Jornada de Seguimiento de Proyectos en Tecnologías Informáticas. José María Troya y Sascha Ossowski (editores)

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1 Jornada de Seguimiento de Proyectos en Tecnologías Informáticas José María Troya y Sascha Ossowski (editores)

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3 Prólogo Las convocatorias de proyectos del Plan Nacional de Ciencia y Tecnología incluyen la obligación por parte de la Subdirección de Proyectos de Investigación de efectuar el seguimiento y evaluación de los resultados de cada proyecto subvencionado. Siguiendo el espíritu de esta norma, el Programa Nacional de Tecnologías Informáticas (TIN) realiza periódicamente unas jornadas de seguimiento de proyectos que tienen como fin tanto la mencionada evaluación como la difusión de las actividades en este área a otros científicos y al sector industrial. Las presentes actas recopilan los informes remitidos por los coordinadores e investigadores responsables de los proyectos que fueron seleccionados para la jornada de seguimiento del año Dicha selección presenta una muestra significativa de la investigación nacional en Informática, reuniendo proyectos de distinta índole y naturaleza. La jornada se celebró en Málaga el día 11 de Noviembre, coincidiendo con otros dos eventos: IX Jornadas de Ingeniería del Software y Bases de Datos y IV Jornadas de Programación y Lenguajes. Deseamos agradecer su participación a los miembros del Comité Técnico que han constituido los dos paneles en que se ha organizado el seguimiento. Dicho Comité estuvo compuesto por diferentes investigadores provenientes tanto del sector académico como industrial, incluyendo algunos miembros de otros países. Asimismo, queremos dar las gracias a todos los miembros del comité organizador local, cuyo trabajo ha sido clave para la realización de las jornadas. Noviembre 2004 José María Troya y Sascha Ossowski Programa Nacional de Tecnologías Informáticas I

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5 Organización La Jornada de Seguimiento de Proyectos en Tecnologías Informáticas ha sido organizada por el equipo de gestión del Programa Nacional de Tecnologías Informáticas (TIN) de la Subdirección General de Proyectos de Investigación del Ministerio de Educación y Ciencia, y ha contado con la colaboración del Comité Organizador de las IX Jornadas de Ingeniería del Software y Bases de Datos (JISBD-2004), presidido por Ernesto Pimentel. Programa Nacional de Tecnologías Informáticas José María Troya Linero (Gestor del Programa TIN) Ramón López de Arenosa (Jefe del Dep. de Tecnologías de la Producción y las Comunicaciones) Sascha Ossowski (Colaborador del Programa TIN) Miembros de los paneles Richard Benjamins (isoco S.A.) Esteban Cabrera (Tecnatom S.A.) Patrick Cousot (École Normale Supérieure, Paris) Mario Piattini (Universidad de Castilla-La Mancha) Alberto Prieto (Universidad de Granada) Carles Sierra (IIIA-CSIC) III

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7 Índice Herramientas de autor para entornos orientados a la red. (EDULAN). TIC Isabel Fernández de Castro Automatic processing of textual information in Spanish (Tratamie nto automático de la información textual en español: procesamiento léxico, sintáctico y semántico). TIC Carlos Subirats-Rüggeberg Arcano: Case-Based Framework Documentation and their Example-Based Learning. TIC Pedro A. González Calero TRACER: Advanced Optimization Techniques for Complex Problems. TIC C Enrique Alba, Pedro Isasi, Joaquim Gabarró, Coromoto León, Juan M. Sánchez REPLI: Constraint-based reasoning and combinatorial optimization. Application to planning and uncertainty managemment. TIC C Javier Larrosa, Hector Geffner, Pedro Meseguer Fuzzy Kim. Un sistema de Minería de Datos con ay uda inteligente basado en técnicas de Soft-Computing. TIC C Maria-Amparo Vila Miranda, Jose Manuel Cadenas Figueredo Modelado Individualizado de Secuencias Simbólicas (MOISES). TIC C Elvira Mayordomo Cámara, Rafael Morales Bueno, Glyn Morrill TEIDE: Técnicas de Edición e Imputación de Datos Estadísticos. TIC Juan José Salazar González V

