Pub Date : 2017-10-01DOI: 10.1109/LACLO.2017.8120940
Juan Sebastian Espinosa Trejos, Néstor Darío Duque Méndez, Emilcy J. Hernández-Leal
The authoring tools are software applications, for the construction of educational resources that incorporate the possibility of including multimedia elements, that allow to carry and use the resources created in various environments or devices types. Edutools is an authoring tool conceived for the creation of Learning Objects (OA) in HTML format (Hyper Text Markup Language), moreover the tool provides the possibility to create OA of three specific types: contents, books, and questionnaires. The tool seeks to provide the author with the creation of her OA and to give the possibility of exporting them in HTML format to take them to a repository of OA or to use them on the web.
{"title":"EduTools — Authoring tool for creating HTML learning objects","authors":"Juan Sebastian Espinosa Trejos, Néstor Darío Duque Méndez, Emilcy J. Hernández-Leal","doi":"10.1109/LACLO.2017.8120940","DOIUrl":"https://doi.org/10.1109/LACLO.2017.8120940","url":null,"abstract":"The authoring tools are software applications, for the construction of educational resources that incorporate the possibility of including multimedia elements, that allow to carry and use the resources created in various environments or devices types. Edutools is an authoring tool conceived for the creation of Learning Objects (OA) in HTML format (Hyper Text Markup Language), moreover the tool provides the possibility to create OA of three specific types: contents, books, and questionnaires. The tool seeks to provide the author with the creation of her OA and to give the possibility of exporting them in HTML format to take them to a repository of OA or to use them on the web.","PeriodicalId":278097,"journal":{"name":"2017 Twelfth Latin American Conference on Learning Technologies (LACLO)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115168952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-01DOI: 10.1109/LACLO.2017.8120948
Emilcy J. Hernández-Leal, Néstor Darío Duque-Méndez, M. Ocampo, P. A. R. Marín
One of the technologies that has been showing possibilities of application in educational environments is the Augmented Reality (AR), in addition to its application to other fields such as tourism, advertising, video games, among others. The present article shows the results of an experiment carried out at the National University of Colombia, with the design and construction of augmented learning objects for the seventh and eighth grades of secondary education, which were tested and evaluated by students of a school in the department of Caldas. The study confirms the potential of this technology to support educational processes represented in the creation of digital resources for mobile devices. The development of learning objects in AR for mobile devices can support teachers in the integration of information and communication technologies (ICT) in the teaching-learning processes.
{"title":"Construction of learning objects with Augmented Reality: An experience in secondary education","authors":"Emilcy J. Hernández-Leal, Néstor Darío Duque-Méndez, M. Ocampo, P. A. R. Marín","doi":"10.1109/LACLO.2017.8120948","DOIUrl":"https://doi.org/10.1109/LACLO.2017.8120948","url":null,"abstract":"One of the technologies that has been showing possibilities of application in educational environments is the Augmented Reality (AR), in addition to its application to other fields such as tourism, advertising, video games, among others. The present article shows the results of an experiment carried out at the National University of Colombia, with the design and construction of augmented learning objects for the seventh and eighth grades of secondary education, which were tested and evaluated by students of a school in the department of Caldas. The study confirms the potential of this technology to support educational processes represented in the creation of digital resources for mobile devices. The development of learning objects in AR for mobile devices can support teachers in the integration of information and communication technologies (ICT) in the teaching-learning processes.","PeriodicalId":278097,"journal":{"name":"2017 Twelfth Latin American Conference on Learning Technologies (LACLO)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121923303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-01DOI: 10.1109/LACLO.2017.8120928
Federico Ferrero, A. Gewerc, Diego Letzen
This article addresses the use of Network Analysis Software to diagram arguments in Informal Logic classes. It is shown as an innovative possibility that goes beyond the classic work with pencil and paper and even the work with specific software dedicated to diagramming. In particular, diagrams made in pencil and paper and diagrams elaborated with Araucaria software are compared through the construction of network graphs obtained by juxtaposing individual diagrams made by the students. The results show that there are no significant differences in the indices compared and that the verified variations respond to differences in the representation systems. Finally, the study suggests that the Network Analysis Software inaugurates a new form of diagrammatic cartographies with interest for the teaching of Logic.
