contents as part of the educational process in a mobile and localized context. The results establish that there is a positive evaluation around the tools and the implemented experiences, allowing the generation of new learning methodologies mediated in mobile contexts.
This research intends to establish the relationships between the heritage content of Mobile Pedes... more This research intends to establish the relationships between the heritage content of Mobile Pedestrian Navigation Systems -Augmented Reality application and learning processes through mobile devices. In this context, a teaching-learning process will be developed linked to urban heritage, determining the educational effectiveness with these tools. The methodological research focuses on two dimensions: technological design of a mobile learning platform and determining educational modes of understanding of the program. A patrimonial thematic unit will result from this design whose significance in mLearning-uLearning processes will be determined, considering elements of identity and local culture.
La presente investigación pretende establecer los significados y relaciones que existen entre la ... more La presente investigación pretende establecer los significados y relaciones que existen entre la creación de contenidos educativos patrimoniales de un software con características en Sistemas de Navegación Peatonal Móvil y Realidad Aumentada y los procesos de aprendizaje mediante dispositivos móviles. En este contexto portátil y móvil, se pretende desarrollar un proceso de formación ligado a la información territorial sobre el patrimonio arquitectónico e histórico correspondiente a la ciudad de Salamanca (España) comprobando su eficacia educativa. Metodológicamente la investigación se enfoca en dos grandes ámbitos: (1) el di- seño optimizado de una plataforma de aprendizaje en recursos de Realidad Aumentada y Navegación Peatonal Móvil en un contexto patrimonial; y (2) la determinación de los modos de comprensión y efectividad educativa del programa en relación con otras herramientas tradicionales de aprendizaje. Se espera la construcción de una unidad temática patrimonial sobre Salamanca y la determinación de los alcances de esta herramienta en los procesos de Aprendizaje Móvil y Situado considerando los procesos de identidad y cultura local.
El desarrollo vertiginoso de la tecnología que se ha precipitado en las últimas décadas a nivel g... more El desarrollo vertiginoso de la tecnología que se ha precipitado en las últimas décadas a nivel global, ha generado unas modificaciones de las condiciones sociales propias de la inclusión de los diversos avances, en la vida cotidiana de las personas. Estos progresos han derivado en la incorporación de dispositivos tecnológicos, capaces de generar una representación de la realidad territorial. En este sentido la Geomática ha aportado desde diversas vertientes a la configuración de una realidad virtual sobre los lugares y los espacios. Al enfrentar la masificación de la tecnología y el desarrollo de una realidad virtual, emerge la necesidad de determinar si las herramientas TIC Geomáticas reemplazan las características cognitivas que muestra el espacio real, esto a través de la realización de un estudio descriptivo y correlacional, en donde el insumo básico es una encuesta aplicada a estudiantes de Chile y España en un contexto universitario. La comprensión de estos aspectos permite dimensionar las implicancias de la incorporación de las tecnologías en el contexto educativo, contribuyendo a una incorporación consiente, capaz de potenciar los aprendizajes y favorecer el desarrollo educativo de las futuras generaciones. La Geomática, que por medio de diversos programas sobre el territorio, ha permitido el desarrollo de una realidad inicial sobre el espacio, gracias al despliegue de datos y el desarrollo de sus interfaces, permitiéndoles a los jóvenes encuestados, asumir que la información proporcionada por estos dispositivos como parte de su vida cotidiana, y por lo tanto de su entorno. Esto transforma a los datos proporcionados por fuentes digitales en un símil de “realidad inicial virtual”, que comienza paulatinamente a ocupar los lugares que tradicionalmente se presentaban en la realidad concreta.