8 CUBICO. Optimized Compilation Techniques for Pervasive Computation. TIC Francisco Bueno Carrillo MELODIAS: Logical Methods and Tools for the Design and Verification of Multipa radigm Software. TIC Francisco Javier López Fraguas Methods and tools for Component- and Aspect-based software development. TIC C José María Troya Linero, Juan Hernández Núñez Concepción y soporte de portales para PYMES de fabricación. TIC Oscar Díaz García Job Scheduling and Human Resource Management in Service Centers. TIC Vicente Valls, Francisco Ballestn, Pilar Lino, M. Ángeles Pérez, Sacramento Quintanilla DIHANA: Sistema de diálogo para el acceso a la información mediante habla espontánea en diferentes entornos. TIC C José Miguel Benedí, Amparo Varona, Eduardo Lleida ALIADO: Speech and language technologies for a personal assistant. TIC C José B. Mariño Acebal, Horacio Rodríguez Hontoria Content-Based Mammografic Image Retrieval Tool (HRIMAC) to assist issuing breast cancer diagnosis. TIC C Joan Martí Bonmatí, Elisabet Golobardes VI

9 VIRTAINER: Technologies for the Virtual Interaction with Groups of Objects in Ordered Stacks: Application to Storage Container Terminals and Warehouses. TIC C Ricardo Quirós, Roberto Vivó TRECOM: Reliable distributed embedded real-time systems based on components. TIC C Juan Antonio de la Puente, Javier Gutiérrez, Joan Vila PELICAN: Parallelization and Extension of the GNU Scientific Library. TIC C Enrique S. Quintana-Ortí, Francisco Almeida Rodríguez Multiprocessor systems: Applications to image and video processing and optimization. SMAPIVO. TIC Inmaculada García Fernandez Hardware/Software Technologies for High-Performance Systems. TIC Franciso Tirado, Román Hermida Modelado y Clasificación Automática de Patrones de Voz Patológica para su aplicación clínica sobre Internet. TIC Pedro Gómez Vilda VRDADER: Verification, Performance and Availab ility of Distributed Applications in Real-world Scenarios. TIC Víctor M. Gulías OPTIMA: Optimization of Times in the Surgical Area and Use of Equipment of a Hospital by means of a Real Time Location System. TIC Sergio Guillén, Eduardo Montón VII

10 Analysis and Development of Innovative Soft-Computing Techniques with Expert Knowledge Integration. An Application for Financial Credit Risk Measurement. MERITO Project. TIC C Núria Agell Jané, Mónica Sánchez Soler VIII

11 Jornada de Seguimiento de Proyectos, 2004 Programa Nacional de Tecnologías Informáticas Herramientas de autor para entornos orientados a la red. (EDULAN, TIC ) Isabel Fernández de Castro* Dpto. Lenguajes y Sistemas Informáticos UPV/EHU Abstract The EDULAN project focuses in the field of Computer Assisted Learning and aims to generalize and translate to web-oriented technologies some results obtained previously on the Intelligent Tutoring Systems area. Particularly, four complementary research lines are being considered: knowledge acquisition tools for building Intelligent Tutoring Systems; adaptative and Web-oriented teaching/learning environments; individual learning in group context; and finally a technology transfer oriented to formative industrial applications based on 3D handling of procedural domains. Keywords: Adaptive learning tools, Authoring tools, Intelligent Tutoring Systems 1 Project Aims The EDULAN project aims to apply new information technologies to develop learning environments. Based on previous results in the field of Intelligent Tutoring Systems (ITS), it explores four complementary key lines: knowledge acquisition tools for building ITSs; adaptative and web-oriented teaching/learning environments; individual learning in group context; and technology transfer to industrial applications based on 3D handling. Next, a summary of the goals of this project together with their main basis is shown. 1.1 Knowledge acquisition tools for Intelligent Tutoring Systems The main goal of this line is to facilitate the tasks of acquiring, representing, and re-using knowledge to develop automatic teaching/learning systems. This goal is concreted in three different aspects: authoring tools to automate the extraction of pedagogical and domain knowledge; new didactic resources for ITSs; and intuitive authoring interfaces oriented to teachers. The basis for this research is described in the next subsections Semi-automated extraction of domain knowledge In the same way that the knowledge acquisition process becomes the bottleneck of knowledge base system construction, the compilation of didactic material is a complex task for non-expert users. However, a great part of this material is already formalized in textbooks. We propose to transform this material to electronic media to provide a useful help in the creation of teaching domains. An automatic analysis of textbooks supported by linguistic tools and ontologies will be defined. *