{"title":"Network analysis software for diagramming arguments in informal logic classes","authors":"Federico Ferrero, A. Gewerc, Diego Letzen","doi":"10.1109/LACLO.2017.8120928","DOIUrl":"https://doi.org/10.1109/LACLO.2017.8120928","url":null,"abstract":"This article addresses the use of Network Analysis Software to diagram arguments in Informal Logic classes. It is shown as an innovative possibility that goes beyond the classic work with pencil and paper and even the work with specific software dedicated to diagramming. In particular, diagrams made in pencil and paper and diagrams elaborated with Araucaria software are compared through the construction of network graphs obtained by juxtaposing individual diagrams made by the students. The results show that there are no significant differences in the indices compared and that the verified variations respond to differences in the representation systems. Finally, the study suggests that the Network Analysis Software inaugurates a new form of diagrammatic cartographies with interest for the teaching of Logic.","PeriodicalId":278097,"journal":{"name":"2017 Twelfth Latin American Conference on Learning Technologies (LACLO)","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116853075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-01DOI: 10.1109/LACLO.2017.8120916
Antonio Silva Sprock, R. Vicari, Mónica María Rojas Rincón, I. Silveira, Julio César Ponce Gallegos, Jorge Maldonado, Angelica Toscano
The work shows the proposal to create a Latin-American Research Network related to Learning Analytics, initially made up of researchers from 13 Higher Education Institutions from 7 Latin American countries. The Network has started with collaboration agreements and the formation of lines of communication, where we have talked about the progress and related projects developed in the participating institutions. The Network has been created with objectives, related to the research, dissemination, generation of knowledge and growth of the Network. It has also been proposed an iterative work methodology, a dissemination plan and some monitoring indicators of the Network. Once consolidated the network, will offer benefits to participating institutions and the Latin American region, particularly in the education sector.
{"title":"Latin-american network of learning analytics — LALA","authors":"Antonio Silva Sprock, R. Vicari, Mónica María Rojas Rincón, I. Silveira, Julio César Ponce Gallegos, Jorge Maldonado, Angelica Toscano","doi":"10.1109/LACLO.2017.8120916","DOIUrl":"https://doi.org/10.1109/LACLO.2017.8120916","url":null,"abstract":"The work shows the proposal to create a Latin-American Research Network related to Learning Analytics, initially made up of researchers from 13 Higher Education Institutions from 7 Latin American countries. The Network has started with collaboration agreements and the formation of lines of communication, where we have talked about the progress and related projects developed in the participating institutions. The Network has been created with objectives, related to the research, dissemination, generation of knowledge and growth of the Network. It has also been proposed an iterative work methodology, a dissemination plan and some monitoring indicators of the Network. Once consolidated the network, will offer benefits to participating institutions and the Latin American region, particularly in the education sector.","PeriodicalId":278097,"journal":{"name":"2017 Twelfth Latin American Conference on Learning Technologies (LACLO)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129775812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-01DOI: 10.1109/LACLO.2017.8120938
Gabriela Capel, Diego Torres, Juan Ignacio Vidal
According to the Convention on the Rights of Persons with Disabilities promoted by United Nations, States should provide Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion”. However, subjects at universities have not a production of their contents accessible for people with disabilities. This article introduces the experience in adapting the content of an object-oriented programming course to be accessible for a blind student. The experience details the work done in the generation of support material, the format adaptation in lectures, and the search of tools for blind people to generate UML diagrams.
