European Research Projects

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    5GZORRO - Zero-Touch Security and Trust for Ubiquitous Computing and Connectivity in 5G Networks

    European Commission, H2020-ICT, 871533, 4.999.965€, 01/11/2019 - 30/04/2022

    5GZORRO uses distributed Artificial Intelligence (AI) to implement cognitive network orchestration and management with minimal manual intervention (Zero-Touch Automation). Distributed Ledger Technologies (DLT) are adopted to implement flexible and efficient distributed security and trust across the various parties involved in a 5G end-to-end service chain. With these, an evolved 5G Service Layer can be implemented for Smart Contracts among multiple non-trusted parties, to allow SLA monitoring, spectrum sharing, intelligent and automated data-driven resource discovery and management.

    Link to project

International Research Projects

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    Using Learning Analytics in Games for Learning for the Evaluation of Key Competences for the 21st Century

    MIT-Spain - ``la Caixa'' Foundation Seed Fund. MIT International Science and Technology Initiatives (MISTI) program, $24,001, 2020-01-01 -- 2021-08-01.

    We will apply learning analytics as the key that can unlock the full potential of games as an alternative medium of assessment. Learning analytics applies data science techniques to educational data, in order to make inferences and improve learning. The assessment will not only focus on content knowledge, but also on cognitive skills (like creativity or spatial reasoning) and behavioral patterns (like persistence or unproductive behaviors) that have been reported as key for human and societal development in the coming years.

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    Global and Regional MOOC Learning Analytics Across Providers and Nationalities

    MIT-Spain - ``la Caixa'' Foundation Seed Fund. MIT International Science and Technology Initiatives (MISTI) program, $22,936, 2020-01-01 -- 2021-08-01.

    While global massive open online course (MOOC) providers such as edX, Coursera, and FutureLearn have garnered the bulk of attention from researchers and the popular press, MOOCs are also provisioned by a series of regional providers, that focus on regional populations teaching in their local language. We leverage a common data infrastructure that we have generated through a partnership of MOOC institutions and researchers that have access to large datasets to compare trends in different global and regional platforms.

National Research Projects

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    SAFEMAN: A unified management framework for cybersecurity and safety in the manufacturing industry

    Ministerio de Ciencia, Innovación y Universidades, España, RTI2018-095855-B-I00, 161.051€, 01/01/2019 - 31/12/2021.

    We propose an unified framework for combining cybersecurity and safety in manufacturing industrial environments. This framework, called SAFEMAN, is composed of a set of applications and services that monitor and analyse the cybersecurity and safety risks in real time. The individual risk assessments are collected and considered together in order to identify threats or deviations. If required, the framework takes specific actions in order to protect workers and equipment, and develops the adequate response mechanisms to ensure the reliability of the industrial processes.

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    EAGER: Reimagining Teachers' Assessment Literacy Using Game-Based Learning Analytics

    National Science Foundation (USA), #1935450, $300,000, 2019-08-15 -- 2021-07-31.

    This project will leverage an existing game-based assessment, Shadowspect, that measures Common Core math standards as well as cognitive and noncognitive skills such as spatial reasoning and persistence. The researchers will conduct design-based research to iteratively develop and embed interactive dashboards in the game and investigate how effectively different representations and features of the dashboards can support teachers' understanding and inform their actions. Additionally, the researchers will investigate how learning analytics can be used to directly support K-12 teachers' assessment practices and identify the knowledge and skills teachers need to be successful in this area. The ultimate goal of the research is to understand teachers' assessment literacy in the era of big data and yield generalizable design principles for interactive dashboard tools that can facilitate teachers' data use without substantive external training. Ultimately, this research can lead to future investigations of how teachers' formative assessment practices might change when they have an increased understanding of learning analytics.

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    XQ Game-based Assessment Model: A call for continuous, ubiquitous and rigorous assessment

    USA XQ Institute, 2018-01-01 -- 2022-01-01.

