http://hdl.handle.net/10016/850 2013-05-23T08:21:06Z http://hdl.handle.net/10016/16988 Title: Multi-objective metaheuristics for multi-disciplinary engineering applications Author(s): Luna, Francisco; Isasi, Pedro Description: Editorial. Special Issue: Multi-objective metaheuristics for multi-disciplinary engineering applications 2012-01-31T23:00:00Z http://hdl.handle.net/10016/16778 Title: Integrating intelligent methodological and tutoring assistance in a CASE platform: The PANDORA experience Author(s): Castro Galán, Elena; Cuadra, Dolores; Martínez-Fernández, Paloma; Iglesias, Ana Abstract: Database Design discipline involves so different aspects as conceptual and logical modelling knowledge or domain understanding. That implies a great effort to carry out the real world abstraction task and represent it through a data model. CASE tools emerge in order to automating the database development process. These platforms try to help to the database designer in different database design phases. Nevertheless, this tools are frequently mere diagrammers and do not carry completely out the design methodology that they are supposed to support; furthermore, they do not offer intelligent methodological advice to novice designers. This paper introduces the PANDORA tool (acronym of Platform for Database Development and Learning via Internet) that is being developed in a research project which tries to mitigate some of the deficiencies observed in several CASE tools, defining methods and techniques for database development which are useful for students and practitioners. Specifically, this work is focused on two PANDORA components: Conceptual Modelling and Learning Support subsystems. 2002-05-31T22:00:00Z http://hdl.handle.net/10016/16774 Title: Disability standards and guidelines for learning management systems: Evaluating accessibility Author(s): Moreno López, Lourdes; Iglesias, Ana; Calvo Martin, Maria Del Rocio; Delgado, Sandra; Zaragoza, Luis Abstract: Currently, the great majority of institutions of higher education use Learning Content Management Systems (LCMSs) and Learning Management Systems (LMS) as pedagogical tools. In order to make these systems accessible to all students, it is important to take into account not only educational standards, but also standards of accessibility. It is essential to have with procedures and well-established method for evaluating these tools, so in this paper we propose a method for evaluating the accessibility of LCMSs and LMS based on a consideration of particular accessibility standards and other technological and human aspects. The method application is for all LMS, in order to illustrate the effectiveness of the evaluation method, we present a case study over the widely-used LMS Moodle1. In the case study, the accessibility of Moodle is evaluated thoroughly from the point of view of visually-impaired persons. The results obtained from the case study demonstrate that this LMS is partially accessible. The evaluation shows that the tool provides poor support to the authors of accessible educational contents. 2011-12-31T23:00:00Z http://hdl.handle.net/10016/16772 Title: New communication technologies for inclusive education in and outside the classroom Author(s): Iglesias, Ana; Ruiz-Mezcua, Belén; López, Juan Francisco; Carrero Figueroa, Diego Abstract: This chapter explores new communication technologies and methods for avoiding accessibility and communication barriers in the educational environment. It is focused on providing real-time captions so students with hearing disabilities and foreign students, among others, could participate in an inclusive way in and outside the classroom. The inclusive proposals are based on the APEINTA educational project, which aims for accessible education for all. The research work proposes the use of mobile devices for teacher and students in order to provide more flexibility using the APEINTA real-time captioning service. This allows using this service from anywhere and at anytime, not only in the classroom. 2012-12-31T23:00:00Z