Publicaciones en las que colabora con Alicia García Holgado (11)

2019

  1. Analyzing the usability of the WYRED Platform with undergraduate students to improve its features

    Universal Access in the Information Society, Vol. 18, Núm. 3, pp. 455-468

2018

  1. Usability test of WYRED platform

    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

2017

  1. Actas XVIII Congreso Internacional de Investigación Educativa: interdisciplinariedad y transferencia (AIDIPE, 2017)

    Asociacion Interuniversitaria de Investigacion Pedagógica (AIDIPE)

  2. Interdisciplinaridad y transferencia: Actas I Encuentro de doctorados e investigadores noveles

    Asociacion Interuniversitaria de Investigacion Pedagógica (AIDIPE)

2013

  1. Enhancing informal learning recognition through TRAILER project

    CEUR Workshop Proceedings

  2. TRAILER Project (Tagging, Recognition, Acknowledgment of Informal Learning Experiences): A methodology to make learners' informal learning activities visible to the institutions

    Journal of Universal Computer Science, Vol. 19, Núm. 11, pp. 1661-1683

2012

  1. GRIAL (GRupo de investigación en InterAcción y eLearning), USAL

    IE Comunicaciones: Revista Iberoamericana de Informática Educativa, Núm. 15, pp. 85-94

  2. Learning object model and framework design for the digital modules production

    Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches (IGI Global), pp. 28-36

  3. Multicultural approach to learning history and geography at school in Europe

    Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches (IGI Global), pp. 1-8

  4. TRAILER project overview: Tagging, recognition and acknowledgment of informal learning experiences

    2012 International Symposium on Computers in Education, SIIE 2012

2011

  1. Learning European history and geography in a multicultural and ICT perspective

    International Journal of Technology Enhanced Learning, Vol. 3, Núm. 4, pp. 343-354