A. Gonçalves, G. Alves, L. M. Carlos, J. B. Silva, J. Alves
This paper proposes a process based on learning analytics and recommender systems targeted at making suggestions to students about their remote laboratories activities and providing insights to all stakeholders taking part in the learning process. To apply the process, a log with requests and responses of remote experiments from the VISIR project were analyzed. A request is the setup of the experiment including the assembled circuits and the configurations of the measuring equipment. In turn, a response is a message provided by the measurement server indicating measures or an error when it is not possible to execute the experiment. Along the two phases of analysis, the log was analyzed and summarized in order to provide insights about students' experiments. In addition, there is a recommendation service responsible for analyzing the requests thus returning, in case of error, precise information about the assembly of circuits or configurations. The evaluation of the process is consistent in what regards its ability to afford recommendations to the students as they carry out the experiments. Moreover, the summarized information intends to offer teachers means to better understand and develop strategies to scaffold students' learning.
{"title":"Remote Experimentation supported by Learning Analytics and Recommender Systems","authors":"A. Gonçalves, G. Alves, L. M. Carlos, J. B. Silva, J. Alves","doi":"10.1145/3284179.3284236","DOIUrl":"https://doi.org/10.1145/3284179.3284236","url":null,"abstract":"This paper proposes a process based on learning analytics and recommender systems targeted at making suggestions to students about their remote laboratories activities and providing insights to all stakeholders taking part in the learning process. To apply the process, a log with requests and responses of remote experiments from the VISIR project were analyzed. A request is the setup of the experiment including the assembled circuits and the configurations of the measuring equipment. In turn, a response is a message provided by the measurement server indicating measures or an error when it is not possible to execute the experiment. Along the two phases of analysis, the log was analyzed and summarized in order to provide insights about students' experiments. In addition, there is a recommendation service responsible for analyzing the requests thus returning, in case of error, precise information about the assembly of circuits or configurations. The evaluation of the process is consistent in what regards its ability to afford recommendations to the students as they carry out the experiments. Moreover, the summarized information intends to offer teachers means to better understand and develop strategies to scaffold students' learning.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115724552","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}
Digital competence belongs to the competences that were recommended by the European Parliament in 2006 as a part of the students' training in citizenship. However, it is perceived that students of classical languages could face bigger disadvantage just because of the type of studies they chose to undertake. For this reason, we ask ourselves what is the perception of students of classical disciplines regarding the use of new technologies in classrooms and what competences they consider to be developed within these studies. Using a participatory approach/vision of the world and using a qualitative case study methodology, we collect data through semi-structured interviews with Italian and Spanish students. The OpenCode program was used to analyze the data. The main content categories were: use of technological resources in the classroom, teaching methods, Latin and Greek competences useful for job placement. We have discovered that students, especially Italians, perceive a deficient use of technology in the classroom and that the use of frontal teaching prevails. In terms of competences, students hardly see the usefulness of classical languages for their future work. We offer a proposal for the evaluation of citizenship competences for students of classical languages.
{"title":"Digital competences and teaching of classical languages: students' perception in Italian and Spanish schools","authors":"D. Canfarotta, J. Wolf, R. Casado-Muñoz","doi":"10.1145/3284179.3284216","DOIUrl":"https://doi.org/10.1145/3284179.3284216","url":null,"abstract":"Digital competence belongs to the competences that were recommended by the European Parliament in 2006 as a part of the students' training in citizenship. However, it is perceived that students of classical languages could face bigger disadvantage just because of the type of studies they chose to undertake. For this reason, we ask ourselves what is the perception of students of classical disciplines regarding the use of new technologies in classrooms and what competences they consider to be developed within these studies. Using a participatory approach/vision of the world and using a qualitative case study methodology, we collect data through semi-structured interviews with Italian and Spanish students. The OpenCode program was used to analyze the data. The main content categories were: use of technological resources in the classroom, teaching methods, Latin and Greek competences useful for job placement. We have discovered that students, especially Italians, perceive a deficient use of technology in the classroom and that the use of frontal teaching prevails. In terms of competences, students hardly see the usefulness of classical languages for their future work. We offer a proposal for the evaluation of citizenship competences for students of classical languages.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115257251","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}
When working in digital humanities, we are often required to manage knowledge that is highly vague, either because it refers to things in the world lacking clear-cut boundaries, or because it is incomplete or approximate. The usual approaches to knowledge representation and information modelling, often taken from engineering or natural science disciplines, lack the ability to express these concerns. Also, software systems for digital humanities should acknowledge that imprecise and uncertain information exists, but current software development technologies fall short of providing satisfactory approaches to implementing such "soft" issues. In this paper we propose a theoretical framework to define, characterise and express information imprecision and uncertainty in digital humanities, and describe a semi-formal implementation on top of the ConML conceptual modelling language. The proposal has been applied to a real project in digital humanities. Using this approach, imprecise and uncertain knowledge can be represented, so that models and simulations in digital humanities provide a better account of the reality being modelled. Also, software systems (including databases, search engines or analytical algorithms) can exploit these aspects to yield more faithful results.
