Docuplay mission and motto: Improve the world through an Internet-enhanced education in all knowledge, for all people, at any age, throughout life. (N. 1.)

UNIVERSES OF DOCUPLAY

Educational Service
Economic Service
Social service
Information Service
Competitive Service
Docuplay flag and its symbology (N. 2.)

Tutorial on the main INNOVATIONS of Docuplay Educational System

1.-SERVICES

2. PROGRAMS

3. CONTENTS

4. COLLABORATIVISM

5. COMPANIES

6. TECHNOLOGIES

7. DOCUJUEGOS

8.-RANKINGS

9. RECORDS

1. SERVICES

 

Summary

1.-Contributions of educational services

2.-Contributions of economic services

3.-Contributions of social services

4.-Contributions of informative services

5.-Contributions of competitive services

6.-Synergies between the five services

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Docuplay considers that the four auxiliary educational services (economic, social, informative and competitive) and their respective subservices  already constitute a certain form of augmented reality to achieve a broader and deeper vision of the topic of each course. Indeed, each object registered in a service or sub-service of a course, assuming its strict affinity with the topic of the course, promotes the improvement of its understanding. In addition, the two series of auxiliary subkeys of the search engines constitute a very plural means for students to increase the reality and depth of their course at their discretion, which will earn them votes and points in their activity records.

1.-Contributions of EDUCATIONAL services

1.1.-Two series of courses, the systematic and the toponymic, which despite its innumerable courses and thanks to its structure of inverted pyramids are adaptable to- and manageable by all educational levels.

1.2.-A multi-faceted education developed through multifacetical consortia (TEC & PIC).

1.3.-An omnigradual education, with all levels (primary, secondary, professional and tertiary: P-S-P-T) and sublevels (basic and higher) of education.

1.4.-Modular and personalized configuration of the subject of each course.

1.5.-Unlimited subscriptions for a modest flat rate according to the purchasing power of each country.

1.6.-Other subservices

2.-Contributions of ECONOMIC services

2.1.-That companies and educenters (educational centers) that have a special affinity with the topic of each course can enroll in subservices 2.1. and 2.2.

2.2.-Registration in the subservices 2.1. and 2.2. of resource B2. COLLABORATIONS of each course of educenters and companies, provided that the activity of the latter is related to the subject of the former.

2.3.-That the companies registered in the subservice 2.1. inscribe in the other four subservices ((2.3 (products), 2.4. (services), 2.5 (patents) and 2.6. (applications)) their own creations to contribute to virtual laboratories, kinds of the technology Internet of Things, basic of the practical-experimental facet of the multifaceted education of the Docuplay consortia.

2.4.-Students and teachers who have or know objects related to their course or subject in any of these four categories may also inscribe them in the form.

3.-Contributions of SOCIAL services

-That its four subservices (registration of personalities, brilliant alumni, institutions and groups related to the subject of the course) serve to develop Augmented Reality technology in Docuplay.

4.-Contributions of the INFORMATIVE services

4.1.-That in the subservice 4.1. (personalized emails to each student) the teacher is progressively reinforced by a teacher who provides an increasingly personalized service thanks to Artificial Intelligence.

4.1.-That in the subservice 4.2. (reports or infobots on the subject of the course) the Augmented Reality and Artificial Intelligence technologies are progressively used efficiently.

5.-Contributions of COMPETITIVE services

-That the subservices 5.1. (docucompetitions) and 5.2. (doculeagues) progressively incorporate Virtual Reality technology so that they can simulate real sports competitions.

6.-Synergies between the five services

The synergies between the five services (educational, economic, social, informational and competitive) consist in that everyone interacts with everyone, so that the action of each one has some repercussion on the others.

To complete this information:

https://www.docuplay.com/guia_rapida/resources/i_b1?curso_id=592f4642177fae28160021f9  

https://www.docuplay.com/plataforma/2

 

2. PROGRAMS

 

Summary

1.-ALL LEVELS

2.- ALL TOPICS

3.-SPECIAL ATTENTION TO THE SCIENTIFIC AND TECHNICAL

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1.- ALL LEVELS*. Docuplay courses have no spatial or temporal limit. Temporarily, they cover the entire life of each person, from pre-primary education (4 and 5 years) to tertiary (from 18 years) through primary (6 to 11 years), secondary (12 to 17 years) and the professional; and beyond these regulated degrees, every person throughout his life must update his knowledge due to professional or personal requirements. There will be many registered or free of charge, and the subscribers, for a modest monthly fee, will be able to take up to six courses simultaneously for a maximum period of between two weeks and three months each. Spatially, Docuplay will be able to offer courses universally relying on constantly advancing search engines and distinguishing between them two types of possible access, with download and with link.

2.-ALL TOPICS.* The universality of Docuplay courses is typical of three of the six programs: program 4. Universal-themed courses (v.) And courses 5 and 6 on populated and non-populated place names that cover ca. 15 million world place names registered by the US Administration (see programs 5 and 6).

1.3.-Program 4, although it already stands out quantitatively in its first four levels DDC (Dewey Decimal Classification) with more than 55 thousand courses, reaches millionaire amounts thanks to level 5, that of hypersections, made up of legal entities (companies and institutions) and physical (personalities) that are relevant by their facts or activities for the courses of the four previous levels.

1.4.-The lifelong continuity of Docuplay education is based, on the one hand, on the constant increase and updating of its contents, both those from the web or cloud and those provided by the same courses and collaboratively exchanged on a global scale, and, on the other, in the need to renew knowledge that is becoming obsolete.