12 TIC Conceptual Maps in automatic tutors Pedagogical research has shown that Concept Maps (CM) are interesting tools to promote several learning skills. This resource is used in traditional education as a complementary tool to support the learning process [A]. On the one hand, constructing their own CMs helps students to identify important concepts, organise them graphically and identify semantic inter-relations. On the other hand, CMs also support the teachers teaching activities. With this background, we developed CMED (Concept Map EDitor) [B]. Our proposal in this project consists of exploiting CM characteristics for helping the users in their teaching/learning processes. Thus, CMs can be integrated in the student environment as scaffolding support, or as new graphically oriented types of exercise. They can also be used in the authoring of teaching material to provide a friendly graphical medium. 1.2 Web-oriented and flexible teaching/learning environments At present, educational tendencies criticise the classical idea of teaching due to the non-participative role for the student; she is viewed as a plain information receptor. In this sense, some computer systems allow a mixed interaction that let the student to solve her own learning goals. However, it would be even more desirable that these systems would propose activities in which the student was the main responsible. Therefore, some flexible behaviour are demanded, for instance non-restricted tutoring, such as open selection of learning activities or open access to a subset of the domain model; greater involvement of the student in the formative process; access facilities for the student to visualize her open and observable user model ; and so forth. On the other hand, it is evident that the even more extended use of the web allows and obligates to develop e-learning tools. Furthermore, taking into account the wide set of conventional courses and didactic material, the creation of specific tools that facilitate their migration to flexible web systems should be a main strategic goal that becomes ours. In order to get these two lines, more flexible learning processes and web orientation, we start from some previous results that must be extended and generalized. So, our general aims consist of orientating to the web the generic architecture INTZIRI [C] and defining new characteristics of ITS authoring tools, starting from the IRIS authoring system [D]. 1.3 Individual learning in group contexts Classical tutoring systems are based on an individual paradigm. However, the general teaching scene involves a teacher and a set of pupils, more or less big depending on several aspects such as the difficulty level or the utilizable resources. Therefore, a supervisor teacher using a learning environment will consider very useful the possibility of recovering the information about the activities developed by every student either individually or in groups [E]. In order to tackle this issue we propose two main development lines. First, a reflection on the concept of group will identify its defining characteristics as well as the adequate mechanisms to infer it from a set of individual student models. An immediate goal is to use the previous results for extending the individual learning environment architecture to support group managing. On the other hand, last pedagogical theories state that only group learning activities facilitate the development of behaviour skills such as collaboration, cooperation or coordination [F]. So, grouplearning activities should be included in up-to-date learning systems, and therefore our plan will explore suitable teaching domains and pedagogical strategies.

13 TIC Industrial applications based on 3D handling simulations Previous team works on vocational training applications [G, H] establish a successful technology transfer between intelligent instructional systems and the industrial world. In these systems, the trainee uses virtual reality interfaces -simulating the real work environment- for performing individual learning tasks. Thus, the system is able to recognize the user activities and to detect and diagnose the incorrect realized steps. Hitherto, one main drawback is related with the process of knowledge acquisition, which is done either from scratch or from non-friendly authoring environments. Therefore, our proposal in this project consists of profiting by the simulation facilities of the virtual reality interfaces in order to devise more friendly authoring tools. Moreover, we suppose that the current individual tasks can be complemented with cooperation activities, following the previously exposed ideas. Thereby, to study the possibilities of cooperative visualization and handling becomes a promising research field that we also propose. In this line, we will be supported by CEIT (Centre of Technical Studies and Research of Guipúzcoa). 2 Tasks and development The project implementation has been organized in four packages pertaining to the abovementioned key research lines; each package restricts its own objectives and defines the tasks to reach them. Thus, Package 1 centres on knowledge acquisition tools for building ITSs; Package 2 concerns adaptative and Web-oriented teaching/learning environments; Package 3 explores individual learning in group context; and finally, technology transfer to industrial applications based on 3D handling is treated in Package 4. Next figure depicts the time schedule for the different tasks of the project. Ti.j represents the task j belonging to the package i. Developed task Delayed, postponed or extended task Annulled Task Package 1 Package 2 Package 3 Package 4 Tasks T1.1 T1.2 T1.3 T1.4 T1.5 T1.6 T1.7 T2.1 T2.2 T2.3 T2.4 T2.5 T2.6 T2.7 T2.8 T2.9 T2.10 T2.11 T3.1 T3.2 T3.3 T3.4 T3.5 T3.6 T4.1 T4.2 T4.3 1rst. Year 2nd. Year 3rd. Year Then, the packages and their concrete objectives are described together with their development status.

