No abstract

RESUMENAún existen en la actualidad limitaciones a la hora de enseñar conceptos que requieren la manipulación o visualización de objetos que no están al alcance de todos, bien por su naturaleza abstracta, científica o espacial. La realidad aumentada y los dispositivos móviles son herramientas disponibles hoy en día que permiten solventar estas carencias y ofrecen la posibilidad de interactuar con objetos virtuales en un espacio tridimensional. Para que estas tecnologías formen parte activa en el ámbito educativo es necesario proporcionar herramientas de autor que faciliten la creación de contenidos aumentados autónomos, que expliquen por sí mismos los conceptos que van a ser mostrados, que permitan añadir de una forma sencilla y transparente nuevos recursos virtuales y que puedan ser reutilizados. Este trabajo presenta un entorno de aprendizaje basado en la realidad aumentada que cumple estos objetivos.Palabras clave: realidad aumentada, aprendizaje móvil, herramientas de autor, contextualización, preguntas con respuesta múltiple. ABSTRACTEven today there are limitations to teaching concepts that require a specific level of manipulation or visualization of objects (the later of which are not always available). This is often because of the abstract, spatial or scientific nature of the object in question. Augmented reality and mobile devices are tools that are available today, which enable us to overcome these deficiencies. What's more, they provide us with the ability to interact with virtual objects in a three dimensional space. For these technologies to form an active part of the educational environment, it is necessary to provide authorship tools that facilitate the creation of autonomous augmented resources, and explain the concepts that are presented to the student. It will also help with uploading-in a simple and transparent manner-virtual resources that can be re-utilized.This paper presents an augmented reality learning environment which fulfils these objectives.

This article analyzes the impact of the introduction of robotics in industry today and its impact on workers and unions. It offers possible solutions to reduce or eliminate the rejection of human beings with the introduction of robots in the workplace, and concludes that learning and formation are the keys to do it.

The educational courses that fall into Science, Technology, Engineering and Math (STEM) category require an extensive practical training in laboratories, in order to build and strengthen students' skills, thereby preparing them for a future job market. In particular, the significant advancements in computer science and engineering press an urgent need to rethink the core of the existing academic courses, their objectives, and the tools for the practical work, due to the need to maintain the balance between the knowledge that academia provides to the students and the actual requirements for students' future job vacancies. To this end, our educational research includes the design and development of two different types of laboratories, i.e., a low-cost Raspberry Pi-based laboratory, and a laboratory in the cloud, for the practical teaching of the course Distributed systems. In this paper, we present the valuable feedback from our undergraduate students for both types of the aforementioned experimentation approaches, thereby unraveling the pros and cons of both, and analyzing the existing challenges that still need to be properly tackled.

This article analyzes the use of wireless systems in learning environments and explains the advantages of these when robots are used for educational purposes in recreational and industrial environments. This article reflects the importance that these tools may have in safety, efficiency and productivity of training in learning and e-learning as well as the motivation that this systems cause on the students.