{"title":"Representing Imprecise and Uncertain Knowledge in Digital Humanities: A Theoretical Framework and ConML Implementation with a Real Case Study","authors":"Patricia Martín-Rodilla, Cesar Gonzalez-Perez","doi":"10.1145/3284179.3284318","DOIUrl":"https://doi.org/10.1145/3284179.3284318","url":null,"abstract":"When working in digital humanities, we are often required to manage knowledge that is highly vague, either because it refers to things in the world lacking clear-cut boundaries, or because it is incomplete or approximate. The usual approaches to knowledge representation and information modelling, often taken from engineering or natural science disciplines, lack the ability to express these concerns. Also, software systems for digital humanities should acknowledge that imprecise and uncertain information exists, but current software development technologies fall short of providing satisfactory approaches to implementing such \"soft\" issues. In this paper we propose a theoretical framework to define, characterise and express information imprecision and uncertainty in digital humanities, and describe a semi-formal implementation on top of the ConML conceptual modelling language. The proposal has been applied to a real project in digital humanities. Using this approach, imprecise and uncertain knowledge can be represented, so that models and simulations in digital humanities provide a better account of the reality being modelled. Also, software systems (including databases, search engines or analytical algorithms) can exploit these aspects to yield more faithful results.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116822381","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}
P. Belinchón-deMiguel, Pablo Ruisoto, V. Clemente-Suárez
Psychophysiological response of athletes with spinal cord injurie has not been reported yet in scientific literature. The aim of this study is to analyze the specific psychophysiological response in a Paralympic athlete during competitive activities. We collected the following psychophysiological measurements: anxiety-trait, anxiety-state, locus of control, perceived psychological stress, stress-copying style, rate of perceived exertion, perceived muscle pain, body temperature, forced vital capacity, blood oxygen saturation, blood glucose and lactate concentrations, isometric hand strength, cortical arousal, heart rate variability, heart rate and velocities of a female Paralympic spinal cord injured athlete in a 11 hours and 44 minutes mountain ultraendurance event. An increase in sympathetic autonomous nervous system, heart rate, lactate, muscular pain and rated of perceived exertion and a decrease in cortical arousal and hand strength and inspiratory muscle fatigue. These results are consistent with the expected response during a highly stressful situation and consistent with previous findings in athletes without spinal cord injurie.