14 TIC P1: Knowledge acquisition tools for building ITSs The objectives attained in Package1 concerns, first, the pedagogic domain acquisition in ITSs (Goal 1.1, Tasks), second, to widen learning strategies using new didactic resources (Goal 1.2), and, last, the study of more intuitive interfaces for ITS authoring tools. Goal 1.1 has been completely fulfilled while the others are being currently developed Objectives fulfilled to date The acquisition of pedagogic domain knowledge for ITSs has been planned in a three-phase process that comprises: acquisition of domain structure, generation of didactic resources, and domain management. The automatic Domain Structure Acquisition phase has been tackled by a heuristic-based analysis of the document index that obtains its main topics and the relations among them [1, 2]. All together, topics and relations constitute a first version of the domain ontology, which is later used to explore the whole document in order to look for new items. Thus, a set of heuristics has been designed [3] by means of a refining incremental process. A prototype has been constructed, although some improvements are being considered. A restricted Generation of Didactic Resources is a task firstly developed by the IRIS authoring tool [C], which has been improved with a new interface that allows the graphical representation and management of the domain. Besides, a first data base for managing didactic resources has been developed from scratch [4] Current state At present, complex learning activities such as procedural exercises are not included in the set of didactic resources. So, we try to cover this lack by means of TOKA, MapEx and KADI. The TOKA system [5] manages test exercises in a web environment. The MapEx prototype [6] introduces a set of evaluation didactic resources based on concept maps. The KADI system [7] facilitates the definition of learning activities covered by the DETECTive diagnostic engine [G]; besides it provides an interface where the student can carry out the demanded activities. Thus, KADI architecture [8] is composed of two big areas: the teacher s for the acquisition phase and the student s for the diagnosis phase. Both of them are connected with the diagnosis space which contains the DETECTive system. The teacher area enables to collect the concepts, procedures and exercises of the educational domain, together with the correct and incorrect solving plans and their correspondent deviations [9]. A methodology guide is being established to assure a correct data definition. A promising line is related to the use of student solutions to infer new solving models and errors. In addition, we are also examining the possibilities of summarizing as didactic resource; thereby we have conducted some studies and experiences [10] based on natural language and statistics techniques [11]. The Evalia prototype has been implemented on a simple approach supported by complex Natural Language Processing tools [12]. On the other hand, as it was pointed out, didactic resources can be used to support and improve the authoring process. With this purpose, we are involved in the extension of CM-ED to include this new application [13, 14], and the feedback of the users. The concept map metaphor has shown to be a more intuitive schema than the window-text paradigm for them [15], so a new version of IRIS is being developed on this basis. In addition, CM-ED has been enhanced with the functionality for drawing multilingual concept maps [16] Future developments The semi-automatic generation of Didactic Material from documents is a work to be done (T1.2).

15 TIC It will be approached by an ontology-driven analysis of the whole document in which fragments related to the domain topics must be detected and categorized. The domain and pedagogical ontologies [2, 3] will be used to discover fragments corresponding to didactic resources. Reusing existing didactic resources (text, videos, images, sounds ) is a particularly relevant issue for enhancing the generation of Teaching/Learning Systems. It has been pointed out the need of annotating the pedagogical material using metadata for facilitating its reusability. Therefore, the generated didactic resources will be annotated using the LTSC/LOM Learning Objects Metadata standard [I]. This metadata will be used to integrate the didactic resources and the domain module structure to obtain the complete Domain Module of a teaching/learning system. 2.2 P2: Web-oriented and flexible teaching/learning environments In order to get flexible learning process and web orientation, we propose the following main objectives: to design and construct a distributed client-server tutor (Goal 2.1); to open the generic architecture INTZIRI in order for the student controls her learning process (constructivism approach) (Goal 2.1); and, to build an authoring tool for web-oriented tutors (Goal 2.3). At the moment none of the main goals have been completely satisfied, but the developed tasks have produced interesting results Objectives fulfilled to date Several activities related to the objective 2.1 have been carried out, concretely a validation process from the previous prototype and its generalization to intra-net services, HEURIS-NET [17]. Besides, a review of the state of the art [18] was the starting point for designing an on-line educational platform. The platform is oriented to the three types of users: students, teachers and authoring persons. Therefore, three interrelated agent-based subsystems [19, 20], with different sets of external functionalities, have been designed: learning, authoring and management [21]. The goal 2.2 has been partially boarded by exploring the possibilities to open the, up to date transparent for the user, student model. The results in this task are beyond the expectations. It has been designed an open student model based on concept maps. The current prototype DynMap [22, 23] is able to show the static view of the model and its evolution. Some empirical studies have been conducted to evaluate this approach [24]. In addition, a more classical tool called IkaStat has been also designed [25] with the aim of managing and visualizing students academic marks Current state At the moment, some works concerning educational platforms are being realized: design of OPScript language [26], and implementation of the above-mentioned design proposal. Two approaches have been used. First, the system HEURIS-NET that is accessible in local net has been modified and oriented to the web, i.e. HEURIS-WEB [27]. The second approach is based on agent technology and implements a net of autonomous agents, dynamically generated in terms of both the type of user and the user requisites [28]. At the same time the kernel of INTZIRI has been revised and modified to include new learning activities [29] Future developments Some of the project results already obtained and described in previous sections will give raise to new extensions and improvements of the developed prototypes. Concretely, the open and observable student model together with some other basis will allow a constructive approach of the formative process (T2.5). It is also foreseen to integrate conceptual maps as a supporting tool for learning (T2.7) and to carry out a summative evaluation process of the extended CM-ED.

