ABPgame+: siete asignaturas, un proyecto

El Aprendizaje Basado en Proyectos (ABP) ha demostrado ser una metodología muy adecuada para los estudios de ingeniería. Además, si su aplicación trasciende a una única asignatura e implica a varias, sus beneficios se ven incrementados por la transversalidad, multidisciplinariedad y la riqueza del proyecto. Pero el aumento de complejidad del proyecto también conlleva dificultades que hay que superar. Por un lado, la existencia de un proyecto que recoja los objetivos principales de todas las asignaturas y, por otro, superar la incoherencia del sistema educativo que representa la fragmentación de los estudios en asignaturas y la estanqueidad de las mismas, necesaria pero muchas veces mal entendida y con excesivas trabas administrativas. En este trabajo presentamos la experiencia de aplicación de la metodología ABP en el cuarto curso del itinerario de Creación y Entretenimiento Digital del Grado en Ingeniería Multimedia. Los proyectos que se desarrollan en este itinerario están orientados hacia los videojuegos, lo que nos permite vencer la primera dificultad planteada anteriormente. Por otro lado, para salvar la segunda dificultad, la aplicación de la metodología ABP está centrada en la asignatura Proyectos Multimedia, ya que, además de tener carácter obligatorio, su objetivo principal es que los estudiantes, organizados en grupos de trabajo, planifiquen y realicen el seguimiento del desarrollo de sus proyectos de forma adecuada para que puedan obtener un producto terminado al final del curso.SUMMARY -- Project Based Learning (PBL) has proved to be a very suitable methodology for engineering studies. Moreover, when its application domain is extended beyond a single subject to involve several of them, their benefits are increased by the cross-curricularity, multidisciplinarity and richness of the project. However, the increased complexity of the project also involves difficulties to overcome. On the one hand, finding a project which includes the main objectives of all involved subjects; On the other hand, dealing with the obstacles of an education system which breaks up knowledge in closed pieces (subjects), a necessary but generally misunderstood model, with too many administrative barriers. In this paper we present our experience applying PBL methodology to the specialization branch Creación y Entretenimiento Digital (Leisure and Digital Entertainment) from the fourth year of Multimedia Engineering Degree. Projects developed in this specialization are focused on computer games, which allows us to easily overcome the first difficulty stated before. In addition to that, to face the second difficulty, our PBL methodology is focused on the Multimedia Projects subject. This subject is mandatory and leads students to correctly organize themselves in working teams, plan and perform an appropriate tracking of the development status of their projects, in order to ensure a finished product as their outcome at the end of course

Monophyly, Taxon Sampling, and the Nature of Ranks in the Classification of Orb-Weaving Spiders (Araneae: Araneoidea)

Under embargo until: 2020-07-11We address some of the taxonomic and classification changes proposed by Kuntner et al. (2019) in a comparative study on the evolution of sexual size dimorphism in nephiline spiders. Their proposal to recircumscribe araneids and to rank the subfamily Nephilinae as a family is fundamentally flawed as it renders the family Araneidae paraphyletic. We discuss the importance of monophyly, outgroup selection, and taxon sampling, the subjectivity of ranks, and the implications of the age of origin criterion to assign categorical ranks in biological classifications. We explore the outcome of applying the approach of Kuntner et al. (2019) to the classification of spiders with emphasis on the ecribellate orb-weavers (Araneoidea) using a recently published dated phylogeny. We discuss the implications of including the putative sister group of Nephilinae (the sexually dimorphic genus Paraplectanoides) and the putative sister group of Araneidae (the miniature, monomorphic family Theridiosomatidae). We propose continuation of the phylogenetic classification put forth by Dimitrov et al. (2017), and we formally rank Nephilinae and Phonognathinae as subfamilies of Araneidae. Our classification better reflects the understanding of the phylogenetic placement and evolutionary history of nephilines and phonognathines while maintaining the diagnosability of Nephilinae. It also fulfills the fundamental requirement that taxa must be monophyletic, and thus avoids the paraphyly of Araneidae implied by Kuntner et al. (2019).acceptedVersio

Monophyly, taxon sampling, and the nature of ranks in the classification of orb-weaving spiders (Araneae: Araneoidea)