3.-SPECIAL ATTENTION TO THE SCIENTIFIC AND TECHNICAL. The four scientific and technical classes deserve special attention in program 4 for significantly exceeding the other classes in the number of courses in English, and some less in Spanish:

(a) 3 Social Sciences

This class has 20,559 courses counting the 2018 Standard Occupational Classification System, with 6,500+ courses, although this series also constitutes, due to its importance, a separate program, the 3. It is surely the most complete classification of professions and occupations that exists.

(b) 5 Natural Sciences

In the current series of more than fifty-five thousand systematic Docuplay courses, this class has 8,884 courses.

(c) 6 Applied Sciences or Technologies

Class 6 of Docuplay's systematic series has 13,434 courses.

(d) 7 Arts and Crafts

If we also consider technologies such as landscaping, architecture, photography, etc. , we can add 1697 more courses from class 7 to those of the three previous classes, excluding from it only the 80 Music and 90 Shows divisions.

To complete this information:

https://www.docuplay.com/guia_rapida/resources/i_a1?curso_id=592f4642177fae28160021f9

3. CONTENTS

 

Summary

1.-Contents of each Docuplay program.

2.-Downloadable or linkable file sectors for 'vertical' teaching

3.-Sectors of complementary files for 'transversal or interdisciplinary' teaching

4.-Complementary contributions from the companies of the TEC and PIC consortia

5.QUANTITATIVE CONTENT AND QUALITATIVE CONTENT

5.1.-Knowledge of the quantitative.

5.2.-Knowledge of the qualitative

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1.-Contents of each Docuplay program. The courses of each program offer the study a large quantity of contents of various classes and formats, among which each teacher/professor and each student can find files that are fully useful for studying the matter of their subject or course. Docuplay distinguishes three groups of content sectors: Downloadable file sectors (downloadable on the Docuplay website, because they are in the public domain or have an express license to be downloaded (for example, those from Wikipedia); of the linkable files (of limited use because their author's right is still in force; with comments and citations made by students due to the essentially collaborative nature of the courses);  and that of the complementary files (contributed above all by the collaboration of the four types of companies registered in the two consortia.) The first two are mainly used for a 'vertical' or deepening study of the subject matter of the course and the third for a 'horizontal', cross-sectional or interdisciplinary study.

2.-Downloadable or linkable file sectors for 'vertical' teaching

2.1 With the sectors of downloadable files and linkable files, Docuplay offers students and teachers/professors a large amount of textual content that needs a lot of research to make a selection of the best for each subject. This selection task will be the responsibility of the teachers in the programs with the multifaceted option (1, 2 and 4). Once a reasonable number of useful files have been selected for each subject, these can be the subject of summaries and study in sections 1 and 2 of the blog of the same subject. And if they are downloadable files, they may be partially copied, as citations, to be the object of analysis and comments and of docugames (docutest and docucompetitions).

2.2 The selection of files and their copy on the subject blog to make it available to other classmates will be subject to a vote, positive or negative, by them, as well as the summaries and comments made.

2.3 If a student, despite the large number of files available in these sectors for the subject, still wants to search for something better on the Internet, he can do it easily: put the search key in the search engine, usually the title of the subject , and investigate the search result to make the selection and download on the blog that the student has for each subject or course. If the course has a multifacetical option, the selection of downloadable items will be made by the teacher/professor and downloaded from her blog2.

2.4 It is evident, therefore, that these two basic sectors for vertical deepening in the matter of each subject are decisive to accustom students to research on the Internet, to develop their capacity for analysis and criticism, initiative, etc.

3.-Sectors of complementary files for 'transversal or interdisciplinary' teaching

3.1.While the sectors of downloadable and linkable files offer textual content for a vertical deepening in the matter of each subject or course, the other sectors offer content suitable for a transversal or interdisciplinary extension of the knowledge of the theme, substantially increasing its reality in comparison with what traditional teaching content achieves. This Docuplay teaching model has been aptly called Model T, the vertical line being the traditional deepening of the matter of a subject/course, while the horizontal line is what has come to be called, among the new ICT technologies, the `augmented reality ´.

3.2.-Transversality and interdisciplinarity constitute important advantages of Docuplay's educational offer. This transversal or increased dimension of the contents of Docuplay courses appears in two modalities:

(a) as the first seven related courses (those with a numerical code with decimal) of the semi-formal subjects of programs 1 and 2.

(b) as sectors of complementary content in all other programs, mainly in program 4. Its adjective of complementary refers to the fact that its files are not textual or based on a textual script (videos, audios), but of another type, such as statistical tables, data tables (of companies, education centers, groups ...), images, etc. https://www.docuplay.com/asignaturaeng/sectores/718

3.3.-As multifacetical, the education and training of a trifacetical consortium will be two-faceted (that of Docuplay itself and that of educational centers) for levels 1 (primary) and 2 (secondary); On the other hand, for levels 3 (professional education) and 4 (higher ed.) it will be multifaceted, that is, digital-online (Docuplay), theoretical/face-to-face (educentros) and practical-experimental (companies) in the TEC phase (Trifacetical Educational Consortium); and in the PIC phase (Pentafacetical Industrial Consortium) there will be two more facets: economic (financial) and advisory and commercial (consulting).

