Aplicación del protocolo LTI a la resolución de ejercicios en una plataforma MOODLE

This paper presents the development of an application to propose complex exercises to students on a Moodle platform by connecting to an external server through LTI (Learning Tools Interoperability) protocol.The system has been applied to automatic grading of hardware descriptions made by students using the high level hardware description language VHDL. In this application the student has to upload his or her description in a Moodle platform and this description is simulated in another server with the appropriate simulation software. Thus, an immediate evaluation of the exercise is obtained with the need of additional software in the platform that hosts the Moodle platform and the student database, being another computer managed by teachers that performs simulations. The system is easily scalable to other fields different from digital electronics as Pspice.Postprint (published version

Aplicación del protocolo LTI a la resolución de ejercicios en una plataforma MOODLE

This paper presents the development of an application to propose complex exercises to students on a Moodle platform by connecting to an external server through LTI (Learning Tools Interoperability) protocol.The system has been applied to automatic grading of hardware descriptions made by students using the high level hardware description language VHDL. In this application the student has to upload his or her description in a Moodle platform and this description is simulated in another server with the appropriate simulation software. Thus, an immediate evaluation of the exercise is obtained with the need of additional software in the platform that hosts the Moodle platform and the student database, being another computer managed by teachers that performs simulations. The system is easily scalable to other fields different from digital electronics as Pspice.Postprint (published version

Aplicación del protocolo LTI a la resolución de ejercicios en una plataforma MOODLE

This paper presents the development of an application to propose complex exercises to students on a Moodle platform by connecting to an external server through LTI (Learning Tools Interoperability) protocol.The system has been applied to automatic grading of hardware descriptions made by students using the high level hardware description language VHDL. In this application the student has to upload his or her description in a Moodle platform and this description is simulated in another server with the appropriate simulation software. Thus, an immediate evaluation of the exercise is obtained with the need of additional software in the platform that hosts the Moodle platform and the student database, being another computer managed by teachers that performs simulations. The system is easily scalable to other fields different from digital electronics as Pspice.Postprint (published version

Aplicación del protocolo LTI a la resolución de ejercicios en una plataforma MOODLE

This paper presents the development of an application to propose complex exercises to students on a Moodle platform by connecting to an external server through LTI (Learning Tools Interoperability) protocol.The system has been applied to automatic grading of hardware descriptions made by students using the high level hardware description language VHDL. In this application the student has to upload his or her description in a Moodle platform and this description is simulated in another server with the appropriate simulation software. Thus, an immediate evaluation of the exercise is obtained with the need of additional software in the platform that hosts the Moodle platform and the student database, being another computer managed by teachers that performs simulations. The system is easily scalable to other fields different from digital electronics as Pspice.Postprint (published version

Assessment of the questionnaires module of the work environment Virtual UBU through Tecnological Acceptation Model

Una de las exigencias del Espacio Europeo de Educación Superior es el seguimiento individualizado del alumno y la evaluación continua, lo cual exige un incremento del tiempo dedicado a la actividad docente. Una posible solución para una mejor gestión de este tiempo es la integración de las tecnologías a los procesos de enseñanza-aprendizaje. En este artículo se analiza el grado de aceptación de los estudiantes del módulo de cuestionarios de UBUVirtual, a través del cual se ha realizado su evaluación continua. Para dicha evaluación se ha utilizado el Modelo de Aceptación Tecnológica (TAM), el cual especifica las relaciones causales entre la utilidad percibida, la facilidad de uso percibida y su comportamiento hacia el uso actual. Los resultados han mostrado que el módulo tiene una buena aceptación por parte de los estudiantes, si bien consideran que se deben introducir mejoras en el apartado de Soporte Técnico. Los resultados, finalmente, apoyan la idea de que TAM es un modelo útil para la evaluación de la aceptación de diferentes tipos de tecnologías por parte de los estudiantes.One of the requirements of the European Higher Education Space is the student's individualized monitoring and continuous evaluation, which requires an increase in time devoted to teaching. A possible solution for better management of time is the integration of new technologies into teaching-learning processes. This article discusses the acceptance degree of UBUVirtual questionnaire module by the students, through which it has made their continuous evaluation. For this evaluation the Technology Acceptance Model (TAM) has been used, which specifies the causal relationships between perceived usefulness, perceived ease of use and behaviour toward actual use. The results have shown that the module is well accepted by the students, although they consider to be improvements in the Technical Support section. The results eventually support the idea that TAM is a useful model for the evaluation of accepting different types of technologies by students.Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada

Satisfacción del uso del aula virtual en estudiantes de segunda especialización del instituto de educación superior tecnológico público del Ejército