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    RESET: Reformulando ecosistemas escalables educativos

    Ministerio de Economia, Industria y Competitividad (España), TIN2014-53199-C3-1-R, €136.900, 2015-01-01 -- 2019-06-30

    Las TIC han promovido importantes avances en el campo de la educación en los últimos años. La aparición de los MOOCs (Cursos Online Masivos Abiertos), y su equivalente a pequeña escala los SPOCs (Cursos Online Pequeños Privados), han permitido eliminar barreras que limitaban el acceso a recursos de aprendizaje únicamente a unos pocos, ayudando a equilibrar el acceso a una educación de calidad. La popularidad de MOOCs y SPOCs se ha visto potenciada por un contexto socio-económico de escasez y de constante evolución en el que la formación en línea es vista como una forma de abaratar costes estructurales frente a la educación presencial y como una alternativa dinámica para ofrecer conocimiento específico y actualizado sin la rigidez de la enseñanza reglada. Sin embargo, MOOCs y SPOCs presentan graves limitaciones. Los avances en educación de las últimas décadas han demostrado la efectividad de la particularización de la enseñanza, de la utilización de pedagogías activas y colaborativas, de la evaluación a través de competencias, y de la puesta en marcha de experiencias en las que los alumnos utilizan dispositivos y tecnologías en distintos espacios y en distintos momentos. Los MOOCs y SPOCs actuales suponen un paso atrás frente a estos avances ya que sustituyen la particularización por la generalidad (la misma aproximación se aplica a cualquier estudiante); las pedagogías activas y colaborativas por la instrucción directa (el profesor replica la clase magistral en nuevos formatos audiovisuales); la evaluación por competencias por la evaluación del conocimiento adquirido a través de ejercicios de corrección automática; y la realización de experiencias que involucran diferentes dispositivos, tecnologías y espacios, por la concentración de los alumnos en torno a una plataforma Web.

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    EEE-Virtual: Orquestando espacios educativos especulares

    Ministerio de Ciencia, Innovación y Universidades (España), TIN2011-28308-C03-01, €165.165, 2012-01-01 -- 2015-07-31

    Este proyecto pretende proporcionar soluciones tecnológicas y metodológicas para el apoyo y evaluación del diseño, adopción y observación de configuraciones de aprendizaje ubicuas orquestadas en EEE. El soporte incluirá herramientas educativas centradas en el diseñador para la autoría del aprendizaje ubicuo orquestado, así como componentes hardware y software que permitirán una gestión flexible del flujo de las actividades de aprendizaje que requieren la configuración coordinada de objetos en diferentes EEE. Con un nuevo marco para la evaluación del aprendizaje ubicuo extendido, los resultados del proyecto serán evaluados en experiencias pilotos en instituciones educativas reales, y con la colaboración de compañías en el sector para obtener una retroalimentación temprana.

Regional Research Projects

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    eMadrid. Investigación y desarrollo de Tecnologías Educativas en la Comunidad de Madrid

    Comunidad de Madrid. Consejería de Educación e Investigación, S2013/ICE-2715, 342.264€, 2014-10-01 -- 2018-12-31.

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    Investigación y desarrollo de tecnologías para el e-learning en la comunidad de Madrid

    Comunidad de Madrid, S2009/TIC-1650, 524.511€, 2010-01-01 -- 2014-05-31.

R&D Contracts

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    LAGA: Learning Analytics and Game-based Assessment

    Massachusetts Institute of Technology & Universidad de Murcia, 100.000€, 01/01/2020 - 31/12/2022

    LAGA is part of a bigger project that is taking place at the MIT Playful Journey Lab on the design and implementation of game-based assessment in K12 schools. In this regard, LAGA entails the design of the data infrastructure and the development of the learning analytics and assessment machinery models to perform such game-based assessment.

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    SOUNDS: Securing communications in a distributed platform for spectrum measurements leveraging heterogeneous sensors

    Federal Office for Defence Procurement Armasuisse & Universidad de Murcia, 32.560€, 01/10/2019 - 30/11/2019

    SOUNDS aims to analyse the ElectroSense distributed platform for drawing its assets and requirements in terms of securing the communications channels, provide a state-of-the-art detailed review and comparison of solutions concerning communications security capabilities, taking into account the ElectroSense distributed platform and report on a proposal for a technical solution describing at the design level how to deploy mechanisms and protocols for securing the transfer of spectrum data for further processing in ElectroSense.

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    Indra Cyber Range

    Indra Sistemas & Universidad de Murcia, 55.000€, 01/04/2019 - 30/09/2020

    Minsait Cyber Range is one of the most advanced cyber-training solutions on the market. It has been designed by Indra to support intensive individual and group training in techniques and tactics related to cyberdefense, cyber attacks and forensic analysis. The solution has been used in different CyberCamps organized by the Spanish National Cybersecurity Institute (INCIBE).