32 research outputs found
Open learning: Advances in the eMadrid excellence network
Proceedings of: 2011 IEEE Global Engineering Education Conference (EDUCON 2011): Learning Environments and Ecosystems in Engineering Education. Amman, Jordan, 4-6 April 2011.This Special Session is going to present some of the activities carried out by the Excellence Network on e-learning that is being funded in the Region of Madrid, called eMadrid. They are related to the application of open source principles in the educational context and in opening up the alternatives to the learner.The eMadrid Excellence Network [24] is being funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2009/TIC-165. We wish to acknowledge stimulating discussions with our partners in the context of the networkPublicad
Enhancing students’ motivation to learn software engineering programming techniques: a collaborative and social interaction approach
To motivate students to study advanced programming techniques, including the use of architectural styles such as the model–view–controller pattern, we have con-ducted action research upon a project based-learning approach. In addition to collabo-ration, the approach includes students’ searching and analysis of scientific documents and their involvement in communities of practice outside academia. In this paper, we report the findings of second action research cycle, which took place throughout the fourth semester of a six-semester program. As with the previous cycle during the pre-vious academic year, students did not satisfactorily achieve expected learning out-comes. More groups completed the assigned activities, but results continue to reflect poor engagement in the communities of practice and very low performance in other learning tasks. From the collected data we have identified new approaches and recom-mendations for subsequent research.Fundação para a Ciência e Tecnologia (FCT), Portugal, for Ph.D. Grants SFRH/BD/91309/2012 and SFRH/BD/87815/201
Student attitudes toward group discussions
Student attitudes toward active learning techniques, such as group discussion, are often negative. The purpose of this study was to determine if an intervention informing students of the usefulness of group discussions affects their attitudes on group discussions. Students were randomly assigned to view a video and answer an essay question either on the value of group discussions (treatment) or on how group discussions were graded (control). Students in the treatment indicated group discussions as more useful as students in the control. Importantly, there were no differences in attitudes prior to the intervention. In addition, students reported their perceptions of the value (benefits) and costs (disadvantages) of group discussions in open-ended items. Findings are informative for pedagogical practice as well as designing future interventions
Personality Traits to Allocate Information Systems Student Teams
Previous research on the use of social media during crises has examined Volunteered Geographic Information (VGI), which describes the intentional communication of information to organisations or individuals in an attempt to influence their convergence behaviour in order to impact the event outcome. These convergence behaviours can be categorised into archetypes which have two different role types: (1) active crisis involvement (returnees; helpers, exploiters; detectives or manipulators); or (2) passive crisis bystander (anxious; curious; fans (or supporters); and mourners). Until now, little has been known about the use of social media crisis communications to influence convergence behaviour especially that of passive crisis bystanders. To investigate this phenomenon we conducted an analysis of the 2016 Munich Shooting social media crisis communications (Twitter) by collecting 672,871 tweets in connection to the shooting. We examined 1,651 tweets containing GPS data and firstly classified their authors into convergence behaviour archetypes identified from the literature, as well as those that additionally emerged from our data analysis. We then analysed the tweet location, frequency and the subject of each tweet i.e. the tweet content, by convergence behaviour archetype. Our findings revealed that across all convergence behaviour archetypes both active and passive (apart from one i.e. the impassive) tweet volumes increased the further individuals were from the event. The close proximity of the impassive to the event, however, saw an increase in their tweet volume with a focus on personal, location and other news content. This implies that this bystander archetype may have the ability to impact and influence an event, as a passive and rational “eye-witness” by gathering and sharing information close to where the event is occurring
Some Research Questions and Results of UC3M in the E-Madrid Excellence Network
