Integración de las herramientas "Github education" en el aula

El sistema de control distribuido de versiones Git se ha convertido en el estándar de facto para manejar proyectos software. Uno de los motivos de la creciente popularidad de Git es el éxito de GitHub, una plataforma Web de desarrollo colaborativo. GitHub ofrece toda la funcionalidad de Git e integra diversas he- rramientas de control de acceso, colaboración, gestión de tareas y control de pro- yectos, todo ello en la nube. Educadores tanto del mundo académico relacionado con la Informática como de fuera de ella utilizan GitHub en sus cursos. En este trabajo se presenta cómo se han utilizado las herramientas Git, GitHub y GitHub Classroom para gestionar la parte práctica de varias asignaturas de los estudios del grado en Ingeniería Informática. Esta contribución se centra en motivar esta experiencia, explicar su implementación y discutir los resultados obtenidos.The distributed version control system Git has become the de facto standard for managing software projects. One of the reasons for the growing popularity of Git is the success of GitHub, a collaborative development Web platform. GitHub offers all the functionality of Git and integrates various tools for access control, collabo- ration, task management and project control, all of them in the cloud. Educators from both the academic world related to IT and from outside, are using GitHub in their courses. This paper presents how the Git, GitHub and GitHub Classroom tools have been used to manage the laboratories of several subjects of the degree studies in Computer Engineering. This contribution focuses on motivating this experience, explaining its implementation and discussing the results obtained

Teaching Data Science

We describe an introductory data science course, entitled Introduction to Data Science, offered at the University of Illinois at Urbana-Champaign. The course introduced general programming concepts by using the Python programming language with an emphasis on data preparation, processing, and presentation. The course had no prerequisites, and students were not expected to have any programming experience. This introductory course was designed to cover a wide range of topics, from the nature of data, to storage, to visualization, to probability and statistical analysis, to cloud and high performance computing, without becoming overly focused on any one subject. We conclude this article with a discussion of lessons learned and our plans to develop new data science courses.Comment: 10 pages, 4 figures, International Conference on Computational Science (ICCS 2016

Teaching networks in the cloud

The Web is populated by a growing number of services that provide access to remote IT resources: they are col- lectively addressed as the Cloud. Such incoherent and expanding number of services is investigated to find those that can help the task of teaching, focusing on a challenging case study for which I have a direct experience: a course in computer networks with the purpose of giving the students a hands-on experience using production-grade techniques. The outcome of the case study is that on-line services can complement traditional frontal lectures, to enrich the communi- cation between the teacher and the student, and to improve the learning experience. This is a hint for teachers, and characterizes a potential market for developers and providers

A Semester Long Classroom Course Mimicking a Software Company and a New Hire Experience for Computer Science Students Preparing to Enter the Software Industry

Students in a Computer Science degree programs must learn to code before they can be taught Software Engineering skills. This core skill set is how to program and consists of the constructs of various languages, how to create short programs or applications, independent assignments, and arrive at solutions that utilize the skills being covered in the language for that course (Chatley & Field, 2017). As an upperclassman, students will often be allowed to apply these skills in newer ways and have the opportunity to work on longer, more involved assignments although frequently still independent or in small groups of two to three students. Once these students graduate and enter the software industry they will find that most companies follow specific development methodologies from one of the many forms of Agile through Waterfall. All while working in large groups or teams where each developer is responsible for specific pieces of the functionality, participating in design meetings and code reviews, as well as using code versioning systems, such as git, a program management system, such as Jira, all in a very collaborative environment. This study will develop a course that will allow students to apply these skills in a more realistic setting while remaining on-campus and monitoring the students’ beliefs on their preparedness for the world outside of the computer science building

Step by Step Guide to Implementing LMS with Live Teaching : Case study: eVarsity(dot)Net

Nearly 100 percent of Finnish educational institutes offer some form of online studies from high school level to higher institutes. These platforms are given fancy names such as Wil-ma by Eira High School or Tuubi by Metropolia. Some institutes move further to offer full courses online called Virtual Open University where prospective students can accumulate credits online to prepare them towards a degree or diploma course. Degree students are also able to enroll with permission to gain some extra credits online. Using already existing LMSs students are able to access static resources in the form of recorded videos, audios or PDF files pre-uploaded as course contents to the sites. Students are able to communicate with the lecturers via chats, emails or messaging through the online Learning Management System (LMS). However, collaboration does not happen in real time therefore more students are likely to get bored along the way and drop out of the course entirely if they feel a teacher delays in responding to their questions or the course is too abstract to them and they cannot seem to get the explanation from reading the materi-als. The goal of this project is to produce a near experience to the conventional style of teach-ing by bringing live web conferencing together with LMS. Two separate LMS and a web conferencing servers shall be installed. The web conferencing server shall be integrated into the LMS. Students shall be able to watch and hear a live lecture by a lecturer who can navigate presentation files, write on a whiteboard for all the students to see in real time. Everything happens in a web browser and it is completely cloud-based. Nothing to down-load on install on the client PCs of the teacher or students

A fresh look at introductory data science

The proliferation of vast quantities of available datasets that are large and complex in nature has challenged universities to keep up with the demand for graduates trained in both the statistical and the computational set of skills required to effectively plan, acquire, manage, analyze, and communicate the findings of such data. To keep up with this demand, attracting students early on to data science as well as providing them a solid foray into the field becomes increasingly important. We present a case study of an introductory undergraduate course in data science that is designed to address these needs. Offered at Duke University, this course has no pre-requisites and serves a wide audience of aspiring statistics and data science majors as well as humanities, social sciences, and natural sciences students. We discuss the unique set of challenges posed by offering such a course and in light of these challenges, we present a detailed discussion into the pedagogical design elements, content, structure, computational infrastructure, and the assessment methodology of the course. We also offer a repository containing all teaching materials that are open-source, along with supplemental materials and the R code for reproducing the figures found in the paper

A Pilot Experience with Software Programming Environments as a Service for Teaching Activities

[EN] Software programming is one of the key abilities for the development of Computational Thinking (CT) skills in Science, Technology, Engineering and Mathematics (STEM). However, specific software tools to emulate realistic scenarios are required for effective teaching. Unfortunately, these tools have some limitations in educational environments due to the need of an adequate configuration and orchestration, which usually assumes an unaffordable work overload for teachers and is inaccessible for students outside the laboratories. To mitigate the aforementioned limitations, we rely on cloud solutions that automate the process of orchestration and configuration of software tools on top of cloud computing infrastructures. This way, the paper presents ACTaaS as a cloud-based educational resource that deploys and orchestrates a whole realistic software programming environment. ACTaaS provides a simple, fast and automatic way to set up a professional integrated environment without involving an overload to the teacher, and it provides an ubiquitous access to the environment. The solution has been tested in a pilot group of 28 students. Currently, there is no tool like ACTaaS that allows such a high grade of automation for the deployment of software production environments focused on educational activities supporting a wide range of cloud providers. Preliminary results through a pilot group predict its effectiveness due to the efficiency to set up a class environment in minutes without overloading the teachers, and providing ubiquitous access to students. 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