Proyecto eMadrid: metodologías educativas, ludificación y calidad

Esta comunicación presenta un conjunto de trabajos de investigación sobre metodologías docentes, ludificación y calidad realizados en el seno del proyecto eMadrid, de la Comunidad Autónoma de Madrid. En primer lugar se resumen los trabajos realizados en los dos primeros años del proyecto. Posteriormente se presentan las líneas de trabajo previstas para los dos años restantesEstos trabajos se han financiado parcialmente por el proyecto eMadrid (S2013/ICE-2715) de la Comunidad de Madrid, los proyectos FLEXOR (TIN2014-52129-R), RESET (TIN2014-53199-C3-1-R) e iProg (TIN2015-66731-C2-1-R) del Ministerio de Economía y Competitividad, y el proyecto “Adaptación de la metodología PhyMEL a la formación clínica mediante el uso de simuladores” financiado por la empresa Medical Simulato

Combining program visualization with programming workspace to assist students for completing programming laboratory task

Numerous Program Visualization tools (PVs) have been developed for assisting novice students to understand their source code further. However, none of them are practical to be used in the context of completing programming laboratory task; students are required to keep switching between PV and programming workspace since PV’s features are considerably limited for developing programming solution from scratch. This paper combines PV with programming workspace to handle such issue. Resulted tool (which is named PITON) has 13 features extracted from PythonTutor (a program visualization tool), PyCharm (a programming workspace), and student’s feedbacks about PythonTutor. According to think-aloud and user study, PITON is more practical to be used than a combination of PythonTutor and PyCharm. Further, its features are considerably helpful; students rated these features as useful and frequently usedPeer Reviewe

An Embedding Technique for Language-Independent Lecturer-Oriented Program Visualization

Nowadays, programming is a promising skill to be learned; the demand of programmer is increased. To align with such trend, several Program Visualization (PV) tools have been developed. Using such tool, user can learn how a particular program works through interactive and descriptive visualization. However, most of the tools are language-dependent: they use either language-dependent debugger or code to generate visualization. Such dependency may become a problem when a program written in new programming language is incorporated. Therefore, this paper proposes an embedding technique to handle given issue. To incorporate new programming language, it only needs five language-dependent features to be set. In general, our proposed technique works in threefold: embedding some statements to target program, generating visualization states by running the program with console commands, and visualizing given program based on generated visualization states. According to our evaluation, proposed technique is able to incorporate program written in any programming languages as long as those languages provide required language-dependent features. Further, it is practical to be used since it still have the benefits of conventional PV even though it is designed as a language-independent PV

XVIII Simposio Internacional de Informática Educativa, SIIE 2016

El Simposio Internacional de Informática Educativa (SIIE) ofrece un foro internacional para la presentación y debate de los últimos avances en investigación sobre las tecnologías para el aprendizaje y su aplicación práctica en los procesos educativos. También pretende poner en contacto a investigadores, desarrolladores, representantes institucionales y profesores para compartir puntos de vista, conocimientos y experiencias

Old Meets New: Media in Education – Proceedings of the 61st International Council for Educational Media and the XIII International Symposium on Computers in Education (ICEM&SIIE'2011) Joint Conference

A conferência ICEM&SIIE'2011 foi organizada pela Universidade de Aveiro (Portugal) – membro do European Consortium of Innovative Universities – e pretendeu reunir investigadores, professores e outros profissionais, a nível nacional e internacional, em torno de um tema aglutinador que pretendeu despoletar e colocar a tónica da discussão na dualidade ―old/new‖, ou seja, os participantes foram convidados a discutir: - os media na educação em ambas as perspetivas, mais tradicionais ou modernas, com incidência numas ou noutras ou, ainda, numa perspetiva comparativa; - a conjugação, adaptação e adoção dos media consoante os contextos e objetivos de utilização; - o que os media implicam em termos de tecnologia, barreiras profissionais e /ou sociais; - a relação custo-benefício da utilização dos media em contexto de aprendizagem; - os media em função dos diversos contextos educativos e dos perfis de aprendizagem dos alunos. Para a conferência foram selecionados 76 artigos organizados em 15 sessões paralelas, 13 posters e 9 workshops. A conferência caracterizou-se pelo caráter internacional dos contributos, reunindo 38 artigos em português, 32 em língua inglesa e 6 em espanhol. Estas atas encontram-se organizadas de acordo com o programa da conferência. Em primeiro lugar incluem-se os artigos (full paper e short paper) por sessão, seguem-se os posters e, finalmente, o resumo relativo aos workshops.The ICEM&SIIE'2011 conference was organised by the University of Aveiro (Portugal) – a member of the European Consortium of Innovative Universities – and aimed at gathering researchers, teachers and other professionals, at national and international level, around a focal topic that might trigger and centre the discussion on the ―old/new‖ duality of media in education. Participants were invited to discuss: - old and new media in education, in isolation or comparatively; - how old and new media in education can be combined, adopted and adapted; - what old and new media in education imply in terms of technological, professional and social barriers; - what cost-benefit relationships old and new media in education entail; - how to compare old and new media in education given their particular educational contexts and the students' learning profiles. 76 papers were selected and organised in 15 paralel sessions, 13 posters and 9 workshops. The conference is characterized by the international character of contributions, gathering 38 papers in Portuguese, 32 in English and 6 in Spanish. These procedings are organised according to the programme of the conference. First we find the full and short papers, per session, then posters and finally the abstracts for the workshops