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3 file:///f:/actas de Congresos/ICL2010/authors.htm 1 de 11 20/09/ :06 Author Name, First Name Proceedings Pages Abd El-Aziz Edriss, Amal Faheem Abdulrasool, Salah Abi-Nader, Hady Abou El-Seoud, Samir Abou El-Seoud, Samir (2) Abrantes, Steven Lopes Abu Bakar, Zainab Achten, Mart Ahmed Ali, M Akman Aydın, Eda Akman Aydın, Eda (2) Akour, Mohammed Ali Alabbadi, Mohssen M Albano, Giovannina Albert, Dietrich Alexander, Heather Alexandrov, Nia Workshop Alexandrov, Nia (2) Alexandrov, Nia (3) Alexandrov, Nia (4) Alexandrov, Nia (5) Alexandrov, Vassil Workshop Alexandrov, Vassil (2) Alexandrov, Vassil (3) Alsarrayrih, Haytham Saleem Alseddiqi, Mohamed Alsmadi, Izzat Mahmoud Anouk Gelan, Anouk Aquino Santos, Raul Arafa, Waleed Arafa, Hany Arcani, Damien Ariton, Viorel Arnold, Deborah - Artyushina, Galina Attia, Sahar Azer, Marianne Amir Babarada, Florin Babarada, Florin (2)

4 file:///f:/actas de Congresos/ICL2010/authors.htm 2 de 11 20/09/ :06 Badawy, Osama Mohamed Barker, Trevor Barker, Trevor (2) Barrientos, Francisco Batista, Silvia Cristina Freitas Bauwens, Jean Baysal, Uıur Becker, Jan Behar, Patricia Alejandra Berlanga, Adriana Bhattacharya, Indrajit Bisták, Pavol Bisták, Pavol (2) Boccardi, Viviana Bogaerts, Jérôme Böhnstedt, Doreen Bonanno, Philip Bondarenko, Viktor Bosnić, Ivana Boticki, Ivica Boutamina, Sara Braidman, Isobel Brey, Christina Breyer, Matthias Brodnik, Andrej Brodnik, Andrej (2) Bronselaer, Antoon Jozef Fernand Budimac, Zoran Bühler, Bernd Bumbaru, Severin Burkhardt, Dirk Burtsev, Mikhail Sergeevich Buty, Christian Carpio, Jose Carrascosa, Iván Palomares Castro, Manuel Castro, Manuel (2) Castro, Manuel (3) Castro Torres, Rafael David Cerar, Spela Çetin, Aydın Çetin, Aydın (2) Çetin, Aydın (3)

5 file:///f:/actas de Congresos/ICL2010/authors.htm 3 de 11 20/09/ :06 Çetin, Aydın (4) Chang, Vanessa Chatti, Mohamed Cherenkova, Nina Cho, Hichang Cho, Hichang (2) Chung, Siyoung Chupakhina, Natalia Chuprina, Svetlana Ciglarič, Mojca Coccoli, Mauro Connor, Martin J Connor, Valerie Jane Conruyt, Noël Cordero, Laura Danko, Taras Daschil, Franz De Bal, Filip De Coutere, Bert De Gruyter, Johannes De Tré, Guy Debergh, Saskia Delport, Rhena Demirbaı, Müzeyyen Nazlı Demirbaı, Müzeyyen Nazlı(2) Derndorfer, Clemens Desai, Noopur Devooght, Karl Diaz, Gabriel Dicerto, Michele Djaghloul, Younes Drachsler, Hendrik Drachsler, Hendrik (2) Workshop Driesen, Jan Dunk, Andrew Dyckhoff, Anna Lea Edwards, Arthur El Shaer, Mohamed El-Gazzar, Rania Fahim El-Sofany, Hosam El-Sofany, Hosam (2) Erb, Roger Estévez, Macarena Espinilla

