Global Implications of Emerging Technology Trends

352 Pages·2018·21.382 MB·English

by  Francisco Jose Garcia-Penalvo

Global Implications of
Emerging Technology
Trends
Francisco José García-Peñalvo
University of Salamanca, Spain
A volume in the Advances in IT Standards and
Standardization Research (AITSSR) Book Series
Published in the United States of America by
IGI Global
Information Science Reference (an imprint of IGI Global)
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Library of Congress Cataloging-in-Publication Data
Names: García Peñalvo, Francisco José, 1971- editor.
Title: Global implications of emerging technology trends / Francisco José García Peñalvo, editor.
Description: Hershey, PA : Information Science Reference, [2018] | Includes
bibliographical references.
Identifiers: LCCN 2017033305| ISBN 9781522549444 (h/c) | ISBN 9781522549451
(eISBN)
Subjects: LCSH: Technological innovations.
Classification: LCC T173.8 .G585 2018 | DDC 303.48/33--dc23
LC record available at https://lccn.loc.gov/2017033305

This book is published in the IGI Global book series Advances in IT Standards and Standardization Research (AITSSR)
(ISSN: 1935-3391; eISSN: 1935-3405)
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For electronic access to this publication, please contact: [email protected].
Advances in IT Standards
and Standardization Research
(AITSSR) Book Series
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RWTH Aachen University, Germany
ISSN:1935-3391
EISSN:1935-3405
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701 East Chocolate Avenue, Hershey, PA 17033, USA
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Table of Contents
Preface.................................................................................................................................................xiv
Section 1
Information, Media, and Coding Literacy
Chapter 1
AssessmentofInformationLiteracyandItsRelationshipWithLearningOutcomes...........................1
Fernando Martínez-Abad, University of Salamanca, Spain
Patricia Torrijos-Fincias, University of Salamanca, Spain
Adriana Gamazo, University of Salamanca, Spain
María José Rodríguez Conde, University of Salamanca, Spain
Chapter 2
DevelopingaResearchMethodtoAnalyzeVisualLiteracyBasedonCross-CulturalCharacteristics19
Felicidad García-Sánchez, University of Salamanca, Spain
José Gómez-Isla, University of Salamanca, Spain
Roberto Therón, University of Salamanca, Spain
Juan Cruz-Benito, University of Salamanca, Spain
José Carlos Sánchez-Prieto, University of Salamanca, Spain
Chapter 3
LatinAmericanandCaribbeanLiteratureTransposedIntoDigital:Corpus,Ecosystem,Canon,
andCartoneraPublishing......................................................................................................................34
Adrian R. Vila, Universidad de Buenos Aires, Argentina & Universidad de Salamanca,
Spain
Chapter 4
TeachingFormationtoDevelopComputationalThinking..................................................................59
Klinge Orlando Villalba Condori, Universidad Nacional San Agustín, Peru & Universidad
Católica de Santa María, Peru
Section 2