4.-Complementary contributions from the companies of both TEC and PIC consortiums

4.1.-Once enrolled as indicated in the tutorials for programs 1, 2, and 4, multifaceted option, section A (Directive), the four types of companies that are members of both consortiums headed by Docuplay can enrich cross-disciplinary or interdisciplinary teaching of each student; registering at the same time in the subservices 2.1. and 2.2. of resource B2. COLLABORATIONS become courses that students can subscribe to to get to know them better.

5.QUANTITATIVE CONTENTS AND QUALITATIVE CONTENTS (Epistemological assumptions)

5.1.-Knowledge of the quantitative. Methodologically, Docuplay brings important philosophical changes.

(a) Overcoming nominalist and skeptical philosophies that, from Ockham to Kant and later, claim that we cannot know the essences of existing things, which has had negative consequences for Hispanic countries.

(b) Things in the quantitative or material world can not only be known in their essence, but their knowledge is mathematizable, according to Galileo's maxim ("Natural laws are written in mathematical language").

(c) The teaching of mathematics must be based on two basic methodological principles:

(c1) Given that mathematics applies only to the quantifiable, any problem to be explained or solved must start from the question of the type of quantity or magnitude to be measured.

(c2) This search for the exact quantity or magnitude raised in every mathematical problem has to be done in several ways.

5.2.-Knowledge of the qualitative

(a) Things of a qualitative order (the world of the humanities and partially the hybrid of the social sciences), although their knowledge is not mathematizable or demonstrable, does not stop being susceptible to a knowledge that, contrary to absolute relativism , so common and dangerous at this time, is based on more or less solid arguments.

(b) Consequently, Docuplay, for students to acquire skills in the handling of mathematical language, will promote the proposal of exercises consisting of finding the solution of problems in various ways, even when the solution is already known.

To complete this information:

https://www.docuplay.com/guia_rapida/resources/i_a1?curso_id=592f4642177fae28160021f9 

https://www.docuplay.com/guia_rapida/resources/i_a2?curso_id=592f4642177fae28160021f9 

https://www.docuplay.com/guia_rapida/resources/i_a5?curso_id=592f4642177fae28160021f9  

https://www.docuplay.com/plataforma/1https://www.docuplay.com/plataforma/1 

https://www.docuplay.com/plataforma/3

4. COLLABORATIVISM

Summary

1.-Definition of collaborativism

2.-Importance of collaboration in Docuplay

3.-The 'network effect' in collaborations

4.-How to collaborate in the twenty subservices

5.-How to be collaborative

6.-How collaborations can benefit students

7.-Votable collaborations

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1.-Definition of collaborativism

The collaborativism consist of  promoting collaboration in its educational system of all participating actors in order to optimize their reciprocal benefits. Among the main collaborators are the educenters and companies registered in TECs (Trifacetical Educational Consortia) and the consulting and financial companies of PICs (Pentafacetical Industrial Consortia), whose roles are set out in the following section; and, obviously, the students subscribed to Docuplay subjects and courses, as well as their teachers/professors from different categories.

Regarding the collaborations of teachers and students, thanks to the spectacular advances in cloud translation technology, those that have obtained a certain number of votes in the 'peer review' will be made available to the other students of the same course in any other language, with the consequent compensation to its authors. Therefore, the vote by the students of what their classmates do and its reflection in the rankings (v.) And especially in the activity records (v) is the basic collaboration for many other collaborations to emerge and be perfected.

2.-Importance of collaboration in Docuplay

Thanks to the promotion of collaborativism in Docuplay, its courses will experience constant improvement in their content and services. Collaborativism, that will be as much more intense and altruistic as globalized it be, given that, as it can be seen in face-to-face teaching centers, the reluctance to collaborate lies in seeing the partner as a future professional rival.

3.-The 'network effect' in collaborations

It is the effect enunciated by Metcalfe's Law, according to which the communicational value of a social network, and Docuplay is by virtue of its collaboration, grows geometrically while the number of its participants grows arithmetically.

3.1.-An application of this law to the Docuplay Educational System implies that, as students are added to each course with the same code, whatever their language, the number and value of exchanges between them is multiplied, by increasing the possibilities for them to create content (analysis, comments, files, etc.) that, due to the number of votes received, are automatically offered to all students of the homologous courses

3.2.-This will be possible thanks to the machine translation technology in the cloud, very well developed, especially by Google. Thanks to it, Docuplay will be able to distribute to the same course, in all the languages ​​in which it has students, collaborations that get a certain number of positive votes from other students (comments, criticisms, questions-answers, suggestions, etc.). For such exchanges, it is essential that the DDC (Dewey Decimal Classification) courses have a unique numerical code. All this will mean a great enrichment of the contents via collaborations and the 'network effect', by virtue of which all students in the same course around the world can collaborate in real time, to the extent that different time zones allow.

3.2.- For such exchanges, it is essential that the DDC courses have a unique numerical code. All of this will imply, on the one hand, a degree of personalization of the education that is absolutely superior to that of traditional education and, on the other, a great enrichment of the contents through collaborations and 'network effect', by virtue of which all students of a same course around the world can collaborate in real time, as different time zones allow

4.-How to collaborate in the twenty subservices

You can collaborate in all the subservices directly, being the same subscriber, or indirectly, inviting or inducing others to register, such as, for example, in the four of the social service (personalities, alumni, institutions and groups). (see B2. COLLABORATIONS, https://www.docuplay.com/guia_rapida/resources/i_b2?curso_id=592f4642177fae28160021f9 )

5.-How to be collaborative

Apart from the collaborations in the subservices of the aforementioned resource, those indicated to the students in the blog of each subject or course are very important: justifying comment of the selection of each file, analysis of files, reading and voting on other people's comments, use of subkeys in the search for files, participation in chats, document games with the files, etc.