Se pretende establecer las relaciones que existen entre los contenidos educativos patrimoniales l... more Se pretende establecer las relaciones que existen entre los contenidos educativos patrimoniales locales de un software en Sistemas de Navegación Peatonal Móvil - Realidad Aumentada, y los procesos de aprendizaje mediante dispositivos móviles. En este contexto, se creará un proceso de enseñanza-aprendizaje ligado al patrimonio urbano, determinando su efectividad educativa. Metodológicamente la investigación se enfoca en dos dimensiones: en el diseño tecnológico de la plataforma de aprendizaje móvil y en la determinación de los modos de comprensión educativa del programa. Se espera la construcción de una unidad temática patrimonial y los alcances en procesos de mLearning-uLearning, considerando elementos de identidad y cultura local.
Se pretende establecer la creación y efectividad educativa de un módulo digital de aprendizaje li... more Se pretende establecer la creación y efectividad educativa de un módulo digital de aprendizaje ligado a la implementación de características de los Sistemas de Navegación Peatonal Móvil y Realidad Aumentada (SNPM- RA), desarrollando procesos de formación ligado a la información territorial sobre el patrimonial histórico y cultural correspondiente a la ciudad de Salamanca (España). La investigación se enfoca en dos grandes ámbitos: el primero es el diseño y desarrollo de una plataforma SNPM-RA, definiendo su arquitectura, funcionalidad, interface e implementación; en una segunda etapa se desarrollará la comprobación empírica de los modos de presentación, comprensión y efectividad del modelo SNPM-RA creado en un contexto de Aprendizaje Situado y móvil del patrimonio cultural territorial. Finalmente, los resultados esperados son la construcción de un software flexible en un ambiente móvil que permita la presentación de contenidos sobre el patrimonio histórico, además de la determinación de su efectividad dentro de un contexto de aprendizaje situado y móvil.
This research aims to establish the generation and educational effectiveness of a digital learnin... more This research aims to establish the generation and educational effectiveness of a digital learning module, linked to the implementation of Pedestrian Navigation System characteristics and Augmented Reality (AR-PNS), developing training processes linked to spatial information about the historical heritage and cultural, corresponding to the cities of Salamanca (Spain) and Santiago (Chile). The research focuses on two main areas: the first is the design and development of a PNS-AR platform, defining the architecture, functionality, interface and implementation; in a second stage of empirical testing modes, understanding and effectiveness of PNS-AR model created in a context of territorial Situated Learning will develop cultural heritage. Finally, the expected results are building flexible software in a mobile environment that allows the presentation of content on the historical heritage and the determination of its effectiveness in the context of situated learning and mobile.
This research attempts to determine the perception of the concept of territory with used by ICT g... more This research attempts to determine the perception of the concept of territory with used by ICT geomatics tools present in the Web 2.0 in of university students in Chile and Spain. Through understanding the concept of territory and how this are translated into digital vision, was intended establish the students' perceptions about the use of these tools, their meanings and forms of communication. This study explores the use of ICT tools and geomatics by students and perceived spatial dimensions with these tools: territoriality, affectivity-significance and communicability. The use of geomatics tools remains at a basic level, reaching an initial opportunity to share specific elements such as the location, the reference and visual elements that exist in the territories. This opens the possibility of using these tools in the field of education about the territory.
The presence of Information Technology and Communication (ITC) in education has ensured new learn... more The presence of Information Technology and Communication (ITC) in education has ensured new learning environments, such as virtual classrooms present today in most universities, the distance education (online) and the complement classroom education whose duality is known as B-Learning. This is the case of the National University of Chimborazo, Public Higher Education Institution of the Ecuador and Metropolitan University of Science of Education of the Chile, which five years ago has begun to gradually integrate these new computing learning's resources. The present study investigates the use of virtual classrooms, as tools constitute student's Personal Learning Environments (PLE) in Chile and Ecuador, the differences, similarities and characteristics. The main results, there is an increasing the number of subjects that support virtual classrooms for classroom teaching, but learning occurs both in and out of these new learning environments, thus, Web 2.0 tools are important in these processes either to access, process, publish and share resources and content. Finally, as to whether there are differences in the contexts of using of PLE among students in Chile and Ecuador, there are no major differences except for some particular parameters pertaining to the creation of content modules in each country.
Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM '14, 2014
The presence of Information Technology and Communication (ITC) in education has ensured new learn... more The presence of Information Technology and Communication (ITC) in education has ensured new learning environments, such as virtual classrooms present today in most universities, the distance education (online) and the complement classroom education whose duality is known as B-Learning. This is the case of the National University of Chimborazo, Public Higher Education Institution of the Ecuador and Metropolitan University of Science of Education of the Chile, which five years ago has begun to gradually integrate these new computing learning's resources. The present study investigates the use of virtual classrooms, as tools constitute student's Personal Learning Environments (PLE) in Chile and Ecuador, the differences, similarities and characteristics. The main results, there is an increasing the number of subjects that support virtual classrooms for classroom teaching, but learning occurs both in and out of these new learning environments, thus, Web 2.0 tools are important in these processes either to access, process, publish and share resources and content. Finally, as to whether there are differences in the contexts of using of PLE among students in Chile and Ecuador, there are no major differences except for some particular parameters pertaining to the creation of content modules in each country.
Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM '14, 2014
The presence of Information Technology and Communication (ITC) in education has ensured new learn... more The presence of Information Technology and Communication (ITC) in education has ensured new learning environments, such as virtual classrooms present today in most universities, the distance education (online) and the complement classroom education whose duality is known as B-Learning. This is the case of the National University of Chimborazo, Public Higher Education Institution of the Ecuador and Metropolitan University of Science of Education of the Chile, which five years ago has begun to gradually integrate these new computing learning's resources. The present study investigates the use of virtual classrooms, as tools constitute student's Personal Learning Environments (PLE) in Chile and Ecuador, the differences, similarities and characteristics. The main results, there is an increasing the number of subjects that support virtual classrooms for classroom teaching, but learning occurs both in and out of these new learning environments, thus, Web 2.0 tools are important in these processes either to access, process, publish and share resources and content. Finally, as to whether there are differences in the contexts of using of PLE among students in Chile and Ecuador, there are no major differences except for some particular parameters pertaining to the creation of content modules in each country.
Students on pedagogical degree courses have grown up with technology and are considered millennia... more Students on pedagogical degree courses have grown up with technology and are considered millennials, meaning it is pertinent to describe some aspects of their digital culture in order to better orient their initial teacher training and future professional performance, when all teachers will be digital natives. This paper describes some aspects of the current cultural paradigm and reports the results of an exploratory work conducted with students on pedagogical humanities degree. Using a survey, we inquired about the students’ general characteristics, cyberculture, their level of use of software, their use of technological devices, and their digital skills. The results show that there are no significant differences between the groups compared, and that students seem to have homogeneous characteristics when it comes to their approach to technology.
Desde el contexto educativo del Aprendizaje Móvil (m-learning), se establece la efectividad en ... more Desde el contexto educativo del Aprendizaje Móvil (m-learning), se establece la efectividad en los procesos de aprendizaje de un módulo digital ligado a la implementación de características de la Navegación Peatonal Móvil y la RealidadAumentada (NPM-RA), propios de las Tablets en el desarrollo formativo, enlazado a procesos de presentación digital sobre el patrimonio en la ciudad de Salamanca.La investigación se enfoca en dos temáticas: el diseño y desarrollo de una aplicación NPM-RA, definiendo funcionalidad, interfaces e implementación; la comprobación empírica de los modos de presentación, comprensión y efectividad educativa del modelo NPM-RA creado en un contexto de m-learning. Los resultados obtenidos son la construcción de un software portátil y móvil quepermite el aprendizaje de contenidos sobre el patrimonio de Salamanca ciudad, como medio efectivo dentro de un contexto de aprendizaje situado y móvil. Palabras clave. Patrimonio, realidad aumentada, navegación peatonal móvil,aprendizaje Móvil (m-learning).