{"title":"The use of learning objects in the academic adequacy in an object-oriented programming course for a blind student","authors":"Gabriela Capel, Diego Torres, Juan Ignacio Vidal","doi":"10.1109/LACLO.2017.8120938","DOIUrl":"https://doi.org/10.1109/LACLO.2017.8120938","url":null,"abstract":"According to the Convention on the Rights of Persons with Disabilities promoted by United Nations, States should provide Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion”. However, subjects at universities have not a production of their contents accessible for people with disabilities. This article introduces the experience in adapting the content of an object-oriented programming course to be accessible for a blind student. The experience details the work done in the generation of support material, the format adaptation in lectures, and the search of tools for blind people to generate UML diagrams.","PeriodicalId":278097,"journal":{"name":"2017 Twelfth Latin American Conference on Learning Technologies (LACLO)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129660882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-01DOI: 10.1109/LACLO.2017.8120889
Julia Espinoza-Guzmán, Pablo Gamboa-Camacho, M. Chacón-Rivas
Beyond providing alternatives to build rubrics, a group of researchers in Tecnológico de Costa Rica found the need to implement best practices in the definition and validation of evaluation rubrics, to encourage the creation of a Higher Education bank of assessment instruments. To achieve this goal, in the Tecnológico de Costa Rica, a teacher training process was established, which includes cooperative-collaborative work, scaffolding for the construction of knowledge and assessment tests carried out in the institutional LMS. The ultimate purpose is to build skills in teachers to design more robust rubrics and thus to form an institutional bank of evaluation instruments to share among colleagues. The first results meet the expectations established for the training model, as well as those of the teachers who participate in the training and use the rubrics for evaluation in their courses, as shown in the paper.
除了提供构建标准的替代方案之外，Tecnológico de Costa Rica的一组研究人员发现，需要在评估标准的定义和验证方面实施最佳实践，以鼓励创建一个高等教育评估工具库。为实现这一目标，在Tecnológico哥斯达黎加建立了一个教师培训进程，其中包括合作-协作工作、构建知识的框架以及在机构LMS中进行的评估测试。最终目的是培养教师设计更有力的标准的技能，从而形成一个评估工具的机构库，供同事之间分享。如本文所示，第一个结果既满足了对培训模式的期望，也满足了参与培训并在课程中使用标准进行评估的教师的期望。
{"title":"Teacher training model — Towards a collaborative rubric bank","authors":"Julia Espinoza-Guzmán, Pablo Gamboa-Camacho, M. Chacón-Rivas","doi":"10.1109/LACLO.2017.8120889","DOIUrl":"https://doi.org/10.1109/LACLO.2017.8120889","url":null,"abstract":"Beyond providing alternatives to build rubrics, a group of researchers in Tecnológico de Costa Rica found the need to implement best practices in the definition and validation of evaluation rubrics, to encourage the creation of a Higher Education bank of assessment instruments. To achieve this goal, in the Tecnológico de Costa Rica, a teacher training process was established, which includes cooperative-collaborative work, scaffolding for the construction of knowledge and assessment tests carried out in the institutional LMS. The ultimate purpose is to build skills in teachers to design more robust rubrics and thus to form an institutional bank of evaluation instruments to share among colleagues. The first results meet the expectations established for the training model, as well as those of the teachers who participate in the training and use the rubrics for evaluation in their courses, as shown in the paper.","PeriodicalId":278097,"journal":{"name":"2017 Twelfth Latin American Conference on Learning Technologies (LACLO)","volume":"26 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114116960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-01DOI: 10.1109/LACLO.2017.8120952
Yesica Chirinos Delfino
At present, Information and Communication Technologies (ICT) constitute another component of the physiognomy of the different scenarios where children grow, develop and form. The kindergarten and the first years of the primary level, are one of these scenarios where is interesting their connection with these technologies, as with other that are part of your life. Children are born in the era of digital technologies, and with them live spontaneously, without fear and with the interest of mastering what they have at their fingertips. In order to take advantage of this motivation and the implementation of ICTs in this area, an educational application, complementary, is created for the teaching of Geometrical Figures and Bodies, to children of kindergarten, offering then alternative of complementary learning, that broadens their educational experiences, and the enriches the possibilities of interaction and production through the multimedia language. The material has currently been analyzed through peer evaluation and first experience with children aged 6 years, with gives the opportunity to make improvements for later use.