16 TIC P3: Individual learning in group contexts. Coordination and group models Learning in group context is treated through the following concrete objectives: group model and capabilities for inferring the model of the group from a set of individual ones (Goal 3.1); group coordinator, design of a distributed architecture for learning environments that benefits from groups facilities; review and proposal of group activities for learning, implications on group coordinator Objectives fulfilled to date A first study on group models has been carried out. It reviews the state of the art and its different approaches, the few references and advances observed state the novelty of this research line. In this way, we have proposed a design of a simple group model [30, 31] based on concept maps Current state At the moment we are implementing the inference mechanisms to obtain the model of the group from individual student models. DynMap+ is an evolution of DynMap that will inherit the dynamic properties of its predecessor. These results have been also reflected in [30, 31]. Once the group facility is included in learning environments, it is compulsory to integrate a group coordinator with managing functionalities. Some progresses based on statistical measures are being done in this area [32] as well as explorations of suitable functionalities oriented to the teacher/tutor Future developments At the present time some central tasks remain to be done: firstly, a review and proposal of group oriented learning activities in order to promote cooperation, collaboration and coordination skills (T3.5); lastly, a definition of suitable architectures adequate to endow these new behaviours to the educative environment (T3.6). 2.4 P4: Industrial applications based on 3D handling simulations Two general goals have been identified: to define an application domain (G4.1), and to build an experimental prototype on the selected domain (G4.2) Objectives fulfilled to date The machine-tool industrial sector [33] has been selected as application domain due to: the kind of training activities that includes procedural tasks; the suitability of using 3D virtual reality scenarios; and the set of exercises used in traditional formative courses. Once the domain has been selected, a system architecture has been proposed integrating two previous applications, a simulation environment VIRTOOL [H] and DETECTIVE [G, 34]. The defined architecture [35, 36] employs DETECTive as a diagnostic kernel integrated within virtual environments. A communications module allows VIRTOOL and DETECTive to interact independently of the internal structures involved in the diagnostic process. The procedures and exercises are defined through demonstrations in the virtual environment Current state and Futur e developments Currently, implementation tasks are being developed. The first prototype is extended to include a rich set of procedures and exercises. Next task (T4.3) will treat the complete integration of the systems, as the current prototype includes a reduced version of DETECTive and VIRTOOL.