Augmented reality and pedestrian navigation through its implementation in m-learning and e-learni... more Augmented reality and pedestrian navigation through its implementation in m-learning and e-learning: Evaluation of an educational program in Chile. Abstract The implementation of Mobile Pedestrian Navigation and Augmented Reality in mobile learning contexts shows new forms of interaction when students are taught by means of learning activities in formal settings. This research presents the educational, quantitative, and qualitative evaluation of an Augmented Reality and Mobile Pedestrian Navigation app. The software was designed for mobile learning in an educational context, to evaluate its effectiveness when applied as a teaching tool, in comparison to similar tools such as those present in e-learning. A mixed-method analysis was used, with primary school students from Chile as subjects (n = 143). They were split into one control group and one experimental group. The control group worked in an e-learning environment, while the experimental group performed the activity as field work, making use of the app (m-learning). Students were evaluated pretest and posttest using an objective test to measure their level of learning. In parallel, a satisfaction survey was carried out concerning the use of these technologies, in addition to interviews with several students and teachers of the experimental group. Pretest-posttest results indicate that the experimental group outperformed the control group in their learning levels. The results of the interviews and the satisfaction survey show that these technologies, combined with fieldwork, increase the effectiveness of the teaching-learning processes. Further, they promote the interaction of students with contents for learning, and they improve students' performance in the educational process. The main goal is to provide a methodology for the analysis of an ad-hoc designed app. The app is intended to provide an m-learning process for subjects being taught about cultural heritage. The quantitative and qualitative results obtained show that it can be more effective than using similar technologies in e-learning contexts.
Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM '14, 2014
The presence of Information Technology and Communication (ITC) in education has ensured new learn... more The presence of Information Technology and Communication (ITC) in education has ensured new learning environments, such as virtual classrooms present today in most universities, the distance education (online) and the complement classroom education whose duality is known as B-Learning. This is the case of the National University of Chimborazo, Public Higher Education Institution of the Ecuador and Metropolitan University of Science of Education of the Chile, which five years ago has begun to gradually integrate these new computing learning's resources. The present study investigates the use of virtual classrooms, as tools constitute student's Personal Learning Environments (PLE) in Chile and Ecuador, the differences, similarities and characteristics. The main results, there is an increasing the number of subjects that support virtual classrooms for classroom teaching, but learning occurs both in and out of these new learning environments, thus, Web 2.0 tools are important in these processes either to access, process, publish and share resources and content. Finally, as to whether there are differences in the contexts of using of PLE among students in Chile and Ecuador, there are no major differences except for some particular parameters pertaining to the creation of content modules in each country.
Resumen Mediante la creación de una aplicación móvil de aprendizaje sobre elementos del patrimoni... more Resumen Mediante la creación de una aplicación móvil de aprendizaje sobre elementos del patrimonio, relacionada con la implementación de recursos como son la Realidad Aumentada (RA) y la Navegación Peatonal Móvil (NPM), se han desarrollado procesos de formación en contextos de movilidad, enlazados con la información territorial sobre el patrimonio histórico y cultural correspondientes a las ciudades de Salamanca (España) y Santiago (Chile). El desarrollo del software se enfoca en dos grandes ámbitos: el primero es la determinación de los escenarios territoriales, generando una base de datos que pueda ser utilizada en contextos móviles; el segundo está enfocado en el diseño y el desarrollo de la aplicación RA-NPM, definiendo su arquitectura, funcionalidad, interfaz e implementación. Los