6 file:///f:/actas de Congresos/ICL2010/authors.htm 4 de 11 20/09/ :06 Favere, Koen Feiner, Johannes Fellner, Dieter W Fernández-Herrero, Angel Ferreira, Maria João Flieder, Karl Freudenthaler, Stefan Fruhmann, Karin Furin, Victor Vladimirovich García Redondo, Fernando Garcia Ruiz, Miguel Garyfallidou, Despina M Garyfallidou, Despina M. (2) Gervasoni, Margherita Gladun, Anatoly Goulao, Maria de Fátima Gouveia, Ruben Gouveia, Luis Borges Graf, Sönke Grell, Petra Grigoropoulos, Andreas Gudoniene, Daina Guedens, Wanda, Julienne Güler, İnan Güler, İnan (2) Güler, İnan (3) Güngör, Mustafa Akın Güngör, Mustafa Akın (2) Gütl, Christian (2) Gütl, Christian Gütl, Christian (3) Hable, Richard Haffegee, Adrian Hallewell Haslwanter, Jean D Helder, Paul Hernandez, Roberto Heylen, Erwin Hoisl, Bernhard Hotterbeekx, An Hristov, Valentin Huet, Isabel Hustinx, Wouter Iakovenko, Olexandr M

7 file:///f:/actas de Congresos/ICL2010/authors.htm 5 de 11 20/09/ :06 Ibrahim, Arsmah Ioannidis, G Ioannidis, George S Işık, Ali Hakan Işık, Ali Hakan (2) Işık, Ali Hakan (3) Ituero, Pablo Ivanova, Malinka Ivanova, Malinka (2) Ivanova, Tatyana Ivanova Ivanova, Tatyana Ivanova (2) Ivanova, Tatyana Ivanova (3) Jacobs, George Jadoul, Raynald Jadoul, Raynald (2) Jars, Isabelle Jawid Nazir, Dr Mubeen Jha, Brajendra Joy, Mike Jurke, Thomas Karmazi, Mariana Kerr, Barbara Khaddage, Ferial Khlief, Mohamed Kirschenmann, Uwe Kishore Badampudi, Deepika Knipping, Lars Knoll, Mathias Kokkinaki, Aikaterini Komlenov, Zivana Kondabathini, Vishal Kotilainen, Marja-Riitta Krajnc, Elmar Krevl, Andrej Kruk, Boris Krzywacki, Heidi Kulishov, Sergii K Kumargazhanova, Saule Lapuh Bele, Julija Latour, Thibaud Lattemann, Christoph Lavalle, Arturo Lavonen, Jari

8 file:///f:/actas de Congresos/ICL2010/authors.htm 6 de 11 20/09/ :06 Leibo, Ilya Mikhailovich León Luque, Julio César Léonard, Michel Lepeyko, Tetyana Lesjak, Tine Lie, Christopher Liestøl, Gunnar Limongelli, Carla Lippens, Peter Liudmila, Kulikovskaja Lobato, Vanesa Lonchamp, Jacques López, Luis Martínez López-Vallejo, Marisa Maes, Jean-Marie Maes, Jean-Marie (2) Maiti, Ananda Maiti, Anindya Malus, Christian Mamykova, Zhanl Mannila, Linda Marginean, Alexandru-Ioan Martin, Sergio Martinez, Salvador Martinez-Mediano, Catalina Mazza, Davide Meier, Russ Micallef, David Mileva, Nevena Mishra, Rakesh Mlak, Madalina Mlak, Madalina Mobasher, Mona Moccozet, Laurent Moccozet, Laurent (2) Mödritscher, Felix Mohamed Iqubal, Jawid Nazir Mohamed Iqubal, Jawid Nazir (2) Mohr, Anja Mohr, Anja (2) Molina Caballero, Manuel Fredy Monteso, Santiago Moreira, Fernando Lopes 60-68

