Analysis of results and evaluation through the design and application of rubrics in relation to the objectives and skills expected to be developed.
Research on the value of teaching-learning literacy and visual and aesthetic literacy (educating the gaze) and the development of critical and creative thinking in contemporary childhood.
E-learning platforms design (that include simulation), based on web technologies. Use of Moodle and SCORM, as well as of simulation technology based on HTML-5, OpenSceneGraph for web and Unity-3D in order to implement 3D virtual environments executable from the browser.
To explore the potential of the use of multimodal narration (visual-lexical-sound...) through the illustrated album as an innovative pedagogical resource in the field of art museums and in different regulated and non-regulated educational spaces (schools, art galleries, foundations, organisations...).
In this line, technological products for research, assessment and teaching in text-based learning environments (standardised tests, intelligent tutors and research tools) are developed. The conditions of the task environment, such as question format or task interface, that influence learning are also investigated.
In this line, technological products for research, assessment and teaching in text-based learning environments (standardised texts, intelligent tutors and research tools) are developed. The conditions of the task environment, such as question format or task interface, that influence learning are also investigated.
Development of simulator-based instructional systems. The hardware, instructional designs, dynamic models of simulation objects and 3-D scenarios.
Psychomotor aspects (motor skills) and their relation with psychosocial aspects in adolescents (e.g., self-concept) are analysed, analysing how both aspects interact.
To analyse the characteristics of the multimodal mind in the 21st century and the need to establish new coordinates of cohesion and develop new forms of discourse and narrative.
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To propose and assess collaborative tasks that allow future teachers to progress gradually from the mere instrumental use of TACs (Learning and Knowledge Technologies) to the development of a more critical awareness of them.
To establish a list of essential literary and artistic contents to improve the competence of teachers when working with multimodal resources. To create a framework of basic theoretical concepts that can be used in primary, secondary and university education.