resultados son la construcción de un software flexible en un ambiente móvil que permite la presentación de contenidos sobre el patrimonio histórico de las ciudades seleccionadas. De manera complementaria, se realiza la determinación de la efectividad de la aplicación dentro de un contexto de aprendizaje situado y móvil. Desde la percepción de los estudiantes, se evalúa la aplicación móvil y los aprendizajes desarrollados, mediante un instrumento (cuestionario), consultando dimensiones como son el hardware, el software y los contenidos patrimoniales como partes del proceso educativo en un contexto móvil y situado. Los resultados establecen que existe una positiva evaluación en torno a las herramientas y las experiencias implementadas, permitiendo generar nuevas metodologías de aprendizaje mediadas en contextos móviles. Palabras clave: tecnologías de la información y de la comunicación; sistemas multimedia; uso didáctico del ordenador; percepción; evaluación. Abstract By creating a mobile learning app about heritage elements, related to the implementation of resources such as Augmented Reality (AR) and Mobile Pedestrian Navigation (MPN), some training process have been developed in mobility contexts, linked to the territorial information on the historical and cultural patrimony corresponding to the cities of Salamanca (Spain) and Santiago (Chile). The software development focuses on two major areas: the first is the determination of the territorial scenarios, generating a database that can be used in mobile contexts; the second is focused on the design and the development of the AR-MPN application, defining its architecture, functionality, interface and implementation. The results are the construction of flexible software in a mobile environment that allows the presentation of contents on the historical heritage of the selected cities. In a complementary way, the determination of the effectiveness of the application is carried out within a context of situated and mobile learning. From the students' perception, both the mobile application and the developed learning are evaluated, using an instrument (questionnaire), consulting dimensions such as the hardware, the software and the patrimonial contents as part of the educational process in a mobile and localized context. The results establish that there is a positive evaluation around the tools and the implemented experiences, allowing the generation of new learning methodologies mediated in mobile contexts.
This research intends to establish the relationships between the heritage content of Mobile Pedes... more This research intends to establish the relationships between the heritage content of Mobile Pedestrian Navigation Systems -Augmented Reality application and learning processes through mobile devices. In this context, a teaching-learning process will be developed linked to urban heritage, determining the educational effectiveness with these tools. The methodological research focuses on two dimensions: technological design of a mobile learning platform and determining educational modes of understanding of the program. A patrimonial thematic unit will result from this design whose significance in mLearning-uLearning processes will be determined, considering elements of identity and local culture.
La presente investigación pretende establecer los significados y relaciones que existen entre la ... more La presente investigación pretende establecer los significados y relaciones que existen entre la creación de contenidos educativos patrimoniales de un software con características en Sistemas de Navegación Peatonal Móvil y Realidad Aumentada y los procesos de aprendizaje mediante dispositivos móviles. En este contexto portátil y móvil, se pretende desarrollar un proceso de formación ligado a la información territorial sobre el patrimonio arquitectónico e histórico correspondiente a la ciudad de Salamanca (España) comprobando su eficacia educativa. Metodológicamente la investigación se enfoca en dos grandes ámbitos: (1) el di- seño optimizado de una plataforma de aprendizaje en recursos de Realidad Aumentada y Navegación Peatonal Móvil en un contexto patrimonial; y (2) la determinación de los modos de comprensión y efectividad educativa del programa en relación con otras herramientas tradicionales de aprendizaje. Se espera la construcción de una unidad temática patrimonial sobre Salamanca y la determinación de los alcances de esta herramienta en los procesos de Aprendizaje Móvil y Situado considerando los procesos de identidad y cultura local.