9 file:///f:/actas de Congresos/ICL2010/authors.htm 7 de 11 20/09/ :06 Morfìn Diaz, Juan Alberto Morgado, Evandro Mujahed, Hamzeh 1-9 Mustafa, Hassan M.Hassan Mutanov, Galym Nacheva-Skopalik, Lilyana Velikova Nadan, Teeroumanee Nagel, Clemens Nanevska, Snezana Natho, Nicole Martina Nazemi, Kawa Nedelcut, Dan Nedelcut, Nelida Neges, Heide Neuper, Walter Newrly, Petra Nikolaou, Christos Nikolau, Christos Nischelwitzer, Alexander Nussbaumer, Alexander Nussbaumer, Alexander (2) Nutzinger, Hans Peter Öffl, Andreas Oliva, Nuria Onay, Sedat Op de Beeck, Ilse Op de Beeck, Ilse (2) Op de Beeck, Ilse (3) Op de Beeck, Ilse (4) Opprecht, Wanda Orlić, Marin Othman, Nuru'l - 'Izzah Õun, Ragnar Parodi, Elisabetta Parskeuopoulos, S Passerino, Liliana Maria Pastor, Rafael Peire, Juan Peltomäki, Mia Persoon, Emilia Pesovic, Dragoslav Pester, Andreas Petrov, Anatoly

10 file:///f:/actas de Congresos/ICL2010/authors.htm 8 de 11 20/09/ :06 Pfeiffer, Olivier Frédéric Piskùn, Oleg Plessers, Ben Plichart, Patrick Plichart, Patrick (2) Polzonetti, Alberto Pop, Ciprian Gabriel Porro, Vincent postolache, florin Pountney, Helen Premawardhena, Neelakshi Chandrasena Princen, Tom Prohaska, Zdenko Prohaska, Zvjezdana (2) Pushkar, Oleksandr Putiienko, Kateryna Qawasmi, Nadia Fayez 1-9 Radoyska, Pavlinka Goranova Ras, Eric Rau, Franco Rau, Franco (2) Ravariu, Cristian Ravariu, Cristian (2) Raykova, Zhelyazka Read, Janet C Rehatschek, Herwig Erich Reibnegger, Gilbert Rensing, Christoph Reynders, Monique Reynolds, Sally Frances - Richert, Peter Rioperez, Nuria Rizvi, Aftab Haider Robles, Antonio Rodriguez, Laura Rogushina, Julia Ros, Salvador Rozman, David Rueda, Antonio Rugelj, Joze Rutkauskiene, Danguole Sainz, Gregorio Sampaio, Paulo N.M

11 file:///f:/actas de Congresos/ICL2010/authors.htm 9 de 11 20/09/ :06 Sanchez, Eric Sandler, John Scheepers, Detken Scheffel, Maren Schildermans, Stijn Schmidt, Klaus Scholl, Philipp Schoofs, Luk Schreurs, Jeanne Schreurs, Jeanne (2) Schreurs, Jeanne (3) Schreurs, Jeanne (4) Schwertel, Uta Sciarrone, Filippo Sean, M Sebastien, Olivier Sebastien, Veronique Seridi, Hassina Shahidi Marnani, Maryam Sharaf Eldin, Ahmed Sharma, Kunal Sheypak, Olga Sitnikov, Sergey Smithies, Alisdair Smolle, Josef Smolyaninova, Olga Georgievna Sobral, Sónia Rolland Soliman, Mohamed Spasova, Nadegda Vasileva Sprung, Gerhard Stab, Christian Staber, Reinhard Stadler, Helga Stalljohann, Patrick Steenhaut, Kris Steinmetz, Ralf Strohmaier, Robert Talalakina, Ekaterina Viktorovna TAS, Ruhi Tedman, Raymond Teherán Sermeño, Plinio del Carmen Teixeira, José M Temperini, Marco