El objetivo del estudio fue identificar y comparar la satisfacción del uso del aula virtual de estudiantes de programas de segunda especialización. El diseño fue no experimental, transversal, descriptivo comparativo (Hernández, Fernández y Baptista, 2010). Se consideró una muestra no probabilística de 123 estudiantes, pertenecientes al instituto de educación superior tecnológico público del Ejército de diversas especialidades (administración, telemática y comunicaciones) y una edad promedio de 35 años, a quienes se aplicó el cuestionario traducido al español: Distance Education Learning Environments Survey (Sp-DELES). Los resultados principales arrojaron que los estudiantes manifestaron en su gran mayoría (91%) estar satisfechos con el uso del aula virtual; además que existen diferencias significativas mediante la prueba de Kruskal-Wallis, en el nivel de satisfacción del uso del aula virtual según grupos de edad y especialidades, con un nivel de significación = 5%.The objective of the study was to identify and compare the satisfaction of the use of the virtual classroom of students of second specialization programs. The design was non-experimental, transverse, descriptive comparative (Hernández, Fernández and Baptista, 2010). A non-probabilistic sample of 123 students, belonging to the public higher education institute of the Army of various specialties (administration, telematics and communications) and an average age of 35 years, who were asked the questionnaire translated into Spanish: Distance Education Learning Environments Survey (Sp-DELES). The main results showed that the majority of students (91%) were satisfied with the use of the virtual classroom; In addition, there are significant differences through the Kruskal-Wallis test, in the level of satisfaction of the use of the virtual classroom according to age groups and according to specialties, with a level of significance = 5%.Tesi

Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University

Masters Degree. University of KwaZulu-Natal, Durban.This qualitative case study explored first-year student’s experiences of using Moodle in learning an Accounting undergraduate module at a South African university. Studies have revealed that students are driven by three different types of experiences when using Moodle to learn an Accounting undergraduate module. These types of experiences comprises of usercentred, interaction-centred and written-centred experiences. Such experiences drive students’ actions when they are learning an accounting undergraduate’s module on Moodle. Thus, the focus of this study was to explore first-year student’s experiences of using Moodle to learn an Accounting undergraduate module. This study is a qualitative case study of six first-year accounting students in one of the South African universities. Its main purpose was to explore their experiences of using Moodle in learning an Accounting undergraduate module; and to further probe how their experiences improved their learning of Accounting module using Moodle. This qualitative case study is situated within the interpretive paradigm. Therefore, the researcher engages the situation from the viewpoint of the participants through generation of authentic data. Six first-year students who were doing accounting module in the social science discipline were purposively and conveniently selected at the university in which this study was conducted, based on their experience and expertise of learning accounting and other modules through Moodle. This qualitative interpretive enquiry was characterised by multiple datageneration methods, such reflective activity, one-on-one semi-structured interviews, and document analysis, to respond to key research questions of this study. Data generated in this qualitative research were analysed by using a thematic qualitative data analysis. These qualitative research questions were as follows, exploring what are the first-year student’s experiences of using Moodle in learning an Accounting undergraduate module at a South African university; how first-year student’s experiences of using Moodle can improve the learning of accounting, and why first-year student’s experiences are in a particular ways in the use of Moodle in learning an accounting undergraduate module at a South African university

Efficient Use of Teaching Technologies with Programming Education

Learning and teaching programming are challenging tasks that can be facilitated by using different teaching technologies. Visualization systems are software systems that can be used to help students in forming proper mental models of executed program code. They provide different visual and textual cues that help student in abstracting the meaning of a program code or an algorithm. Students also need to constantly practice the skill of programming by implementing programming assignments. These can be automatically assessed by other computer programs but parts of the evaluation need to be assessed manually by teachers or teaching assistants.There are a lot of existing tools that provide partial solutions to the practical problems of programming courses: visualizing program code, assessing student programming submissions automatically or rubrics that help keeping manual assessment consistent. Taking these tools into use is not straightforward. To succeed, the teacher needs to find the suitable tools and properly integrate them into the course infrastructure supporting the whole learning process. As many programming courses are mass courses, it is a constant struggle between providing sufficient personal guidance and feedback while retaining a reasonable workload for the teacher.This work answers to the question "How can the teaching of programming be effectively assisted using teaching technologies?" As a solution, different learning taxonomies are presented from Computer Science perspective and applied to visualization examples so the examples could be used to better support deeper knowledge and the whole learning process within a programming course. Then, different parts of the assessment process of programming assignments are studied to find the best practices in supporting the process, especially when multiple graders are being used, to maintain objectivity, consistency and reasonable workload in the grading.The results of the work show that teaching technologies can be a valuable aid for the teacher to support the learning process of the students and to help in the practical organization of the course without hindering the learning results or personalized feedback the students receive from their assignments. This thesis presents new visualization categories that allow deeper cognitive development and examples on how to integrate them efficiently into the course infrastructure. This thesis also presents a survey of computer-assisted assessment tools and assessable features for teachers to use in their programming assignments. Finally, the concept of rubric-based assessment tools is introduced to facilitate the manual assessment part of programming assignments