El desarrollo vertiginoso de la tecnología que se ha precipitado en las últimas décadas a nivel g... more El desarrollo vertiginoso de la tecnología que se ha precipitado en las últimas décadas a nivel global, ha generado unas modificaciones de las condiciones sociales propias de la inclusión de los diversos avances, en la vida cotidiana de las personas. Estos progresos han derivado en la incorporación de dispositivos tecnológicos, capaces de generar una representación de la realidad territorial. En este sentido la Geomática ha aportado desde diversas vertientes a la configuración de una realidad virtual sobre los lugares y los espacios. Al enfrentar la masificación de la tecnología y el desarrollo de una realidad virtual, emerge la necesidad de determinar si las herramientas TIC Geomáticas reemplazan las características cognitivas que muestra el espacio real, esto a través de la realización de un estudio descriptivo y correlacional, en donde el insumo básico es una encuesta aplicada a estudiantes de Chile y España en un contexto universitario. La comprensión de estos aspectos permite dimensionar las implicancias de la incorporación de las tecnologías en el contexto educativo, contribuyendo a una incorporación consiente, capaz de potenciar los aprendizajes y favorecer el desarrollo educativo de las futuras generaciones. La Geomática, que por medio de diversos programas sobre el territorio, ha permitido el desarrollo de una realidad inicial sobre el espacio, gracias al despliegue de datos y el desarrollo de sus interfaces, permitiéndoles a los jóvenes encuestados, asumir que la información proporcionada por estos dispositivos como parte de su vida cotidiana, y por lo tanto de su entorno. Esto transforma a los datos proporcionados por fuentes digitales en un símil de “realidad inicial virtual”, que comienza paulatinamente a ocupar los lugares que tradicionalmente se presentaban en la realidad concreta.
Se pretende establecer las relaciones que existen entre los contenidos educativos patrimoniales l... more Se pretende establecer las relaciones que existen entre los contenidos educativos patrimoniales locales de un software en Sistemas de Navegación Peatonal Móvil - Realidad Aumentada, y los procesos de aprendizaje mediante dispositivos móviles. En este contexto, se creará un proceso de enseñanza-aprendizaje ligado al patrimonio urbano, determinando su efectividad educativa. Metodológicamente la investigación se enfoca en dos dimensiones: en el diseño tecnológico de la plataforma de aprendizaje móvil y en la determinación de los modos de comprensión educativa del programa. Se espera la construcción de una unidad temática patrimonial y los alcances en procesos de mLearning-uLearning, considerando elementos de identidad y cultura local.
Se pretende establecer la creación y efectividad educativa de un módulo digital de aprendizaje li... more Se pretende establecer la creación y efectividad educativa de un módulo digital de aprendizaje ligado a la implementación de características de los Sistemas de Navegación Peatonal Móvil y Realidad Aumentada (SNPM- RA), desarrollando procesos de formación ligado a la información territorial sobre el patrimonial histórico y cultural correspondiente a la ciudad de Salamanca (España). La investigación se enfoca en dos grandes ámbitos: el primero es el diseño y desarrollo de una plataforma SNPM-RA, definiendo su arquitectura, funcionalidad, interface e implementación; en una segunda etapa se desarrollará la comprobación empírica de los modos de presentación, comprensión y efectividad del modelo SNPM-RA creado en un contexto de Aprendizaje Situado y móvil del patrimonio cultural territorial. Finalmente, los resultados esperados son la construcción de un software flexible en un ambiente móvil que permita la presentación de contenidos sobre el patrimonio histórico, además de la determinación de su efectividad dentro de un contexto de aprendizaje situado y móvil.
This research aims to establish the generation and educational effectiveness of a digital learnin... more This research aims to establish the generation and educational effectiveness of a digital learning module, linked to the implementation of Pedestrian Navigation System characteristics and Augmented Reality (AR-PNS), developing training processes linked to spatial information about the historical heritage and cultural, corresponding to the cities of Salamanca (Spain) and Santiago (Chile). The research focuses on two main areas: the first is the design and development of a PNS-AR platform, defining the architecture, functionality, interface and implementation; in a second stage of empirical testing modes, understanding and effectiveness of PNS-AR model created in a context of territorial Situated Learning will develop cultural heritage. Finally, the expected results are building flexible software in a mobile environment that allows the presentation of content on the historical heritage and the determination of its effectiveness in the context of situated learning and mobile.