12 file:///f:/actas de Congresos/ICL2010/authors.htm 10 de 11 20/09/ :06 Tesseris, George Thong, Chee Hing Thywissen, Carlo Tretiak, Natalia G Tsihouridis, Ch Tsiokanos, Athanasios Ubachs, George Uroda, Ivan V Pujeri, Ramachandra van Dorp, Kees-Jan Van Geirt, Frank Van Hyfte, Dirk Van Hyfte, Dirk (2) Van Petegem, Wim Van Petegem, Wim (2) Van Petegem, Wim (3) van Zwieten, Koos Jaap Varzin, Sergey Vaste, Giulia Vavougios, D Vercelli, Gianni Vilain, Sven Vincent, Jennifer A Vinjarapu, Sai Krishna Dinesh Vriens, Mariet Vriens, Mariet (2) Waglechner, Christoph Wallace, Barbara Watson, Kimberly A Welzel-Breuer, Manuela Wild, Fridolin Wolpers, Martin Xu, Diana Yifan Yau, Jane Yin-Kim Žagar, Mario Zaki, Ahmed Zhuravleva, Olga Zimmermann, Lisa Zimmermann, Lisa (2) Zinkovsky, Anatoly Zinser, Erwin Zorn, Erhard Zoubova, Irina

13 file:///f:/actas de Congresos/ICL2010/specialtracks.htm 1 de 5 20/09/ :08 Middle East E-Learning Forum Corporate E-Learning "Computer-based Knowledge & Skill Assessment and Feedback in Learning Settings" (CAF 2010) "Interactive Environments and Emergent Technologies for elearning (IEETeL 2010)" "Tools and Resources for Lifelong Learning" (TORELL) "Interactive Mobile & Computer aided Learning" - IMCL2010 "School and IT" Chair Bassem Khafagy, E-L-M-E, Egypt Topics of Interest Academic and corporate e-learning trends in the Middle East E-Learning readiness Technology advancements Organisational issues Knowledge exchange Arabization VS. localization Social impact of e-learning Open source initiatives Best practices in e-training And others Call for Papers ME-Forum Chair Jeanne Schreurs, University of Hasselt, Belgium Topics of Interest

14 file:///f:/actas de Congresos/ICL2010/specialtracks.htm 2 de 5 20/09/ :08 Business experiences in and impact of the implementation of e-learning E-Learning readiness: measuring it and action plan Immersive learning models thanks to technological advancements Semantic tooling delivering personalised content and integrating learning in the workplace Computer-Assisted Language Learning Personal Learning Environments Information retrieval techniques for e-learning Call for Papers Corporate E-Learning Chair Christian Gütl, Assistant Professor and Key Researcher, Institute for Information Systems and Computer Media, Graz University of Technology, AUSTRIA Topics of Interest Aspects of formative and summative assessment History and challenges of e-assessment Computer-supported assessment rubric Computer-based knowledge & skill assessment for individuals and groups Computer-supported peer assessment for individuals and groups Computer-supported self-assessment and group assessment Computer-based student and teacher feedback about knowledge state and acquisition Computer-based assessment in adaptive e-learning Web 2.0 and assessment & feedback for individual and group learning Automated essay grading Natural short answer assessment Assessment and feedback in computer-based simulations Assessment and feedback in game-based learning settings Test & training data and evaluation procedures Reuse, Interoperability and Standardization Security and Privacy Call for Papers CAF 2010

15 file:///f:/actas de Congresos/ICL2010/specialtracks.htm 3 de 5 20/09/ :08 Chairs Malinka Ivanova, PhD, Technical University - Sofia, Sofia, Bulgaria Anguelina Popova, Research Center Learning in Interaction, University of Utrecht, Utrecht, Netherlands Topics of interest Web 2.0 Applications for Learning 3D Virtual Environments Semantic Web Educational MashUps Immersive technologies in ADL Networks/Grids for learning Adaptive and intuitive environments Personal Learning Environments Mobile learning environments and applications Augmented Reality Implementation Call for Papers IEETeL 2010 Chair Hendrik Drachsler, Open Universiteit Nederland, The Netherlands Topics of interest Widgets or web services that support communities of learners (e.g. OER communities) Best practices and working examples with educational widgets Conceptual studies on developing educational widgets Widgets for formal or non-formal learning Widgets for knowledge sharing in cooperate environments Social Media applications and OER Educational Mashups with OER New technology and tools for widget development Recommender systems for widgets Widgets for mobile devices