32 slides.-- Contributed to: 2010 IEEE Global Engineering Education Conference (EDUCON), Madrid, Spain, 14-16 April, 2010.-- Presented by C. Delgado Kloos.Proceedings of: 2010 IEEE Global Engineering Education Conference (EDUCON), Madrid, Spain, 14-16 April, 2010Universidad Carlos III de Madrid is one of the six main participating institutions in the eMadrid excellence network, as well as its coordinating partner. In this paper, the network is presented together with some of the main research lines carried out by UC3M. The remaining papers in this session present the work carried out by the other five universities in the consortium.The Excellence Network eMadrid, “InvestigaciĂłn y Desarrollo de TecnologĂas para el e-Learning en la Comunidad de Madrid” is being funded by the Madrid Regional Government under grant No. S2009/TIC-1650. In addition, we acknowledge funding from the following research projects: iCoper: “Interoperable Content for Performance in a Competency-driven Society” (eContentPlus Best Practice Network No. ECP-2007-EDU-417007), Learn3: Hacia el Aprendizaje en la 3ÂŞ Fase (“Plan Nacional de I+D+I” TIN2008-05163/ TSI), Flexo: “Desarrollo de aprendizaje adaptativo y accesible en sistemas de cĂłdigo abierto” (AVANZA I+D, TSI-020301- 2008-19), España Virtual (CDTI, Ingenio 2010, CENIT, Deimos Space), SOLITE (CYTED 508AC0341), and “IntegraciĂłn vertical de servicios telemáticos de apoyo al aprendizaje en entornos residenciales” (Programa de creaciĂłn y consolidaciĂłn de grupos de investigaciĂłn de la Universidad Carlos III de Madrid).Publicad
The impact of money priming on team-performance, and self-concept
This study intended to verify how money activating thinking about money influences attitude
toward group work and collaboration. For this purpose, the author conducted the research
designed of two distinct conditions: a control group and a money-primed group (experimental
group). The experiment exposed that money priming decreases collective orientation:
respondents in the experimental group were less willing to help group members, preferred to
work on individual assignment and believed that there are more competent than the rest of the
group. The study also exposed that money-primed participants show relevant to individual
tasks attitude: they were more willing to accept a challenging project and preferred working
independently without asking anyone for extra aid. Furthermore, the study proved that
thinking about money increases the level of self-efficacy
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Teaching effective collaborative information delivery and management
This paper explores a pedagogical approach to teaching construction students how to plan, execute and monitor an
efficient collaborative information delivery plan from the perspective of managing scope of work, time, resources and communication. This study extends the work of similar studies that tasked students with developing BIM process maps to gauge any shift in the students’ perception on their ability to map the process. In this context, students in the final year of an undergraduate construction management program participate in a team-based project to plan, execute, update and evaluate the efficiency of their collaborative information delivery plan. To plan this process, the students use references including both UK-based BIM Level 2 standards and US-based CIC BIM Project Execution Planning Guide. Through a semester-long sequence of modeling and planning activities, the students specifically aim to address the following learning objectives: (i) define and allocate project- and information delivery responsibilities; (ii) identify information workflows and respective tasks with estimated durations, and (iii) execute and update their plan to record actual tasks, durations and outcomes. Comparing the initial and executed plan would provide the students with the basis to reflect on the influence of formal planning guides on their understanding of efficient collaborative information management and delivery. In this aspect, the study contributes to the knowledge of how to pedagogically deploy industry-oriented process planning approaches for effectively teaching roles and responsibilities for engaging in interdisciplinary teams
Deconstructing the Tower of Babel: a design method to improve empathy and teamwork competences of informatics students
The competence-based education recently launched in Spanish universities presents a set of abilities and skills that are difficult to teach to students in higher and more technologically-oriented grades. In this paper, a teaching intervention that is based on design methodologies is proposed, to upgrade the competitive capacities of computer engineering students. In particular, this intervention targets those aspects relating to working in multidisciplinary teams and to defining requirements based on the user’s empathy and knowledge. The main idea inspiring this technique is that the underlying challenge is a communication problem. As Brooks (1995) states in his book The Mythical Man-Month: Essays on Software Engineering, even a project having all of the prerequisites for success (a clear mission, manpower, materials, time and adequate technology) could fail as a Tower of Babel. The proposed technique through mixed methods has been evaluated with students enrolled in different courses, confirming the repeatability and validity of this method from quantitative measurement, from observation of the results, and from ascertaining the value perceived by students and their attitudes