{"title":"A complete psychophysiological profile of a Paralympic athlete in a ultraendurance: A case study","authors":"P. Belinchón-deMiguel, Pablo Ruisoto, V. Clemente-Suárez","doi":"10.1145/3284179.3284259","DOIUrl":"https://doi.org/10.1145/3284179.3284259","url":null,"abstract":"Psychophysiological response of athletes with spinal cord injurie has not been reported yet in scientific literature. The aim of this study is to analyze the specific psychophysiological response in a Paralympic athlete during competitive activities. We collected the following psychophysiological measurements: anxiety-trait, anxiety-state, locus of control, perceived psychological stress, stress-copying style, rate of perceived exertion, perceived muscle pain, body temperature, forced vital capacity, blood oxygen saturation, blood glucose and lactate concentrations, isometric hand strength, cortical arousal, heart rate variability, heart rate and velocities of a female Paralympic spinal cord injured athlete in a 11 hours and 44 minutes mountain ultraendurance event. An increase in sympathetic autonomous nervous system, heart rate, lactate, muscular pain and rated of perceived exertion and a decrease in cortical arousal and hand strength and inspiratory muscle fatigue. These results are consistent with the expected response during a highly stressful situation and consistent with previous findings in athletes without spinal cord injurie.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114237505","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}
Joaquín Gayoso-Cabada, Mercedes Gómez-Albarrán, J. Sierra
In this paper we describe one of the browsing strategies for learning object repositories implemented in the Clavy platform, a platform for the management of repositories with reconfigurable structures. Since Clavy makes it possible to dynamically modify the structure of the repositories, it must support a navigation model independent of that structure. For this purpose, the platform adopts a tag-based browsing model, according to which users select descriptive tags to filter learning objects (in Clavy, these descriptive tags correspond to element-value pairs). In our experience using Clavy, we have realized that updating the browsing state when the user changes the set of selected tags can be a costly process. The proposed strategy alleviates this cost by combining inverted indexes with a multilevel cache model that enables the system, on the one hand, to cache filtered objects (i.e., set of objects filtered by sets of selected tags), and, on the other hand, selectable tags (i.e., set of tags able to shrink sets of objects).
{"title":"Tag-Based Browsing of Digital Collections with Inverted Indexes and Browsing Cache","authors":"Joaquín Gayoso-Cabada, Mercedes Gómez-Albarrán, J. Sierra","doi":"10.1145/3284179.3284332","DOIUrl":"https://doi.org/10.1145/3284179.3284332","url":null,"abstract":"In this paper we describe one of the browsing strategies for learning object repositories implemented in the Clavy platform, a platform for the management of repositories with reconfigurable structures. Since Clavy makes it possible to dynamically modify the structure of the repositories, it must support a navigation model independent of that structure. For this purpose, the platform adopts a tag-based browsing model, according to which users select descriptive tags to filter learning objects (in Clavy, these descriptive tags correspond to element-value pairs). In our experience using Clavy, we have realized that updating the browsing state when the user changes the set of selected tags can be a costly process. The proposed strategy alleviates this cost by combining inverted indexes with a multilevel cache model that enables the system, on the one hand, to cache filtered objects (i.e., set of objects filtered by sets of selected tags), and, on the other hand, selectable tags (i.e., set of tags able to shrink sets of objects).","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127749698","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}
The purpose of the research is to study the attitude and beliefs of secondary school teachers towards the use of ICT in the classroom. Participants of the study are one hundred and fifty secondary school teachers from schools of Punjab state of India. Survey was used to study Teachers' attitude and beliefs towards ICT in Teaching and Learning. Semi-structured interviews were also carried out with the purpose of deepening into major motivations and beliefs of teachers. The findings show that teachers' attitude towards the use of ICT is highly positive but the use of ICT in classrooms is inadequate. Overall, the key issues and challenges that were found to influence use of ICT tools by teachers are, limited accessibility of internet connection, lack of modern infrastructure, limited technical support, lack of effective training, limited time, rigid curriculum, traditional methods of evaluation, certificates and degrees-oriented education and lack of teacher's competencies to use ICT. Moreover, the results from t - test show that there are no gender differences in use of ICT by teachers. Findings also indicate that new ways of teacher training need to be developed so that teachers make adequate use of ICT tools efficiently.