16 file:///f:/actas de Congresos/ICL2010/specialtracks.htm 4 de 5 20/09/ :08 Current and future developments concerning technology and pedagogy for widgets Remote authoring scenarios Folksonomies and Social Metadata Demonstration of prototypes Call for Papers TORELL Chair Abdullah Y. Al-Zoubi, PSUT, Amman, Jordan Topics of Interest Design and development of course content M-learning emerging hardware and software M-learning applications Mobile technology support for educator and student Mobile Web and video Conferencing M-learning objects and development tools Service providers for mobile networks M-learning standards Life-long m-learning Impact of m-learning on social change Future trends in m-learning Tools for interactive learning and teaching Platforms and authoring tools New learning models and applications Methods of content adoption Remote measurement technologies Cost-effectiveness Real world experiences Pilot projects, products and applications Call for Papers Special track IMCL2010

17 file:///f:/actas de Congresos/ICL2010/specialtracks.htm 5 de 5 20/09/ :08 Chair Despina M. Garyfallidou, University of Patras, Greece Topics of Interest implementation e-learning in courses simulations, games and knowledge sources in learning practice development and organization of e-learning

18 13th International Conference on Interactive Computer aided Learning file:///f:/actas de Congresos/ICL2010/program/F4.htm 1 de 1 20/09/ :09 << Back to Session Overview Session F4: CAF Time: Thursday, 16/09/2010: 4:30pm - 6:00pm Location: B106 Presentations Living Lab in practice: the case of Reunion Creativity Platform for Instrumental e-learning. Noël Conruyt, Olivier Sebastien, Veronique Sebastien LIM/IREMIA, University of Reunion, France Developing an assessment strategy for school to work transition module: An example from Technical and Vocational Education (TVE) System in Bahrain Mohamed Alseddiqi, Rakesh Mishra, Salah Abdulrasool University of Huddersfield, United Kingdom A Methodology for Adaptive Competence Assessment and Learning Path Creation in ISAC Alexander Nussbaumer 1,2, Christian Gütl 2,3, Walter Neuper 2 1 Graz University of Technology, Austria; 2 University of Graz, Austra; 3 Curtin University of Technology Perth, WA Implantation and evaluation of ICT Resources oriented to self-learning and self-assessment Iván Palomares Carrascosa, Macarena Espinilla Estévez, Luis Martínez López University of Jaén, Spain

19 Conference ICL2010 September 15-17, 2010 Hasselt, Belgium Implantation and evaluation of ICT Resources oriented to selflearning and self-assessment I. Palomares, M. Espinilla, L. Martínez University of Jaén Key words: self-learning e-learning, self-assessment. Abstract: E-learning contents are, generally, complete, well designed and correct, but they may sometimes become boring for students. In this contribution, we propose the use of three different ICT resources, complementary to each other, aimed to student s self-training and self-assessment: Exam Resolution via Web, Educational Games and Exam Resolution via Mobile Devices. The resources have been successfully implanted and evaluated by students of the University of Jaén. 1 Introduction The last years have been witness of the huge development of the Information and Communication Technologies (ICT) due to the growth of the Internet and its services [1,3]. A deeply affected area has been learning, because the Internet has allowed overcoming both time and placing limitations with the concept of e-learning. The idea of using virtual learning environments (VLE) to store educational contents is common in most educational institutions nowadays, using contents that support student s self-assessment and self-training processes. A key issue in self-assessment and, in general, in self-learning is the set of learning resources that teachers make available to their students [3]. The only use of simple multiple-choice tests may finally result boring for students, causing that they withdraw their use in a long term, so it seems appropriate to develop entertaining tools to complement these tests. In this contribution, we describe the implantation of three complementary ICT resources, destined to student s self-training and self-assessment processes: (i) Exam Resolution via Web (ERW), (ii) Educational Games (EGs) and (iii) Exam Resolution via Mobile Devices (ERMD). This contribution is structured as follows: Section 2 reviews some concepts of e-learning and m- learning. Section 3 shows our three complementary resources. Section 4 presents a comparative study of the above mentioned resources. Section 5 shows the implantation and evaluation results on the subject Computer Architecture and Engineering. Finally, Section 6 presents some conclusions and future work related to our proposal. 2 E-Learning and m-learning Resources Until relatively few years ago, one of the main drawbacks for most students was the nonimmediate availability of the required learning resources to perform self-learning processes, due to limited number of computers connected to the Internet. However, in the last years this limitation has been reducing remarkably. The incorporation of ICT in the Internet has meant the new educational methodology of the 21st century [1,2]: the e-learning 1. 1 e-learning. ICL 2010 Proceedings Page 1146