This research attempts to determine the perception of the concept of territory with used by ICT g... more This research attempts to determine the perception of the concept of territory with used by ICT geomatics tools present in the Web 2.0 in of university students in Chile and Spain. Through understanding the concept of territory and how this are translated into digital vision, was intended establish the students' perceptions about the use of these tools, their meanings and forms of communication. This study explores the use of ICT tools and geomatics by students and perceived spatial dimensions with these tools: territoriality, affectivity-significance and communicability. The use of geomatics tools remains at a basic level, reaching an initial opportunity to share specific elements such as the location, the reference and visual elements that exist in the territories. This opens the possibility of using these tools in the field of education about the territory.
The presence of Information Technology and Communication (ITC) in education has ensured new learn... more The presence of Information Technology and Communication (ITC) in education has ensured new learning environments, such as virtual classrooms present today in most universities, the distance education (online) and the complement classroom education whose duality is known as B-Learning. This is the case of the National University of Chimborazo, Public Higher Education Institution of the Ecuador and Metropolitan University of Science of Education of the Chile, which five years ago has begun to gradually integrate these new computing learning's resources. The present study investigates the use of virtual classrooms, as tools constitute student's Personal Learning Environments (PLE) in Chile and Ecuador, the differences, similarities and characteristics. The main results, there is an increasing the number of subjects that support virtual classrooms for classroom teaching, but learning occurs both in and out of these new learning environments, thus, Web 2.0 tools are important in these processes either to access, process, publish and share resources and content. Finally, as to whether there are differences in the contexts of using of PLE among students in Chile and Ecuador, there are no major differences except for some particular parameters pertaining to the creation of content modules in each country.
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Papers by Jorge Joo Nagata
Al enfrentar la masificación de la tecnología y el desarrollo de una realidad virtual, emerge la necesidad de determinar si las herramientas TIC Geomáticas reemplazan las características cognitivas que muestra el espacio real, esto a través de la realización de un estudio descriptivo y correlacional, en donde el insumo básico es una encuesta aplicada a estudiantes de Chile y España en un contexto universitario. La comprensión de estos aspectos permite dimensionar las implicancias de la incorporación de las tecnologías en el contexto educativo, contribuyendo a una incorporación consiente, capaz de potenciar los aprendizajes y favorecer el desarrollo educativo de las futuras generaciones. La Geomática, que por medio de diversos programas sobre el territorio, ha permitido el desarrollo de una realidad inicial sobre el espacio, gracias al despliegue de datos y el desarrollo de sus interfaces, permitiéndoles a los jóvenes encuestados, asumir que la información proporcionada por estos dispositivos como parte de su vida cotidiana, y por lo tanto de su entorno. Esto transforma a los datos proporcionados por fuentes digitales en un símil de “realidad inicial virtual”, que comienza paulatinamente a ocupar los lugares que tradicionalmente se presentaban en la realidad concreta.
Al enfrentar la masificación de la tecnología y el desarrollo de una realidad virtual, emerge la necesidad de determinar si las herramientas TIC Geomáticas reemplazan las características cognitivas que muestra el espacio real, esto a través de la realización de un estudio descriptivo y correlacional, en donde el insumo básico es una encuesta aplicada a estudiantes de Chile y España en un contexto universitario. La comprensión de estos aspectos permite dimensionar las implicancias de la incorporación de las tecnologías en el contexto educativo, contribuyendo a una incorporación consiente, capaz de potenciar los aprendizajes y favorecer el desarrollo educativo de las futuras generaciones. La Geomática, que por medio de diversos programas sobre el territorio, ha permitido el desarrollo de una realidad inicial sobre el espacio, gracias al despliegue de datos y el desarrollo de sus interfaces, permitiéndoles a los jóvenes encuestados, asumir que la información proporcionada por estos dispositivos como parte de su vida cotidiana, y por lo tanto de su entorno. Esto transforma a los datos proporcionados por fuentes digitales en un símil de “realidad inicial virtual”, que comienza paulatinamente a ocupar los lugares que tradicionalmente se presentaban en la realidad concreta.