Persona:
Sancristóbal Ruiz, Elio

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0000-0003-2102-977X
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Sancristóbal Ruiz
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Elio
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2020 - 20253
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Autor: García Loro, Félix × Fecha de inicio: 2020 ×

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Mostrando 1 - 3 de 3
  • Miniatura
    Publicación
    Reviewing and analyzing peer review Inter-Rater Reliability in a MOOC platform
    (Elsevier, 2020-09) García Loro, Félix; Martín Gutiérrez, Sergio; Ruipérez Valiente, José A.; Castro Gil, Manuel Alonso; Sancristóbal Ruiz, Elio
    Peer assessment activities might be one of the few personalized assessment alternatives to the implementation of auto-graded activities at scale in Massive Open Online Course (MOOC) environments. However, teacher's motivation to implement peer assessment activities in their courses might go beyond the most straightforward goal (i.e., assessment), as peer assessment activities also have other side benefits, such as showing evidence and enhancing the critical thinking, comprehension or writing capabilities of students. However, one of the main drawbacks of implementing peer review activities, especially when the scoring is meant to be used as part of the summative assessment, is that it adds a high degree of uncertainty to the grades. Motivated by this issue, this paper analyses the reliability of all the peer assessment activities performed as part of the MOOC platform of the Spanish University for Distance Education (UNED) UNED-COMA. The following study has analyzed 63 peer assessment activities from the different courses in the platform, and includes a total of 27,745 validated tasks and 93,334 peer reviews. Based on the Krippendorff's alpha statistic, which measures the agreement reached between the reviewers, the results obtained clearly point out the low reliability, and therefore, the low validity of this dataset of peer reviews. We did not find that factors such as the topic of the course, number of raters or number of criteria to be evaluated had a significant effect on reliability. We compare our results with other studies, discuss about the potential implications of this low reliability for summative assessment, and provide some recommendations to maximize the benefit of implementing peer activities in online courses.
  • Miniatura
    Publicación
    Dynamic reconfiguration in FPAA for technical and nontechnical education in a global environment
    (Wiley, 2021) Macho Aroca, Alejandro; García Teruel, Manuel; García Loro, Félix; Baizan, Pablo; Blázquez Merino, Manuel; Díaz Orueta, Gabriel; Gil Ortego, Rosario; Castro Gil, Manuel Alonso; Sancristóbal Ruiz, Elio; https://orcid.org/0000-0003-3978-0692; https://orcid.org/0000-0002-5454-456X; https://orcid.org/0000-0001-5445-2377; https://orcid.org/0000-0003-0117-8794; https://orcid.org/0000-0002-6462-9196; https://orcid.org/0000-0003-2102-977X
    Some engineering concepts have been proven to be very important not only in engineering degrees but in several areas. This knowledge is difficult to grasp under certain circumstances, and sometimes prior training is needed. This is a special challenge in full or part remote education. Simulations may help in this area, but truly experimental lab practices are crucial to grasp all the required knowledge and not only for fundamental information but for complex or indirect knowledge, where students can apply what they have learnt in classes. In this paper, we have worked on a concept to help professors and students to get new concepts in a more time-efficient and safe manner, using dynamic reconfiguration in Field-Programmable Analog Array. This solution can be easily applied to traditional or remote labs in less time than usual practices, so students can learn more in the same amount of time, especially when time is a constraint.
  • Miniatura
    Publicación
    Building Compliant Pocket Labs with IEEE STD 1876-2019: A Step Forward
    (Institute of Electrical and Electronics Engineers (IEEE), 2025-01-01) Martin Fernandez, Ricardo; García Loro, Félix; Sancristóbal Ruiz, Elio; Rodríguez Artacho, Miguel; Saliah Hassane, Hamadou; Castro Gil, Manuel Alonso
    The adoption of standards plays a decisive role in achieving interoperability in educational technology. Remote laboratories have already proven their value in engineering education, but the variety of isolated solutions limits the consolidation of a shared framework. This paper explores how Pocket Labs —decentralized, low-cost remote laboratories— can be aligned with the IEEE 1876-2019 standard and outlines a roadmap for their integration into the Lab as a Service (LaaS) and Learning Object layers defined by the standard. Using a case study based on accessible hardware, we show that it is possible to create compliant laboratories while remaining adaptable to contexts where traditional infrastructures are not available. Beyond the technical alignment, the study examines how Pocket Labs can enrich learning by supporting experimental practice and teamwork by means of a comparison with initiatives such as LabsLand and WebLab-Deusto and illustrates both shared challenges and specific advantages of this approach and how they tackle with the compliance requirements of the standard.