Owing to factors such as globalisation and the extensive use of the Internet, people are increasingly interested in learning a second and even a third language. From an academic perspective, the process of foreign language learning is defined by methodologies and supported by technology. Language learning applications are composed of learning exercises, which are pedagogical tools to introduce new language concepts (new vocabulary, grammar etc.). The development of this type of applications is complex due to the diversity of language learning methodologies, the variety of execution environments (web, mobile and desktop) and the number of different technologies that can be used. This study proposes a model-driven approach developing software to support different language learning processes. These processes consist of different learning exercises running on different platforms. The authors' proposal describes a metamodel that defines the entities and their relationships to define learning exercises for learning applications. This metamodel enables designers to support the development of language learning applications. This study illustrates the expressiveness and reuses power of the proposal by modelling learning activities from two different learning processes (Lexiway and Duolingo).

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La medición del valor social, más allá del valor económico generado por las organizaciones, despierta un interés creciente en todo tipo de entidades y, en especial, en aquellas organizaciones en las que el valor social que generan es su principal razón de ser. Sin embargo, su supervivencia se vincula a cumplir una serie de ratios numéricos relacionados con el coste que suponen mantener en activo estas organizaciones, que nada tiene que ver con el valor social que generan, difícilmente medible en términos cuantitativos. Este es el caso de los Colegios Rurales Agrupados (CRA), cuya existencia, además de otros beneficios, fomenta el arraigo al territorio, previniendo lo que se ha dado en denominar la España despoblada. En este contexto, se sitúa el presente trabajo, cuya primera contribución es aproximarnos al valor social generado por el CRA Sierra de Alcaraz (Albacete). La metodología que se sigue es el estudio del caso y el proceso de análisis se sustenta en el método SPOLY, especialmente indicado para organizaciones de no mercado, como es el caso de las instituciones educativas públicas. Así, en el trabajo se identifican los grupos de interés del CRA Sierra de Alcaraz y, por medio de una serie de entrevistas a los mismos, se definen las variables de valor orientadas a indicadores, cuya cuantificación permite aproximarnos al valor social generado por el CRA Sierra de Alcaraz y realizar un análisis de su eficiencia económica en términos sociales. Como resultado del trabajo, se obtiene que el valor social integrado casi duplica el valor socio-económico directo generado por esta entidad.

M-Learning is an exciting art of using mobile technologies to enhance learning skills. Mobile phones, PDAs, Pocket PCs and the Internet can be joined together in order to engage and motivate learners, anytime anywhere. The society is entering a new era of m-Learning, which makes important to analyze and innovate the current educational tools. In addition Learner-Centered Design (LCD) is considered to be important especially when new applications are created, it is an evolving design approach for designing tools that supports learners trying to engage in and understand educative practices. To develop and apply the LCD approach throughout the whole life cycle of the system an Instructional System Design process (ISD) which is the science of creating an instructional educative environments and materials that will bring the learner from the state of not being able to accomplish certain tasks to the state of being able to accomplish them. This article proposes a new tool that aims to improve the deficiencies identified in the usual analysis. The proposed tool, called MPrinceTool, provides a new means to interact via mobile technology by using web services that facilitate learners to participate in educational activities and communication with working groups, synchronously, when the students can participate in class and communicate with the teacher and the other students, also they can realize exams and exercises which needs the teacher presence; or asynchronously, which allows students to feel free in realizing their educational activities out of school time.