{"title":"Teachers' attitude and beliefs towards Use of ICT in Teaching and Learning: Perspectives from India","authors":"M. Kaur, Balwant Singh","doi":"10.1145/3284179.3284281","DOIUrl":"https://doi.org/10.1145/3284179.3284281","url":null,"abstract":"The purpose of the research is to study the attitude and beliefs of secondary school teachers towards the use of ICT in the classroom. Participants of the study are one hundred and fifty secondary school teachers from schools of Punjab state of India. Survey was used to study Teachers' attitude and beliefs towards ICT in Teaching and Learning. Semi-structured interviews were also carried out with the purpose of deepening into major motivations and beliefs of teachers. The findings show that teachers' attitude towards the use of ICT is highly positive but the use of ICT in classrooms is inadequate. Overall, the key issues and challenges that were found to influence use of ICT tools by teachers are, limited accessibility of internet connection, lack of modern infrastructure, limited technical support, lack of effective training, limited time, rigid curriculum, traditional methods of evaluation, certificates and degrees-oriented education and lack of teacher's competencies to use ICT. Moreover, the results from t - test show that there are no gender differences in use of ICT by teachers. Findings also indicate that new ways of teacher training need to be developed so that teachers make adequate use of ICT tools efficiently.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115941042","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}
Mediaesthetic approach can be a very useful and successful tool for creative writing courses. This article introduces mediaesthetic components specific to a particular educational task but this approach can be applied to other courses as a universal principle. The case study, showed in this paper, is devoted to students' activity during an 18-weeks course of creative writing, in which mediaesthetic components were integrated. The investigation question was: How can mediaesthetic components influence the students' activity? The hypothesis ("the mediaesthetic component will increase students' involvement in the educational process and impact their success") was confirmed. The methods of integrating mediaesthetic components in the course logics are described and discussed (variable mediaesthetic objects as information, inspiration, provocation-generating tools and their advantages and limitations).
{"title":"Mediaesthetics as an Educational Tool in Creative Writing Course","authors":"M. Zagidullina","doi":"10.1145/3284179.3284305","DOIUrl":"https://doi.org/10.1145/3284179.3284305","url":null,"abstract":"Mediaesthetic approach can be a very useful and successful tool for creative writing courses. This article introduces mediaesthetic components specific to a particular educational task but this approach can be applied to other courses as a universal principle. The case study, showed in this paper, is devoted to students' activity during an 18-weeks course of creative writing, in which mediaesthetic components were integrated. The investigation question was: How can mediaesthetic components influence the students' activity? The hypothesis (\"the mediaesthetic component will increase students' involvement in the educational process and impact their success\") was confirmed. The methods of integrating mediaesthetic components in the course logics are described and discussed (variable mediaesthetic objects as information, inspiration, provocation-generating tools and their advantages and limitations).","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131344120","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}
Manuel Lucas-Ledesma, Juan Antonio Hernández-Fuentevilla, Óscar Carbonell-Carqués, Antonio Miguel Seoane Pardo, María José Daniel-Huerta, Purificación Cardenal-Lubiano
The development of information literacy has become part of anyone's pool of key competencies. This project arises from this need, and seeks the development of information literacy in primary and secondary school pupils through the implementation of a special teacher training programme. We worked with a final sample of 37 teachers and 318 pupils from 7 schools in Castile and León. A training course was initially developed for the teachers, who subsequently carried out an innovation project in their schools with their pupils to develop information literacy. Afterwards, the pupils' information literacy proficiency level was assessed and compared with the results of a previous diagnostic assessment. The results showed that, while primary school pupils experienced a highly significant increase in their proficiency levels for the assessed competency, secondary school pupils remained at similar levels. Our conclusion emphasises the importance of this kind of intervention to promote the development and assessment of key competencies throughout the period of compulsory education.
{"title":"Development of information literacy in primary and secondary schools in Castile and León (Spain)","authors":"Manuel Lucas-Ledesma, Juan Antonio Hernández-Fuentevilla, Óscar Carbonell-Carqués, Antonio Miguel Seoane Pardo, María José Daniel-Huerta, Purificación Cardenal-Lubiano","doi":"10.1145/3284179.3284205","DOIUrl":"https://doi.org/10.1145/3284179.3284205","url":null,"abstract":"The development of information literacy has become part of anyone's pool of key competencies. This project arises from this need, and seeks the development of information literacy in primary and secondary school pupils through the implementation of a special teacher training programme. We worked with a final sample of 37 teachers and 318 pupils from 7 schools in Castile and León. A training course was initially developed for the teachers, who subsequently carried out an innovation project in their schools with their pupils to develop information literacy. Afterwards, the pupils' information literacy proficiency level was assessed and compared with the results of a previous diagnostic assessment. The results showed that, while primary school pupils experienced a highly significant increase in their proficiency levels for the assessed competency, secondary school pupils remained at similar levels. Our conclusion emphasises the importance of this kind of intervention to promote the development and assessment of key competencies throughout the period of compulsory education.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"498 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134188968","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}
C. González-González, E. González, L. M. Ruiz, A. I. Moro, María D. Guzmán-Franco
This paper presents an educational experience about the feasibility of using the KIBO robot to engage the learning of programming and computational thinking with students with Down syndrome (DS). In particular, we describe a pilot study carried out with seven DS students aged between 7-19, but with a cognitive age from 3--6. The programming and computational thinking contents had been adapted to their particular needs and integrated into their current curricular activities. We studied the engaging of students using KIBO, the grade of comprehension of the sequences and programming and the emotional behavior of students with DS during the sessions. The results of this study shows that people with DS are capable to acquire satisfactorily basic programming and computational thinking skills using KIBO. Also, the motivation and the emotional state of DS students were positive promoted through the designed activities.