6.-How collaborations can benefit students

Thanks to the numerical codes of the series of systematic courses, their homology will be free from translation errors. This assumption, Docuplay will determine that any collaboration with a certain number of votes is automatically offered to all the homologous courses, which will be able to examine it before accepting it. There will be a compensation system between courses and remuneration for authors based on the number of students added by the courses that have accepted their collaboration.

7.-Votable collaborations

Are votable all the contributions of the students and teachers/professors of each course that have the appropriate functionality to carry out the voting are eligible for voting.

Docuplay promotes and encourages the collaboration of students in its courses, counting the votes given and received in the activity register of each of them, promoting reciprocity in contributions, showing that when they receive a certain number of votes they will be universalized in the same course under the 'network effect', after automatic translation.

To complete this information:

https://www.docuplay.com/guia_rapida/resources/i_b2?curso_id=592f4642177fae28160021f9 

https://www.docuplay.com/plataforma/1 

https://www.docuplay.com/plataforma/3

5. COMPANIES

Summary

1.-Collaborating entities ...

2.-Components and objective of the TECs

3.-Future advantages derived from the TECs

4.-The PICs and their foundation in the TECs

5.-Consortia.

6.-Transformation of R + D + i  into products and services

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1.-The collaborating entities of Docuplay Educational System are of four classes: the two members of the TECs (education centers and companies) and another two that will be added to the TECs to form the PICs (consultants and finance companies).

2.-Components and objective of the TECs

2.1.-The TECs consist of the collaboration of educenters (educational centers) and companies in each area with the same postal code (CP or ZIP) to teach their students and employees, counting on the digital complement of content and services. provided and managed by Docuplay in the cloud. Therefore, in each country there may be as many TECs as there are areas with the same postal code and with at least one educenter and one company.

2.2.-The requirement that each TEC meet the education centers and companies with the same postal code is justified for several reasons, among which,

(a) that the students of both can meet in person to exchange knowledge and projects, mainly their future integration in a PIC;

(b) that students can attend practical classes in the companies and employees attend face-to-face classes in the educenters;

(c) facilitate the preparation of competitions and qualifying rankings; etc.

2.3.-The collaboration between the three entities that make up the TECs has the objective of imparting an education of three facets (trifacetical) for the student world: digital-online (Docuplay), theoretical-face-to-face (educenters) and practical-experimental ( businesses). It is, without a doubt, an important innovation of Docuplay, since it maintains the traditional education of the educenters, but enriched by the new contributions of the digital and the pragmatic and productivist perspective of businesses.

2.4.-For reasons of age, at the primary level education cannot be three-sided, but only two-sided, without the business aspect. Perhaps this facet should be postponed until the age of 15, with the beginning of the second phase of secondary education (baccalaureate or High School).

3.-Future advantages derived from the TECs

3.1.-Docuplay is sure that in addition to bringing immediate benefits to society by providing digital and online education, thus helping the distancing of students in the classrooms by facilitating a part to follow them from home, TECs can promote a great socio-economic prosperity in the short term, especially when each TEC becomes part of a higher organization, the PIC.

3.2.-Without this three-facetical education, not only will the recovery of the economy be more difficult and slower, but also less sustainable, innovative and competitive

3.3.-It is particularly important to take advantage of the Docuplay digital complement, especially its contents, consisting of hundreds of files (thousands when all search engines under development are implemented) selected from the best databases in the world for each subject or micro-course , and the functions that their teachers can exercise with such content.

3.4.-In short, if all the qualities indicated in the three-facetical education of each TEC are taken into account, the country that has it will have the best and most advanced digital education. Therefore, they are very interested in having it so as not to get off the hook compared to other countries in the relaunch of a sustainable economy by being based on an education with R + D + i.

(3.5.-Thus, then, every country cares a lot about having an education, in all grades, at the height of this time, which means being able to found a productive and sustainable economy and a society that values ​​above of all the rational maturity of its citizens, whose fruit will be the authentic and progressive knowledge of reality.

3.6.-Thanks to the three actors that make up the TECs, the education they offer can be considered dual in a double sense: on the one hand, because it is theoretical and practical and, on the other, because it is face-to-face and online. In addition, this doubly dual education can be applied to the four degrees or official educational levels: Primary, Secondary, Labor and Tertiary (PSLT), thanks to the role of teachers/professors with the available contents, as indicated in the multifacetical options of the programs 1, 2 and 4.

4.-The PICs and their foundation in the TECs

4.1.-Adding two new groups of entities, financials and consultancies, to the three TECs actors, we have the PICs, a kind of hybrid development poles of digitality on the net and spatiality, which will mean a reindustrialization of the economy.

(a) The culmination of the TECs in the PICs is necessary to promote innovation in the form of entrepreneurship or business creation. To this end, the financiers will provide support for development and production, and the consultants will support marketing and advice.

 

(b) To commercially globalize the productions of the industrial consortia, Docuplay will contribute the 'big data' generated by the world series of populated toponymic courses.

(c) PICs can be considered a kind of hybrid industrial `` clusters '' or polygons (virtual and physical) that bring together TECs with similar objectives, in order to achieve an economy of scale in their sector that reduces costs and optimizes resources with a view to achieve greater competitiveness and sustainability in both the domestic and international markets; Virtual Reality technology will minimize the importance of the same physical location of clustered companies.

