http://hdl.handle.net/10498/32193 2026-11-05T19:21:49Z 2026-11-05T19:21:49Z Castro Cabrera, María Carmen Otero Mateo, Manuel http://hdl.handle.net/10498/40287 2026-09-29T04:00:55Z 2026-09-01T00:00:00Z

Meta COIL: preparando un proyecto COIL como mentoría entre docentes Castro Cabrera, María Carmen; Otero Mateo, Manuel Este trabajo es una propuesta en el contexto de la metodología COIL (collaborative online international learning), para formar a docentes en estos proyectos mediante mentoría entre iguales con docentes de otra cultura, país o disciplina expertos en este tipo de iniciativas. Se destacan las fases de cualquier proyecto COIL, aplicándose a docentes neófitos en estas experiencias. Asimismo, se proponen herramientas en línea, para practicar y aprender a utilizarlas. Esta propuesta llevada a la práctica contribuye a la adquisición por parte de los docentes de competencias tanto digitales como de trabajo colaborativo y en equipo. En base a la práctica de un proyecto real COIL entre docentes, el profesorado mentorizado será capaz de liderar futuros proyectos COIL con socios de otras instituciones, así como impartir docencia a alumnado de diferentes culturas en un contexto virtual.

2026-09-01T00:00:00Z Hodo, Fabiola Balderas Díaz, Sara Guerrero Contreras, Gabriel José Sertkaya, Baris http://hdl.handle.net/10498/40199 2026-09-08T04:05:42Z 2026-04-01T00:00:00Z

Interactive Exploration of Concept Lattices with lattice.js: A Web-Based Visualization Library Hodo, Fabiola; Balderas Díaz, Sara; Guerrero Contreras, Gabriel José; Sertkaya, Baris Concept lattices are central to Formal Concept Analysis (FCA), offering a structured and interpretable way to represent and analyze relationships between objects and attributes. However, producing clear and interactive lattice visualizations remains challenging, especially for larger or more complex datasets. Existing FCA tools often lack interactive features or rely on outdated technologies, limiting their accessibility and usability. In this paper, we introduce lattice.js, a lightweight JavaScript library designed for the interactive visualization of concept lattices. Built on top of the D3.js framework, lattice.js supports hierarchical layout computation using a heuristic adaptation of the Coffman-Graham algorithm combined with barycentric reordering to improve readability. The library also offers interactive exploration features such as zooming, filtering, node selection, and reduced labeling strategies. Additionally, it provides structural metric computation and supports exporting visualizations in multiple formats. We demonstrate the library's functionality using a well-known FCA example, highlighting its accessibility and practical value for FCA applications.

2026-04-01T00:00:00Z Balderas Díaz, Sara Guerrero Contreras, Gabriel José http://hdl.handle.net/10498/40198 2026-09-08T04:00:40Z 2025-11-01T00:00:00Z

Research Writing and Tool Evaluation in Cybersecurity Education: A Methodological Framework Balderas Díaz, Sara; Guerrero Contreras, Gabriel José As academic programmes in cybersecurity evolve to meet the demands of an increasingly complex and research-driven technological landscape, there is a growing need for pedagogical strategies that promote not only technical proficiency but also scholarly engagement. This study presents an instructional methodology that integrates research-based learning and peer assessment into a postgraduate cybersecurity course. Over two academic years, students engaged in the full research cycle by writing scientific short papers, conducting double-blind peer reviews, and participating in a simulated academic conference. The approach combined technical analysis of code vulnerabilities using both conventional SAST tools and generative AI systems, along with the development of academic skills such as scientific writing, critical evaluation, and oral communication. Survey results and evaluation scores from 35 students indicate high levels of perceived learning, engagement, and understanding of authentic academic practices. The successful submission of two student papers to an international doctoral consortium further highlights the academic relevance and impact of the initiative.

2025-11-01T00:00:00Z Guerrero Contreras, Gabriel José Balderas Díaz, Sara http://hdl.handle.net/10498/40192 2026-09-05T04:00:26Z 2025-11-01T00:00:00Z

A Telegram-Based Platform for Self-Assessment: NLP-Driven Classification and Collaborative Question Generation Guerrero Contreras, Gabriel José; Balderas Díaz, Sara The increasing adoption of conversational interfaces and semantic technologies in education is enabling new forms of scalable, personalised, and reflective assessment. In this context, a self-assessment platform has been designed and deployed within Telegram to promote formative learning through collaborative content creation and iterative practice. The system allows students to generate multiple-choice questions (MCQs), which are automatically classified into instructional topics using Natural Language Processing (NLP) techniques. These questions are reused to construct personalized quizzes, offering immediate feedback and supporting iterative improvement. During a semester-long deployment involving over 149 participants, students authored 519 MCQs and completed 1,709 quizzes. Results indicate high engagement, consistent score improvements across attempts, and effective reuse of learner-generated content, demonstrating the potential of NLP-assisted, mobile-friendly assessment to support self-regulated learning and performance growth.

2025-11-01T00:00:00Z