Educational and Learning Technologies
Chapter 5
AddressingKnowledgeManagementandVirtualLearningCommunitiesinMOOCUsingOpen
ResourcesandGamification.................................................................................................................74
Luis Martin-Fernandez, Universidad Politecnica de Madrid, Spain
Margarita Martinez-Nuñez, Universidad Politecnica de Madrid, Spain
Oriol Borras-Gene, Universidad Politecnica de Madrid, Spain
Angel Fidalgo-Blanco, Universidad Politecnica de Madrid, Spain
Chapter 6
Technology-EnhancedLearning:GoodEducationalPractices............................................................93
David Fonseca, Universitat Ramon Llull, Spain
Ricardo Torres Kompen, Universitat Ramon Llull, Spain
Emiliano Labrador, Universitat Ramon Llull, Spain
Eva Villegas, Universitat Ramon Llull, Spain
Chapter 7
CurrentSituationandAppraisalTendenciesofM-Learning.............................................................115
Laura Briz-Ponce, University of Salamanca, Spain
Juan Antonio Juanes-Méndez, University of Salamanca, Spain
Francisco José García-Peñalvo, University of Salamanca, Spain
Chapter 8
In-ServiceTeachers’UseofICTforthePromotionofCollaborativeProfessionalLearning...........130
Ana García-Valcárcel, University of Salamanca, Spain
Juanjo Mena, University of Salamanca, Spain
Section 3
Data-Driven Intelligent Ecosystems
Chapter 9
ClinicalDecisionSupportSystemsQuestionandAnswering...........................................................146
David José Murteira Mendes, Universidade de Évora, Portugal
Irene Pimenta Rodrigues, Universidade de Évora, Portugal
César Fonseca, Universidade de Évora, Portugal
Chapter 10
TowardsanIntelligentSystemfortheTerritorialPlanning:AgriculturalCase................................158
AMRI Benaouda, University of Salamanca, Spain
Francisco José García-Peñalvo, University of Salamanca, Spain
Chapter 11
EnhancedBio-InspiredAlgorithmsforDetectingandFilteringSpam.............................................179
Hadj Ahmed Bouarara, University of Dr. Tahar Molay, Algeria

Chapter 12
InformationAttacksandDefensesontheSocialWeb.......................................................................216
Agostino Poggi, University of Parma, Italy
Michele Tomaiuolo, University of Parma, Italy
Chapter 13
ScaffoldingtheOEEU’sData-DrivenEcosystemtoAnalyzetheEmployabilityofSpanish
Graduates............................................................................................................................................236
Andrea Vázquez-Ingelmo, University of Salamanca, Spain
Juan Cruz-Benito, University of Salamanca, Spain
Francisco J. García-Peñalvo, University of Salamanca, Spain
Martín Martín-González, Technical University of Madrid, Spain
Chapter 14
ExploringtheImpactofSecurityPolicyonCompliance..................................................................256
Winfred Yaokumah, Pentecost University College, Ghana
Peace Kumah, Ghana Education Service, Ghana
Compilation of References...............................................................................................................275
About the Contributors....................................................................................................................316
Index...................................................................................................................................................322
Detailed Table of Contents
Preface.................................................................................................................................................xiv
Section 1
Information, Media, and Coding Literacy
Chapter 1
AssessmentofInformationLiteracyandItsRelationshipWithLearningOutcomes...........................1
Fernando Martínez-Abad, University of Salamanca, Spain
Patricia Torrijos-Fincias, University of Salamanca, Spain
Adriana Gamazo, University of Salamanca, Spain
María José Rodríguez Conde, University of Salamanca, Spain
Theglobalintegrationofcompetence-basededucationandtrainingsystemsandthesearchforageneralized
commonframeworkfortheincorporationofkeycompetencesinthecurriculumsofnationaleducation
systemshavegeneratedagrowingneedforinformationliteracyasawayofadvancingtotheawaited
knowledgesociety.Large-scaleassessmentsofstudentperformancepresentcriterionvariablessuchas
language,mathematics,orscience,butitisnoticeablehowtheseassessmentsleaveasidecontentsfrom
otherkeycompetencessuchasinformationliteracy.Thischaptershowsatheoreticalapproachtothe
subjectandanexampleofanempiricalstudythataimstoshedsomelighttothetopicofinformation
literacybyanalysingtherelationshipbetweenthelevelofinformationliteracyshownbyastudentand
theiracademicperformanceinsubjectssuchaslanguageandmathematics.Theresultssuggestthatitis
possibletodevelopaninstrumentfortheassessmentofthecomplexinformationliteracycompetence,
andwhichisalsoeasytoadministerintheclassroom.
Chapter 2
DevelopingaResearchMethodtoAnalyzeVisualLiteracyBasedonCross-CulturalCharacteristics19
Felicidad García-Sánchez, University of Salamanca, Spain
José Gómez-Isla, University of Salamanca, Spain
Roberto Therón, University of Salamanca, Spain
Juan Cruz-Benito, University of Salamanca, Spain
José Carlos Sánchez-Prieto, University of Salamanca, Spain
Thischapterpresentsanewapproachofaquantitativeanalysisusedtoresearchtheunderstandingof
visualliteracyissues.Theobjectiveoftheresearchistofindcommonpatterns,opinions,andbehaviors
betweendifferentpeopleregardingtheuseofvisualcommunicationandpeople’sstateofvisualliteracy,
whilealsoconsideringthepossibleculturaldifferencesrelated.Toexplainvisualliteracyandits