17 TIC Difficulties, solutions and future developments In general, the project development follows the initial planning, although new relevant research lines have been embodied. Concretely, some tasks have been extended to incorporate treatments for several didactic resources and the subsidiary learning strategies (1.4, 1.5, 2.6, 2.8, 2.3, 2.4). During the third year the planned activities will be carried out (1.2, 2.5, 2.7, y 4.3) and the current developments will finish. Three delayed tasks (2.5, 2.7, y 4.3) will start, although it is probable that T2.5 be eliminated from the project goals, depending on the results and active resources. 3 Relevant scientific-technical results This section resumes relevant indicators of the results obtained so far. It is worth mentioning that five prototypes has been developed, and currently they are being tested. During this period the research team has also organized the Conference of the Spanish Association for Artificial Intelligence CAEPIA 2003, held in San Sebastián in November Personnel in training Master students, some of them have been granted by the project Aitor Arrondo Belén Isla Rodríguez Lourdes García Madrigal (granted) 2nd year doctorate students Maite Martín (2nd. year student) Ph. D. Students and status Begoña Ferrero. (Ph.D. November 2004) Urko Rueda (Ph. D. thesis at 2005) Ainhoa Álvarez, (Ph. D. thesis at 2006) Mikel Kerejeta (granted) Beatriz Nieva Larriba (granted) Sebastián Tenés Iturri Alberto Lozano (2nd. year student) Mikel Larrañaga (Ph. D. thesis at 2006) Iraide Zipitria (Ph. D. thesis at 2006) 3.2 Publications Within the project 36 papers have been published in several forums. These include the main international conferences of the area, such as Intelligent Tutoring Systems (ITS), Artificial Intelligence & Education (AI&Ed), IEEE Advanced Learning Technologies (ICALT, and World Conf. on Educational Multimedia, Hypermedia & Telecommunications (ED-MEDIA). Next the main contributions are remarked. Papers in International Conf erences (some of them published as books) 1 A Multilingual Concept Mapping Tool for a Diverse World. ICALT, IEEE Computer Soc Using CM -ED for the Generation of Graphical Exercises Based on Concept Maps. ICCE2003. Best Paper Award 3 An Open Adaptive and Multi -Subject Educational System for the Web. AIED 2003, Young Researcher Track 4 Dynamic Visualization of Student Models Using Concept Maps. AIED Acquisition of the domain structure from document indexes using heuristic reasoning. LNCS Springer From Human to Automatic Summary Evaluation. LNCS Springer 2004.

18 TIC Adaptive learning based on variable student and domain models in Magadi. ICALT, IEEE Computer Soc Integration of a Generic Diagnostic Tool in Virtual Environments for Procedural Training. LNAI Springer IkaStat: a Tool for Managing and Inspecting Student's Academic Marks. ICALT, IEEE Computer Soc Validating Dynmap as a mechanism to visualize the student's evolution through the learning process. LNCS Springer A Knowledge Acquisition Tool for Learning Activities: KADI. ED-MEDIA 2004 Papers in Journals 1. Modelado de Grupos en Acti vidades de Aprendizaje Basado en Mapas Conceptuales. Revista Iberoamericana de Inteligencia Artificial. In press. 3.3 Collaboration with other research groups International stage of Ainhoa Álvarez Arana in CKC under the supervision of Beverly Park Wolf, Univ. of Massachussets, Amherst. 4 References [1] M. Larrañaga. Estudio de la viabilidad de la adquisición de conocimiento a través de técnicas de lenguaje natural. Technical Report. UPV/EHU/LSI/TR [2] M. Larrañaga, U. Rueda, J.A. Elorriaga, A. Arruarte. Index Analysis: A Means to Acquire the Domain Module Structure. Actas CAEPIA, 2003, pp [3] M. Larrañaga, U. Rueda, J. A. Elorriaga, A. Arruarte. Acquisition of the domain structure from document indexes using heuristic reasoning. In J. C. Lester, R. M. Vicari, F. Paraguaçu (Eds.) Intelligent Tutoring Systems (ITS 2004), Springer LNCS 3220, pp [4] S. Tenés Iturri. Ikasgela birtuala: urrunek o kurtsoen administraziorako sistema. Master Thesis UPV/EHU 2003, supervised por J. A. Elorriaga. [5] M. Kerejeta. TOKA: Test objektiboak kudeatzeko aplikazioa. Master Thesis, Facultad de Informática UPV/EHU, 2004 [6] M. Larrañaga, U. Rueda, J. A. Elorriaga, A. Arruarte. Using CM -ED for the Generation of Graphical Exercises Based on Concept Maps. Proc. Int. Conf. on Computers in Education (ICCE 2003) December 3-6, 2002, Auckland, New Zealand. Best Paper Award. [7] Martín, M., Fernández-Castro, I., Urretavizcaya, M., Ferrero. A Knowledge Acquisition Tool for Learning Activities: KADI. Proc. ED-MEDIA W. Conf. on Educational Multimedia, Hypermedia & Telecomunications; Lugano,p [8] Martín, M., Fernández-Castro, I., Urretavizcaya, M., Ferrero. Modelling Learning Activities For Diagnosis: An Overview Of Kadi. In Proc. Cong. Iberoamericano de Informática Educativa, RIBIE 2004, pp , Octubre 2004, Monterrey (México) [9] Martín, M., Fernández-Castro, I., Urretavizcaya, M., Ferrero, B. Shaping k nowledge for cognitive diagnosis by means of KADI. A procedural example. Proc Sim. Int. de Informática Educativa SIIE2004 [10] I. Zipitria, A. Arruarte Lasa, J. A. Elorriaga, A. Díaz de Ilarraza Sánchez. Towards a Cognitive Model of Summary Evaluation. In J. Mostow & P. Tedesco (Eds.) Proc. WS on Modeling Human Teaching Tactics and Strategies. In ITS 2004: pp Maceió, Brazil. August.