20 Conference ICL2010 September 15-17, 2010 Hasselt, Belgium E-Learning can be defined as the convergence of the internet and education [2] and All possible ways of learning by means of the Internet. (Cisco Systems 2 ). In a parallel way to e- Learning, the concept of Content Management has become important. Systems that support Content Management offer a Web platform to manage and disseminate educational contents [5]. A clear example can be found in VLEs such as Moodle 3. The access and use of e- Learning contents through VLEs means a strategic resource to increase the competitiveness, efficacy and efficiency in teaching quality and self-learning. Many current VLEs have adopted some agreements in content standardization, for example SCORM modules, which may contain a great variety of contents and interactive applications developed under multiple technologies. As we have just seen, the peak of Internet, ICTs and, consequently, e-learning methodologies, make a non-attending self-learning process possible. However, it is still necessary for the student to have available a computer connected to the Internet whenever he wants to access those learning resources he is interested in, so it is desirable to provide him a way of accessing the above mentioned contents anywhere and anytime. This way, recently appeared the concept of m-learning, as a new mean to develop learning resources adapted to mobile devices, taking advantage of the wireless connectivity and the existing e-learning contents adaptation to this new paradigm [6]. Nowadays it is interesting to consider the adaptation of existing Internet educational resources for students to mobile devices, so that students have the possibility of accessing contents at anytime and practically anywhere, with the only requirement of taking with themselves their mobile device with the appropriate connectivity mechanism. 3 ICT Resources to perform self-assessment and self-training process We present in this section the ICT-based resources developed to allow students to perform their self-learning processes [4] through objective questions. Exam Resolution via Web (ERW) is perhaps currently the most spread resource to perform a self-assessment process. It consists of the carrying out of a series of test-type questions available in a Website. Once a student has answered the questions, he receives immediate feedback about his/her results. Figure 1.(a) shows an example of the use of this resource. We propose the combined use of different kinds of objective questions: true/false questions, multiple choice questions, filling gaps and definitions. The second resource presented here, Educational Games (EGs), is oriented to carry out a self-assessment task in a entertaining way, trying to achieve a balance between learning and entertainment. Figure 1(b) shows an example of the use of this resource. EGs are inspired by traditional puzzles: hang-man, crosswords, word find puzzle, etc, and they can be presented as Web applications and SCORM modules (appropriate for their integration in VLEs). The third learning proposal, Exam Resolution via Mobile Devices (ERMD), consists of an adaptation of the first resource, ERW (see Section 3.1), with the difference that now students only need their mobile device within their reach. ERMDs are independent on the mobile platform used, and can be downloaded by different ways: USB connection, Bluetooth, Wi-Fi access and so on. Figure 1(c) shows an example of the use of this resource. 2 CISCO Systems: 3 Moodle: ICL 2010 Proceedings Page 1147