4.2.- The adjective pentafacetical indicates that the new actors of the PICs consortia, that is, the consulting and financial entities, are not enough by themselves, but that they have to superimpose themselves on the three actors of the TEC, since only then will they have the indispensable R + D + i, which will be the necessary sap for the birth, development and sustainable fruitfulness of PICs.

4.3.-The culmination of the TECs in PICs will constitute an incentive and an incentive for education centers and companies as long as students and teachers/professors of both actors find preferential opportunities in the PICs for their knowledge, experience, ideas and creations. Therefore, the PICs have to be pentafacetic consortia because, on the one hand, the functions of the fourth (consulting entities) and fifth (financial entities) actors would not have sufficient solidity, innovation, technological skills, etc. If they were not supported by TEC consortia with intense R + D + i and, on the other hand, TEC students would be more incentivized to research, develop and innovate if they have a preferential option to the jobs and benefits generated by the PICs, over the base of the R + D + i of those, creating products and services and marketing them.

5.-Consortia. In conclusion, the education and training offered by the three-faceted consortia (made up of Docuplay + educentros + companies) and pentafacetic (two components added to the previous three: consultants + finance) aims to complete and enrich the theoretical-face-to-face education of traditional educators through multifacetical teaching, more concerned with knowledge, research and product innovation related to each course or subject. Only in this way will both the employability of students and the socioeconomic prosperity of their environment be enhanced.

6.-Transformation of R + D + i into products and services

This production will be progressively carried out by automated machines, such as 3D printers, that progressively learn thanks to artificial intelligence (AI).

Docuplay could make that the number of product designs together with the computer application to be able to produce them using 3D printers exponentially increase. To do this, it will adopt and maintain the following measures:

(a) Promote the subscription to the microcourses of the social scientific (DDC 3), natural scientific (DDC 5), technical (DDC 6) and artistic-artisan (DDC 7) classes.

(b) Encourage students enrolled in such subjects to an R + D + i oriented to the design of products together with the computer application to produce them in series using 3D printers.

 (c) Said incentive will be produced by ensuring that, once the product design has been approved and the operation of the 3D printer application has been tested, a contract will be signed to determine your income from the commercialization of the product.

(d) When the research of the product, the development of the design and the programming of the application correspond to different authors, as will be the most normal thing, said contract will be signed by all of them.

To complete this information:

https://www.docuplay.com/guia_rapida/resources/i_b6?curso_id=592f4642177fae28160021f9 

https://www.docuplay.com/plataforma/1

6. TECHNOLOGIES

Summary

A.-CUSTOMIZATION BY ARTIFICIAL INTELLIGENCE

A1.-OTHER CUSTOMIZING FACTORS

B.-INTERNET OF THINGS

C.-AUGMENTED REALITY

D.-VIRTUAL REALITY

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A.-CUSTOMIZATION BY ARTIFICIAL INTELLIGENCE

1.-Docuplay is already developing several applications of Artificial Intelligence to its courses, such as the -bots series (bots: robots suffix):

1.1.-profebots, consisting of a personalized teacher/professor for each student, capable of learning to progressively answer his questions, suggesting content and new courses, evaluating his results in each course, integrating each new action into their activity register, etc .;

1.2.-chatbots, capable of chatting with each student about the topic of his course when he cannot do it with his classmates;

1.3.-dicciobots, able to tell the student the meaning of a word from the course content;

1.4.-infobots, capable of preparing reports on the topic of the course synthesizing the most up-to-date information;

1.5.-problebots, capable of offering several alternative solutions to a scientific or technical problem etc.

The responses of these -bots may be textual or spoken, the spoken option being the default available on mobile phones. All of them already have a common starting point: the careful systematization of the data in rankings, activity records, docugames on glossaries, on dictionaries, on questionnaires (FAQ) etc. Therefore, they have in common the progressive specialization in the topic of a course and its adaptation to the rhythm of learning of each student, which they serve with a personal adaptation in constant improvement.

A1.-OTHER CUSTOMIZING FACTORS

The learning provided by Docuplay to students of professional and higher levels is personalized thanks to several factors.

2.1.- The teachers/professors, in programs 1, 2 and 4 with a multifaceted option will have a blog for personalized control and, at the end of the course, such a detailed record of actions and results will serve the student as a reliable presentation for their career professional.

2.2. -The 'modularity' of Docuplay's systematic courses, enhanced by the subkey system, enables the student to personalize their configuration of microcourses or programs of variable size and duration.

2.3.-Each student has in each subject a blog with six sections in which to copy texts and complete files of the textual sectors, make summaries and comments on them, etc.

All this will mean a degree of personalization of the teaching that is absolutely higher than that of traditional teaching, which will culminate, thanks to the Artificial Intelligence and the Analytics of the data accumulated by each student in their Activity Log (v. 9) in each course, in a series of highly personalized and efficient -bots (robots).

B.-INTERNET OF THINGS

(a) For the trifacetical training to be as effective and complete as possible thanks to new technologies such as Internet-of-things, it will be advisable for companies to also register their products and services in these four subservices of the economic service: 2.3.-products, 2.4.-services, 2.5.-patents and 2.6.-applications (see resource B2. COLLABORATIONS). For this reason, Docuplay will promote that the companies that are members of trifacetical consortia proceed to register their products.