19 TIC [11] I. Zipitria, J. A. Elorriaga, A. Arruarte Lasa, A. Díaz de Ilarraza Sánchez. From Human to Automatic Summary Eva luation. In J. C. Lester, R. M. Vicary & F. Paraguaçu (Ed.). Intelligent Tutoring Systems 2004, Springer LNCS 3220, pp [12] Díaz de Ilarraza A., Fernández-Castro I., Laguardia D. Diagnosis of Open Writing Essays in Intelligent Learning Environme nts Supported by NLP Techniques. Proc. Simp. Int. de Informática Educativa 2004 (SIIE); Noviembre, Cáceres. [13] U. Rueda, M. Larrañaga, A. Arruarte, J. A. Elorriaga. Applications of a Concept Mapping Tool. In A.J. Cañas, J.D. Novak & F.M. González (Eds.). Proc. of the Concept Map Conference 2004, Concept Maps: Theory, Methodology, Technology, pp [14] U. Rueda, Mapas Conceptuales en el Aprendizaje. Technical Report UPV/EHU/LSI/TR , Dept. LSI, University of the Basque Country, [15] M. Larrañaga. Aplicaciones de los mapas conceptuales en sistemas de enseñanza aprendizaje. Technical Report UPV/EHU/LSI/TR , Dept LSI, University of the Basque Country, [16] M. Larrañaga, U. Rueda, J.A. Elorriaga, A. Arruarte. A Multiling ual Concept Mapping Tool for a Diverse World. Proc IEEE Int. Conf. on Advanced Learning Technologies (ICALT 2003) July 9-11, 2003, pp [17] B. Nieva. HEURIS -Net: Adaptación de un entorno STI de aprendizaje autónomo a un entorno Intranet. Master Thesis, supervised by M. Urretavizcaya. Computer Science Faculty UPV/EHU, [18] A. Álvarez, I. Fernández de Castro An Open Adaptive and Multi -Subject Educational System for the Web. In. Procc. AIED 2003, Young Researcher Track, July 20-24, Sydney. [19] A. Álvarez, I. Fernández de Castro, M. Urretavizcaya. An On -Line Multi -Subject Educational Platform. Proc. CHALLENGES 2003, Sept. 17,18,19, Braga (Portugal) [20] A. Alvarez, I. Fernandez de Castro. Aprendizaje adaptativo en la WEB usando agentes instruccionales. In Proc. CAEPIA 2003, Vol II, pp [21] Alvarez A., Fernandez de Castro I. A multi -agent platform for adaptive on -line learning. In Colloque ALCAA 2003 Agents Logiciels - Coopération Apprentissage - Activité humaine, Sept. 4-5, Bayona (Francia) [22] U. Rueda, M. Larrañaga, A. Arruarte, J. A. Elorriaga. Dynamic Visualization of Student Models Using Concept Maps. In Artificial Intelligence in Education. Shaping the Future of Learning through Intelligent Technologies, pp IOS Press 2003 [23 ] U. Rueda, M Larrañaga, B Ferrero, A Arruarte & JA Elorriaga. Study of Graphical Issues in a Tool for Dynamically Visualising Student Models. Proc. on WS on Learner Modelling for Reflection. AIED 2003, July 20-24, Sydney. [24] U. Rueda, M. Larrañaga, A. Arruarte, J. A. Elorriaga. Validating Dynmap as a mechanism to visualize the student's evolution through the learning process. In J. C. Lester, R. M. Vicari, F. Paraguaçu (Eds). Proc. ITS 2004, Springer- LNCS 3220, pp [25] X. Igoa, U. Rueda, M. Larrañaga, A. Arruarte, J. A. Elorriaga: IkaStat: a Tool for Managing and Inspecting Student's Academic Marks. In Kinshuk, Chee-Kit Looi, E. Sutinen, D. Sampson, I. Aedo, L. Uden & E. Kähkönen (Eds.) Proc. IEEE ICALT 2004, pp [26] Romero Zaldivar V. A., Elorriaga J. A., Lezcano Brito M. OPScript: The Language for the Educational Browser YADBrowser. En Proc. Sim. Int. de Informática Educativa SIIE04, Cáceres Noviembre [27] M. B. Isla. HEURIS -WEB: Sistema tutor orientado a la red local e Internet. Master Thesis, supervised by M. Urretavizcaya. Facultad de Informática UPV/EHU 2004 [28] A. Alvarez, I. Fernández-Castro, M. Urretavizcaya. Adaptive learning based on variable student and domain models in Magadi. Proc. 4th IEEE ICALT Kinshuk, Chee-Kit Looi, E. Sutinen, D. Sampson, I. Aedo, L. Uden, E. Kähkönen (Eds.), pp