21 Conference ICL2010 September 15-17, 2010 Hasselt, Belgium Figure 1 Educational resources overview. (a) Exam Resolution via Web. (b) Educational Games. (c) Exam Resolution via Mobile Devices. 4 Comparative Study Issue ERW EGs ERMD Mobile learning No No Yes Screen/interface size Wide Wide Small Possibility to include multimedia resources Yes Yes No Incorporation to VLEs and e-learning environments Yes Yes No Student s motivation Low High Medium Recommended time to use the resource continuosly 1-2 hours 1-2 hours Technical requirements Computer connected to the Internet Computer with/without Internet connection Mobile device Table 1 Comparative study of proposed learning resources We include a comparative study of the three learning resources presented in Section 3. All resources aim to a self-learning process through a feedback mechanism with objective questions resolution, and the recommended use of each resource depends on several factors, which will determine which of them is the most suitable for the student, depending on his/her context at any time. 5 Implantation and Evaluation of Resources In this section, we present the implantation and evaluation of the proposed ICT learning resources during the first semester of academic year 2009/2010, in the subject: Computer Architecture and Engineering. The subject is taught in the University of Jaén, in the fourth year of M.Sc. Degree in Computer Science. We had 35 students aged between 21 and 27, most of them male, with total dedication to their education. The resources introduced were evaluated by students by means of a voluntary survey. ICL 2010 Proceedings Page 1148

22 Conference ICL2010 September 15-17, 2010 Hasselt, Belgium The most relevant results drawn were the following: ERW was used when students got ready to self-train and self-assess for a long period, in order to prepare their final exam. Most students (73%) pointed out that EGs was the best alternative to ERW to self-assess their acquired knowledge and motivation to use ERW was not enough. In the beginning of semester, many students downloaded and installed the ERMD resource. Initially, they thought it wouldn t be a very used resource. However, as time went by, this has been the most employed one. The reason is that frequently came up situations where even if they hadn t previously planned to perform a self-training and self-assessment process with ERMD, they finally did it because they always had this resource within their reach. A considerable percentage of students (81%) believe that using these resources has supposed a key factor in the final mark obtained in the subject. From these results, we can state that offering different complementary resources suitable for different scenarios, students can devote more time to their self-training and self-assessment process. Thus, they can prepare themselves for the final exam more effectively. 6 Conclusions We have presented three complementary ICT resources based on different kinds of objective questions, making it possible to self-assess in different scenarios, we have highlighted the main issues for each resource in a comparative study, and we have shown the results of implantation and evaluation on the subject Computer Architecture and Engineering. Acknowledgement This paper has been partially supported by the research projects PID33B, TIN , and P08-TIC References [1] Browning, P., and Williams, J.: Using the internet in teaching and learning: A U.K. perspective. Computers and Geosciences (1997), 23 (5), pp [2] Ho, L.A., and Kuo, T.H: How can one amplify the effect of e-learning? An examination of high-tech employees computer attitude and flow experience. Computers in Human Behavior (2010), 26, p [3] Martínez, L., Araque, F., and Salguero, A.: Complement Contents in Virtual Learning Environments with Interactive Conceptual Maps: An Experience in Management Degree. IEEE multidisciplinary engineering education magazine, vol. 2, no. 3, September (2007), p [4] McNamara, G. & O'Hara, J. (2008). The Importance of the Concept of Self-Evaluation in the Changing Landscape of Education Policy. Studies In Educational Evaluation, 34 (3) [5] Piccoli, G., R. Ahmad, and B. Ives: Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. Mis Quarterly, (4): p [6] Upadhyay, N (2006): M-Learning: A new paradigm in education. International Journal on Instructional Technology & Distance Learning, 3 (2): pp Author(s): Iván, Palomares, M.Sc. Degree. Macarena, Espinilla, Ph. D. Luis, Martínez, Ph. D. University of Jaén, Computer Sciences Department Jaén, Campus Las Lagunillas s/n Jaén, Spain. ivanp@ujaen.es, mestevez@ujaen.es, martin@ujaen.es. ICL 2010 Proceedings Page 1149