implications,thetheoreticalbackgroundaboutthevisualliteracyresearchfieldispresentedfirst.Then,
alsowithinthesectiononbackground,thechapterpresentsthemainconceptsrelatedtoculture,and
howitandvisualliteracycanbeanalyzedtogethertoenablecross-culturalanalysis.Toconductthese
cross-culturalanalyses,thischapterproposesanewkindofquantitativequestionnaire-basedinstrument
thatincludesasectiontomeasuretheculturalcharacteristicsoftheindividualandtheirlevelofliteracy.
Thisinstrumentproposalisthemainresult,sincetheresearchfieldofvisualliteracylacksthiskindof
quantitativeapproach.
Chapter 3
LatinAmericanandCaribbeanLiteratureTransposedIntoDigital:Corpus,Ecosystem,Canon,
andCartoneraPublishing......................................................................................................................34
Adrian R. Vila, Universidad de Buenos Aires, Argentina & Universidad de Salamanca,
Spain
Theaimofthepresentchapteristhestudyoftheactionperformedbythepublishingindustryinthe
contextofthetranspositionintodigitalformatofprintedbookscomprisingaLatinAmericanand
Caribbeanliterarycorpus.ThedesignedcorpusincludesworksandauthorslabelledasaLatinAmerican
segmentoftheWesternCanon,inadditiontothosesegmentsprovidedbyfeminist,queer,postcolonial,
and/ordecolonizationcriticaltheories.Itisdescribed/definedthedigitalecosystemtowhichthecorpus
istransposedaswellassomeofthestrategiesimplementedbythemajore-booktradeplatformsandthe
maindigitallibrariestoofferLatinAmericanandCaribbeanliteraturetransposedintodigitalformatare
described/defined.Likewise,areadingextendedtotheinfluenceofthepostcolonialturnisproposedby
consideringcartonerapublishingasadeviceofthepostcolonialturnbut,thistime,wideningtherange
oftypographicformsaswellasthepostcolonialeffectonthepublishingfield.
Chapter 4
TeachingFormationtoDevelopComputationalThinking..................................................................59
Klinge Orlando Villalba Condori, Universidad Nacional San Agustín, Peru & Universidad
Católica de Santa María, Peru
Inordertodevelopcomputationalthinking,itisessentialtomodifytheinitialtrainingofteachers,that
istosay,torestructurethecurriculaofthefacultiesorprofessionalschoolsofeducationinanyfieldor
contextitisgoingtobepossibletoidentifyareasofbasicorgeneraltrainingandareasofspecialized
training.Aswellasreadingorwriting,computerthinkingiscurrentlyessentialbecauseitsapplication
inanyprofessionalcontextisnecessary.
Section 2
Educational and Learning Technologies
Chapter 5
AddressingKnowledgeManagementandVirtualLearningCommunitiesinMOOCUsingOpen
ResourcesandGamification.................................................................................................................74
Luis Martin-Fernandez, Universidad Politecnica de Madrid, Spain
Margarita Martinez-Nuñez, Universidad Politecnica de Madrid, Spain
Oriol Borras-Gene, Universidad Politecnica de Madrid, Spain
Angel Fidalgo-Blanco, Universidad Politecnica de Madrid, Spain