(b) In addition to companies, any student, person or institution related to a systematic Docuplay course may inscribe a relevant product for the same.

C.-AUGMENTED REALITY

One of the most important advantages of Docuplay's educational offer is interdisciplinarity, which can be identified with the T model or transversality of its micro-courses. The image of the capital T to signify the transversality of a course indicates that its content has two dimensions, the vertical, which is the one studied in traditional learning, and the horizontal, which is being imposed thanks to technologies such as Augmented Reality. This transversal or increased dimension of the contents of Docuplay courses appears in two modalities:

(a) as the first seven related courses (those with a numerical code with decimal) of the semi-core subjects in the curricular programs 1 and 2; and

(b) as sectors of complementary content in all other programs, mainly in program 4. Complementary content is understood to be those that do not consist of textual files or based on a textual script (videos, audios), but of another type, such as statistical tables, data tables (of companies, educentres, groups ...), images, etc. https://www.docuplay.com/asignaturaeng/sectores/718

D.-VIRTUAL REALITY

The series of -bots can also be considered as an example of virtual realities. The same as the certificate based on the activity records (see chapter 9). And the same is also true for the laboratory based on the Internet of Things Etc.

To complete this information:

https://www.docuplay.com/guia_rapida/resources/i_a4?curso_id=592f4642177fae28160021f9 

https://www.docuplay.com/plataforma/1  

https://www.docuplay.com/plataforma/3

7. DOCUJUEGOS

Summary

A.-OBJECTIVES AND CATEGORIES

1. Objectives

2.-Categories of docugames

B.- DOCUCOMPETITIONS

1. Registration of docucompetitions

2.- Functions:

C.-DOCULEAGUES

1.- Definition of doculeagues

2. The doculeagues subservice ...

3. Examples of international docugames

4.-Statistics: Contributions of transversal knowledge

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A.-OBJECTIVES AND CATEGORIES

1. Objectives

1.1.-The docugames are intended to motivate and promote elearning, evaluate  achievements and promote the notoriety of the courses. And this is so because they are based on the contents of each course, so they have above all a function of controlling the individual learning of each student. It is enough to have a textual file open and mark one of the docugame formulas for a docugame to appear ready to play either as a docutest, as a docucompetition or as a doculeague.

1.2.-Docuplay already offers docugames in some courses of all the programs, most of them in English. Students can take advantage of them as docutest and docucompetitions, previously studying the content on which they are based. Docuplay intends to turn some of them into doculeagues soon, such as, for example, the great series The World Factbook (www.cia.gov).

1.3.-Thanks to the total 'gamification' of the content by the docugames, students will have many more stimuli, incentives and motivations for effort, performance and strict control of results.

1.4.- To be able to be selected for doculigas, only within the reach of the best rankings of each documentary, with the advantages that these entail: notoriety, motivation for effort and learning, prizes etc.

2.-Categories of docugames

There are three categories of documentary games

2.1.- Docutests: They are individual docu-games or tests carried out by each student as entertainment, self-test or self-control. To this end, a list of nine multimedia docugames (1courses / 2Words / 3Syllables / 4Lines / 5 Proper Names / 6 Images / 7Videos / 8Audios / 9Data.) will soon appear in all courses, applicable to downloaded files.

2.2.- Docucompetitions: They are documentaries organized by students of the same course or related courses, as explained in the script of the following tutorial. (See resource B2.Colaborations, B2.2. V, on how to register documents for competitions).

2.3.- Doculeagues: The doculigas will be organized by Docuplay for the promotion, dissemination and use of the courses among all social classes and at all ages, even using mobile phones and televisions.

B.- DOCUCOMPETITIONS

1. Inscription of docucompetitions

1.1.- The objective of docucompetitions is to promote study through permanent self-control and hetero-control of performance, based on the fact that the docugames on which they are based are authentic tests. The competitions also serve to stimulate the effort to learn and a healthy emulation by comparing the scores obtained by different multifacetical consortia or even by groups or teams within the same consortium.

1.2.- Through this subservice, any of the Docuplay digital education agents (teachers/professors of all categories and students) can call docucompetitions, that is, competitions on files or docugames of Docuplay courses.

1.3.-Docucompetitions differ from doculeagues in that they can be inscribed or called and managed by teachers and students of a course.

1.4.-The persons authorized to inscribe docucompetitions in a course are the professors and students who in the same course have, respectively, their contract and subscription in force at the time of the inscription.

1.5.-In the study center of each course, the link Joint tables of subservices will be visible. Entering the corresponding to the competitions, the student will be able to know if there are new docugames inscribed and their validity dates.

1.6.-The term of validity or activity of a docucompetition will be between a minimum of one month and a maximum of 10 months from the day of its inscription.

2.- Functions: Like all other subservices, this one comprises four functions:

2.1-Registration Form: When filling in the form, the registrant of a documentary competition will take into account the instructions at the top of the page.

2.2. Blog. When a teacher or student registers and summons a document, a blog will be created for comments, chronicles, calendar, incidents, etc.

2.3.- Joint table

2.4. Ranking

-All teachers and students with the right to participate in the documentary competition will be able to consult this page by entering it through the joint table and vote on the information and comments provided by the inscriptor that can be voted on.

C.-DOCULEAGUES OR OLYMPICS OF KNOWLEDGE

1.- Definition of doculeagues or olympics of knowledge.