{"title":"GEOMEKids: Educational application for teaching of figures and geometric bodies in kindergarten","authors":"Yesica Chirinos Delfino","doi":"10.1109/LACLO.2017.8120952","DOIUrl":"https://doi.org/10.1109/LACLO.2017.8120952","url":null,"abstract":"At present, Information and Communication Technologies (ICT) constitute another component of the physiognomy of the different scenarios where children grow, develop and form. The kindergarten and the first years of the primary level, are one of these scenarios where is interesting their connection with these technologies, as with other that are part of your life. Children are born in the era of digital technologies, and with them live spontaneously, without fear and with the interest of mastering what they have at their fingertips. In order to take advantage of this motivation and the implementation of ICTs in this area, an educational application, complementary, is created for the teaching of Geometrical Figures and Bodies, to children of kindergarten, offering then alternative of complementary learning, that broadens their educational experiences, and the enriches the possibilities of interaction and production through the multimedia language. The material has currently been analyzed through peer evaluation and first experience with children aged 6 years, with gives the opportunity to make improvements for later use.","PeriodicalId":278097,"journal":{"name":"2017 Twelfth Latin American Conference on Learning Technologies (LACLO)","volume":"09 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130777661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-01DOI: 10.1109/LACLO.2017.8120896
Viviana Harari, Ivana Harari
This article relates the experience of a training process on Teaching Programming for vulnerable children and adolescents at social risk, who attend community eaters in neighborhoods on the outskirts of the city of La Plata. In these organizations, in addition to breakfast and lunch, they are offered school attendance in different subjects using the computer as a tool. Since 2007, advanced student and teacher volunteers of the Faculty of Informatics of the National University of La Plata UNLP [1] traveled to social diners in order to introduce computing concepts to children and teenagers with limited economic resources, mainly supporting their activities in the school. They participate in the project called “Inclusive Computing” accepted in several calls for extension projects of the Ministry of Education of Argentina [2]. This project basically aims to strengthen links between the University and the slums through the teaching of Informatics. During the year 2016, 30 children from the Green Hope and Los Robles social institutions were trained in Programming [3]. In this article, we will address the details of the educational process, the methodology used, the pedagogical resources used and the results obtained. Although the lack of resources, the disparity of previous training of the students and the unfavorable context where they live, the results were highly satisfactory, with a high level of participation and interest. It was an enriching and gratified experience, worth being told.
{"title":"Teaching programming to kids in situation of social vulnerability","authors":"Viviana Harari, Ivana Harari","doi":"10.1109/LACLO.2017.8120896","DOIUrl":"https://doi.org/10.1109/LACLO.2017.8120896","url":null,"abstract":"This article relates the experience of a training process on Teaching Programming for vulnerable children and adolescents at social risk, who attend community eaters in neighborhoods on the outskirts of the city of La Plata. In these organizations, in addition to breakfast and lunch, they are offered school attendance in different subjects using the computer as a tool. Since 2007, advanced student and teacher volunteers of the Faculty of Informatics of the National University of La Plata UNLP [1] traveled to social diners in order to introduce computing concepts to children and teenagers with limited economic resources, mainly supporting their activities in the school. They participate in the project called “Inclusive Computing” accepted in several calls for extension projects of the Ministry of Education of Argentina [2]. This project basically aims to strengthen links between the University and the slums through the teaching of Informatics. During the year 2016, 30 children from the Green Hope and Los Robles social institutions were trained in Programming [3]. In this article, we will address the details of the educational process, the methodology used, the pedagogical resources used and the results obtained. Although the lack of resources, the disparity of previous training of the students and the unfavorable context where they live, the results were highly satisfactory, with a high level of participation and interest. It was an enriching and gratified experience, worth being told.","PeriodicalId":278097,"journal":{"name":"2017 Twelfth Latin American Conference on Learning Technologies (LACLO)","volume":"8 Suppl 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124208377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-01DOI: 10.1109/LACLO.2017.8120932
Manuel J. Ibarra, Carlos Huaraca, Wilfredo Soto, Carmen Palomino
More than 64% of schools in Apurimac Peru are located in rural area; unlike the schools in urban area, they present problem of lack of Internet connection, hence, without access to virtual learning and they can't use Educational Resources. This paper describes the design, development and testing of the Mini Learning Management System for schools without internet connection to improve de availability of Educational Resources. The hardware used for this purpose was Raspberry Pi basic mainboard, with low cost and reduced size; on the other hand, Chamilo LMS was configured and optimized to run over the small mainboard. The proposal was evaluated by end users in Apurimac-Peru and they manifest their conformity with the tool to use educational resources and server functionality. In addition, performance tests were conducted, and the server responded reasonably to 200 requests simulating 10 different computers accessing simultaneously.