20 TIC [29] L. García Madrigal: Incorporación de pruebas de evaluación al sistema tutor inteligente heuris -net. Master Thesis, supervised by A. Arruarte & I. Fernández, Computer Science Faculty UPV/EHU, San Sebastián, Septiembre, 2004 [30] U. Rueda, M. Larrañaga, A. Arruarte, J.A. Elorriaga: Modelado de Grupos en Actividades de Aprendizaje Basado en Mapas Conceptu ales. In press, Revista Iberoamericana de Inteligencia Artificial [31] U. Rueda, M. Larrañaga, A. Arruarte, J.A. Elorriaga: Una Propuesta de Herramienta para la Supervisión de Grupos de Alumnos. In B. Barros & Y. Dimitriadis (Eds.) Actas del Taller de trabajo en Grupo y Aprendizaje Colaborativo: Experiencias y Perspectivas, CAEPIA 2003 [32] A. Arrondo: HIKA: HIzkuntza ikastaroak kudeatzeko aplikazioa. Master Thesis, supervised by J.A: Elorriaga, Computer Science Faculty, UPV/EHU 2004 [33] Lozano, A., Urretavizcaya, M., Ferrero, B., Fernandez de Castro, I., Matey, L. VIRTOOL -D: Entorno Virtual Educativo para Aprendizaje en Dominios Procedimentales. Proc. III Challenges - 5º SIIE Septiembre (2003), Braga (Portugal) [34] B. Ferrero, I. Fernández-Castro, M. Urretavizcaya, A. Álvarez. Una herramienta para desarrollo y evaluación cognitiva de ejercicios: DETECTive. Proc. III Challenges - 5º SIIE Septiembre (2003), Braga (Portugal) [35] Lozano, A., Urretavizcaya, M., Ferrero, B., Fernández de Castro, I., Matey, L. Integración de DETECTive, una herramienta genérica de diagnostico, en entornos de entrenamiento virtual. Actas de CAEPIA 2003, San Sebastián Noviembre, [36] Lozano, A., Urretavizcaya, M., Ferrero, B., Fernández de Castro, I., Ustarroz, A., Matey, L. Integration of a generic diagnostic tool in virtual environments for procedural training. In Current Topics in Artificial Intelligence, R. Conejo, M. Urretavizcaya, J.L. Pérez de la Cruz (Eds.), Springer LNAI 3040, pp Other references [A] Novak, J.D. A theory of education. Cornell University, Ithaca, NY [B] U. Rueda, Diseño e implementación de una herramienta de organización de conceptos. Master Thesis UPV/EHU, 2001, supervised by J.A: Elorriaga [C] Ferrero, B., Arruarte, A., Fernández-Castro, I., Urretavizcaya, M. Herramientas de autor para enseñanza y diagnóstico: IRIS -D. Inteligencia Artificial, Vol. 12, pags [D] Arruarte A., I. Fernández, Ferrero, B. J. Creer. The IRIS Shell: how to build ITSs from Pedagogical and Design Requisites. J. of Artificial Intelligence in Education. Vol. 8, N. 3/4, pp [E] P. Brna, V. Dimitrova, Proc. Workshop on Individual and group modelling methods that help learners understand themselves. ITS 2002, San Sebastián, June 2-4, 2002 [F] Collins B. Collaborative learning and CSCW: research perspectives for interworked educational environments. In Lessons from Learning, R. Lewis, P Mendelsohn (Eds.) Elsevier Science, pp [G] B. Ferrero, I. Fernández-Castro, M. Urretavizcaya, Diagno stic et évaluation dans les systèmes de training industriel. In Simulation et Formation Professionnelle dans L industrie, Vo l6, N1, pp , 1999 [H] Ustarroz, A., Lozano, A., Matey, L., Siemon, J., Klockmann, D., Berasategi, M.I. VIRTOOL Virtual Reality for Machine Tool Training. Virtual Concept Biarritz (2002) [I] LTSC IEEE P Learning Object Metadata Working Group homepage [On -line]

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