 They differ from docucompetitions in that they are called and managed by Docuplay on the basis of a set of documents from a specific geographic area or a thematic sector; normally they will have the financing of a sponsor in their promotion, management and awards.

1.1.- Given that the docugames can be used as a self-test by each student, the doculeagues, based on docugames with a specially techno-scientific and statistical theme, aim to promote the study and self-control and hetero-control of the same, in addition to promoting the enrollment of new students.

2. The doculeagues subservice, like all the others, will have:

2.1.-Registration Form. If the call for a doculeague raises any questions to potential participants, they will raise it in the Questions section of its blog and they will be answered on the same page.

2.2.-Blog. When Docuplay inscribes and summons a doculiga, a blog will be created for comments, chronicles, calendar, incidents, etc.

2.3.- Joint table

It consists of a table through which each student can know, study and vote on all the cases of this kind of subservices registered in this course. After sorting the table by clicking on the headings of certain columns, the student can consult the row of any subscriber and vote on the contributions of his blog.

2.4. Ranking

It consists of the ranking and time obtained by each doculeague in the subservice.

This doculigas subservice has 4 rankings, which, like all rankings and chronos, can be consulted in the resource B3.-RANKINGS by all subscribers to the course: 1. Their participation in doculigas, ranking; 2. Your score in doculigas, ranking; 3. Your awards and medals, ranking; 4. Audiences of the doculigas of this course, ranking.

3. First examples of international doculigas

Regarding the contents of the docugames, several phases have to be distinguished.

First phase, on level 1 toponyms, that is, whose object is the knowledge of the country itself and its level 1 administrative divisions. Thus, the docugames on the www.cia.gov  series on all countries and territories, divided into 10 regional groups (Series Comparisons of countries and The World Factbook), constitute stage 1 of the first phase, while the statistical series of EuroStat on the regions or level 2 of the countries of the European Union constitutes stage 2 of the same phase. (see https://www.docuplay.com/toponimias/5?id_dominio=592f4639177fae28160021f5&id_categoria=89 )

4.-Statistics: Contributions of transversal knowledge

It is clear that the statistical periodicals of many countries, which tend to cover a wide topic spectrum, add a useful overview to the theoretical knowledge of a subject/course. They also work especially well as bases for docugames and doculeagues. For this reason, Docuplay already includes among its content sectors important statistical series, such as those of the CIA and Eurostat.

To complete this information:

https://www.docuplay.com/guia_rapida/resources/i_a3?curso_id=592f4642177fae28160021f9 

https://www.docuplay.com/plataforma/1

 

8.-RANKINGS

Summary

1.- Objective and classes of rankings.

1.1.-Individual and collective rankings.

1.2.- Their application to comparable entities and areas

1.3.- What benefits do individual rankings bring?

2 .-- Collective rankings and SuperPISAs

2.1.-Benefits provided by the collective rankings

3. World records of knowledge

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1.-Objective and classes of rankings. Docuplay will use its rankings to boost, in a similar way to that of docugames, the competitiveness in the study and the promotion of its educational services. The rankings offered by Docuplay are of two kinds: individual and collective.

-Individual rankings consist of the data records of the activities of each student in a given course and their classification within a group of students.

-The collective rankings consist of comparing and classifying sets of students on the basis of the statistical averages of the individual rankings.

1.1.-Individual and collective rankings.

- The individual rankings establish more than fifty classifications among students (see B3.4.-List of individual rankings classified by the five services). The groups establish classifications between entities of various kinds based on statistical averages of the activity records of students in a given district, a topic of courses or educational levels. Thus, for example, the classification between the group of students of the same level of the educational centers of a population; the classification among the group of students of the companies of a province; the classification of the group of students by free of the populations of a region etc.

In sum, individual rankings are not only basic for the activity records of each student and course, but also for collective rankings and for individual records worldwide.

1.2.-Their applications to comparable entities and areas

Thus, the most common and limited ranking will be the intra-course ranking or classification of the student's score compared to that of his classmates (*). But the winning student leader in the ranking of a course can be compared with the other leaders of the same center, or with all the leaders of the centers of a population, an administrative area, a country, a continent, until reaching the leadership world, which would imply instituting a kind of Guinness leader or world record in each discipline, topic or course. To satisfy those who rejected this leadership process arguing with the disparity of teaching and scoring systems, online competitions could be organized with the same classifieds and with approved tests.

(*) Obviously, respecting the personal rights of privacy and honor through resources of pseudonyms, passwords, etc.

1.3.- Benefits of individual rankings

-To the students: The individual rankings suppose for the students a means of self-control and self-motivation, given the rivalry and emulation that they arouse and promote.

-To the centers and companies: It will mean advertising and promotion to have leaders among their students or employees. In addition, companies will find it easier to recruit students with the best CVs.

-Administrative divisions: It will give them prestige to have leaders in their educational system.

-To the countries: Idem

-To the TEC and PIC consortia: They will compete with each other to attract the winners of rankings, and having them will bring them notoriety and prestige.

2 .-Collective rankings and SuperPISAs

The collective rankings consist of statistical averages of the points obtained in a course, subject or topic by groups of students of a certain geographical category (eg comparison of those from several countries in mathematics), institutional (eg points in natural sciences of educational centers or companies of a population) or educational level (eg points in history in the second year of secondary school). Resource B3.-RANKINGS explains how these collective rankings outperform the PISA tests, which are in force every three years in more than 70 countries.