{"title":"MLMS: Mini learning management system for schools without internet connection","authors":"Manuel J. Ibarra, Carlos Huaraca, Wilfredo Soto, Carmen Palomino","doi":"10.1109/LACLO.2017.8120932","DOIUrl":"https://doi.org/10.1109/LACLO.2017.8120932","url":null,"abstract":"More than 64% of schools in Apurimac Peru are located in rural area; unlike the schools in urban area, they present problem of lack of Internet connection, hence, without access to virtual learning and they can't use Educational Resources. This paper describes the design, development and testing of the Mini Learning Management System for schools without internet connection to improve de availability of Educational Resources. The hardware used for this purpose was Raspberry Pi basic mainboard, with low cost and reduced size; on the other hand, Chamilo LMS was configured and optimized to run over the small mainboard. The proposal was evaluated by end users in Apurimac-Peru and they manifest their conformity with the tool to use educational resources and server functionality. In addition, performance tests were conducted, and the server responded reasonably to 200 requests simulating 10 different computers accessing simultaneously.","PeriodicalId":278097,"journal":{"name":"2017 Twelfth Latin American Conference on Learning Technologies (LACLO)","volume":"915 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116408943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-01DOI: 10.1109/LACLO.2017.8120898
Miller M. Mendes, V. C. Carvalho, R. Araújo, F. Dorça, Renan G. Cattelan
Adapting an educational environment to students considering its features and individuals is a necessity due to the large amount of learning objects in the repositories. Thus, organizing learning objects so that they can be efficiently recommended is a real need. In this way, this work presents a proposal for clustering learning objects in repositories considering the learning styles they support, in order to facilitate the content recommendation process based on students' learning styles. For this, a comparative analysis of clustering techniques was performed, and the most efficient was used in the implementation of this approach. Experiments were conducted and promising results were obtained.
{"title":"Clustering learning objects in the IEEE-LOM standard considering learning styles to support customized recommendation systems in educational environments","authors":"Miller M. Mendes, V. C. Carvalho, R. Araújo, F. Dorça, Renan G. Cattelan","doi":"10.1109/LACLO.2017.8120898","DOIUrl":"https://doi.org/10.1109/LACLO.2017.8120898","url":null,"abstract":"Adapting an educational environment to students considering its features and individuals is a necessity due to the large amount of learning objects in the repositories. Thus, organizing learning objects so that they can be efficiently recommended is a real need. In this way, this work presents a proposal for clustering learning objects in repositories considering the learning styles they support, in order to facilitate the content recommendation process based on students' learning styles. For this, a comparative analysis of clustering techniques was performed, and the most efficient was used in the implementation of this approach. Experiments were conducted and promising results were obtained.","PeriodicalId":278097,"journal":{"name":"2017 Twelfth Latin American Conference on Learning Technologies (LACLO)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123424290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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