{"title":"Teaching computational thinking to Down syndrome students","authors":"C. González-González, E. González, L. M. Ruiz, A. I. Moro, María D. Guzmán-Franco","doi":"10.1145/3284179.3284191","DOIUrl":"https://doi.org/10.1145/3284179.3284191","url":null,"abstract":"This paper presents an educational experience about the feasibility of using the KIBO robot to engage the learning of programming and computational thinking with students with Down syndrome (DS). In particular, we describe a pilot study carried out with seven DS students aged between 7-19, but with a cognitive age from 3--6. The programming and computational thinking contents had been adapted to their particular needs and integrated into their current curricular activities. We studied the engaging of students using KIBO, the grade of comprehension of the sequences and programming and the emotional behavior of students with DS during the sessions. The results of this study shows that people with DS are capable to acquire satisfactorily basic programming and computational thinking skills using KIBO. Also, the motivation and the emotional state of DS students were positive promoted through the designed activities.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134253419","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}
M. Rodríguez-Conde, A. Holgado, V. Zangrando, F. García-Peñalvo
This paper aims to present an advance of the results of the application of the Delphi technique, with the aim of gathering the opinion of experts or stakeholders on the topics of priority interest of young people in Europe, especially on the digital society. It is a work framed within the Horizon 2020 WYRED Project (netWorked Youth Research for Empowerment in the Digital Society). The WYRED project, and in this specific case the Networking process, aims in bringing together children, young people, other stakeholders and policymakers around Europe. The Delphi technique is one of the prospective methods that study the future, concerning the evolution of the factors of the techno-socio-economic environment and the interactions between these factors. The characteristics that define this technique are anonymity, iteration and controlled feedback, and presentation of group data in the statistical form. The progress of the presented results allows us to corroborate the agreement of experts about the topics that have been raised. According to experts, the concern of youth towards issues related to the digital society does not appear among the first concerns of young people neither in Spain nor the rest of the countries surveyed.
{"title":"Delphi study to identify the young people priorities about digital society","authors":"M. Rodríguez-Conde, A. Holgado, V. Zangrando, F. García-Peñalvo","doi":"10.1145/3284179.3284183","DOIUrl":"https://doi.org/10.1145/3284179.3284183","url":null,"abstract":"This paper aims to present an advance of the results of the application of the Delphi technique, with the aim of gathering the opinion of experts or stakeholders on the topics of priority interest of young people in Europe, especially on the digital society. It is a work framed within the Horizon 2020 WYRED Project (netWorked Youth Research for Empowerment in the Digital Society). The WYRED project, and in this specific case the Networking process, aims in bringing together children, young people, other stakeholders and policymakers around Europe. The Delphi technique is one of the prospective methods that study the future, concerning the evolution of the factors of the techno-socio-economic environment and the interactions between these factors. The characteristics that define this technique are anonymity, iteration and controlled feedback, and presentation of group data in the statistical form. The progress of the presented results allows us to corroborate the agreement of experts about the topics that have been raised. According to experts, the concern of youth towards issues related to the digital society does not appear among the first concerns of young people neither in Spain nor the rest of the countries surveyed.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"25 3-4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115349926","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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