The two exhaustive records of the actions of each student in each subject or course allow a system of classifications called superPISAs because, based on a basic classification in three classes of students, that of those enrolled in educational centers, that of employees in companies and that of those who study 'on their own', Docuplay aspires to offer with a much more frequent periodicity than that of the classic PISA multiple classifications or rankings: by levels, by ages, by subjects, by administrations or geographical districts. With this, it will surpass in many aspects the classic PISA ranking, carried out by the OECD every three years with fifteen-year-old students selected by 70 countries and on STEM disciplines (Sciences, Technologies, Engineerings and Mathematics); Docuplay expands this selection of scientific and technical topics with two other DDC classes, 3 and 7 (incomprehensibly overlooked by PISA), whose acronym will be STEMSA. (**)

(**) STEM, STEMSA: Composition of both acronyms: Natural Sciences (5) -Technologies (6) -Engineering (6) -Mathematics (51) Social Sciences (3) -Arts & Crafts (7)

2.1.-Benefits provided by the collective rankings

-To students: belonging to a leading group in a ranking will be for them a motivating factor for the effort.

-To schools and companies: having a group that wins a ranking will be an incentive for them to improve their educational systems and, especially, to promote the subscription of their students and employees to Docuplay courses.

-Administrative divisions: having as many ranking winners as possible will be justifications for them to increase their investments in education.

-To the countries: Idem

3. World records of knowledge (in development. Individual rankings will be the main basis for RIUs (Universal Intellectual Records), an alternative to Guinness Records in the field of knowledge. Like this famous system of records, Docuplay aims to promote worldwide interest in competing for the possession of all kinds of records in all types of knowledge and levels of knowledge for all classes and grades of students.

To complete this information:

https://www.docuplay.com/guia_rapida/resources/i_a3?curso_id=592f4642177fae28160021f9 

https://www.docuplay.com/guia_rapida/resources/i_b3?curso_id=592f4642177fae28160021f9 

https://www.docuplay.com/plataforma/1

9. RECORDS

Summary

A.-ACTIVITY RECORDS: OBJECTIVES

1.- Docuplay performs two exhaustive records

2.-The Activity Registers allow ...

3.- The reliability of such records

4.-Certificates.

5.-Activity records:

B.-COMPONENTS OF THE ACTIVITY RECORD

1.-Evaluation by peers

2.-Actions quantified by Docuplay

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A.-ACTIVITY RECORDS: OBJECTIVES

1.- Docuplay makes two exhaustive records of all the actions carried out by each student in each course or subject. On the one hand, a record of activities with the contents and, on the other, a record of activities through the services.

2.-The Activity Records allow each student who requests it from Docuplay, when his course ends, to have an exhaustive record of all his actions with the contents, on the one hand, and with the services, on the other. These records are similar to blockchains in the sense that all students who appear cited in them, with a key to protect their privacy from third parties, will receive a copy, which will be one more guarantee for the immutability and reliability of the same.

3.- The reliability of such records is based, on the one hand, on the completeness and detail with which they collect all the student's 'big data' from the beginning of their course to the end of it. And, on the other, in the responsibility assumed by the student regarding the reliability of their records for their future employability, since any employer may fire anyone who cannot demonstrate that they possess the knowledge that appears in the course activity records of the course or subject for which he was hired.

4.-Certificates. Therefore, each Docuplay student will have the right to a complete, rigorous and reliable certificate for each course or subject, based on its rankings and on the data (big data) generated in numerous activities during a certain study period.

5.-Records of activities: the record of activities that the student can request from Docuplay at the end of the course will consist of a reminder and a rigorous certificate of all the student's actions and votes obtained throughout the course. Each subject/course will have its own record, divided into two parts: actions with the contents and actions with the services. Docuplay intends that the records are for the student the best letter of introduction and recommendation to obtain employment.

B.-COMPONENTS OF THE ACTIVITY RECORD (actions, results, votes, points, etc.)

The evaluation of the performance of each student in each subject or course is carried out by Docuplay through such activity records, which are collecting and ordering all the actions of the same with the contents and with the services. Among the data collected, several categories can be distinguished:

1.-Evaluation by pairs. The evaluation carried out by peers or classmates by voting on a series of actions can have several purposes, including:

(a) motivate the student to perform frequently and with the highest possible quality certain basic actions for study and learning,

(b) show the student his learning curve;

(c) benefit the student of the same course or subject anywhere in the world, since Docuplay will automatically translate the most voted contributions and offer them to all their peers on the network;

(d) the votes of the peers will have an important value in the definitive record of activities of each student and subject or course.

2.-Actions quantified by Docuplay

(a) An extensive list of rankings, with quantification of the votes of colleagues or peers: (https://www.docuplay.com/guia_rapida/resources/i_b3?curso_id=592f4642177fae28160021f9 :

(b) Another series of actions in the twenty subservices of resource B2.-COLLABORATIONS, systematized in the exclusive Page or Blog of each subservice.

(c) Actions that Docuplay suggests to students in the sections of their own blog in each subject or course, the majority with functionality for the evaluative vote of their peers.

(d) .- The large amount of data generated by docugames in its three categories: docutest, docucompetitions and doculigas.

(e) Tasks proposed by the teacher in the multifacetical option programs.

and their qualifications.

To complete this information:

https://www.docuplay.com/guia_rapida/resources/i_b2?curso_id=592f4642177fae28160021f9

https://www.docuplay.com/guia_rapida/resources/i_b4?curso_id=592f4642177fae28160021f9 

https://www.docuplay.com/plataforma/3