We address some of the taxonomic and classification changes proposed by Kuntner et al. (2019) in a comparative study on the evolution of sexual size dimorphism in nephiline spiders. Their proposal to recircumscribe araneids and to rank the subfamily Nephilinae as a family is fundamentally flawed as it renders the family Araneidae paraphyletic. We discuss the importance of monophyly, outgroup selection, and taxon sampling, the subjectivity of ranks, and the implications of the age of origin criterion to assign categorical ranks in biological classifications. We explore the outcome of applying the approach of Kuntner et al. (2019) to the classification of spiders with emphasis on the ecribellate orb-weavers (Araneoidea) using a recently published dated phylogeny. We discuss the implications of including the putative sister group of Nephilinae (the sexually dimorphic genus Paraplectanoides) and the putative sister group of Araneidae (the miniature, monomorphic family Theridiosomatidae). We propose continuation of the phylogenetic classification put forth by Dimitrov et al. (2017), and we formally rank Nephilinae and Phonognathinae as subfamilies of Araneidae. Our classification better reflects the understanding of the phylogenetic placement and evolutionary history of nephilines and phonognathines while maintaining the diagnosability of Nephilinae. It also fulfills the fundamental requirement that taxa must be monophyletic, and thus avoids the paraphyly of Araneidae implied by Kuntner et al. (2019)

Sistema de Predicción para la Asistencia en el Seguimiento del Aprendizaje

El objetivo final de cualquier modelo docente es maximizar los resultados de aprendizaje de cada estudiante. A este objetivo, poco contribuye un proceso de enseñanza-aprendizaje de talla única, basado en una evaluación únicamente informativa, limitada a unos pocos aspectos y que se realiza al final del proceso, cuando ya no hay tiempo de reacción. Frente a esta situación, proponemos un modelo basado en una formación adaptativa, sustentado por un sistema de evaluación formativa, progresiva y predictiva, que permita detectar las carencias a tiempo y atenderlas de inmediato. Nuestra aportación en este sentido es una herramienta automática y predictiva de apoyo a la evaluación, que permite a los profesores seguir el desarrollo formativo de los estudiantes y, al mismo tiempo, proporciona una autoevaluación que sirve para mejorar la percepción de progresión de los propios estudiantes. La herramienta parte de un sistema instruccional gamificado utilizado desde hace 6 años (PLMan), recolecta un conjunto de datos de uso de este sistema y realiza un análisis de los mismos mediante técnicas de Machine Learning. A partir de los resultados parciales de este análisis, obtenidos durante el período académico, es capaz de realizar una predicción del rendimiento del estudiante y una proyección de su progreso futuro, presentando los resultados a través de unas interfaces muy simples. El sistema nos permite alcanzar un doble objetivo: por un lado, facilita al profesor una herramienta para realizar un seguimiento muy exhaustivo de la progresión de sus estudiantes sin que esto suponga un incremento importante de su carga de trabajo y, por otro lado, los estudiantes obtienen una retroalimentación inmediata de su progresión, lo que contribuye a su motivación y a la posibilidad de enmendar sus errores.The ultimate goal of any teaching model is to maximize learning outcomes of each student. To this end, it shortly contributes a one size teaching-learning process, based on a just informative assessment, limited to a few aspects and taking place at the end of the process, when there is no reaction time. To face this situation, we propose an approach based on an adaptive training model, supported by a formative, progressive and predictive assessment system to detect deficiencies in time and address them immediately. Our contribution to this model is an automatic and predictive tool to support assessment. This tool, allows the teacher to monitor the training development of the students, while it also provides self-assessment so that the students can have a better perception about their own progression. This tool is based on a gamified instructional system used for 6 years (PLMan). The predictive tool collects a set of usage data from PLMan and it analyses the data using Machine Learning techniques. From the partial results of the analysis, obtained during the academic term, it is able to predict the student performance and to project the future progress. It presents the results through very simple graphs. The proposed system allows the fulfilment of two objectives: on the one hand, it provides the teacher with a tool to perform a very in-depth tracking of students' progression without a significant increase on their workload; on the other hand, the students get immediate feedback on their progress, improving their motivation and chance to early tackle mistakes

PLMan: A Game-Based Learning Activity for Teaching Logic Thinking and Programming

This paper presents PLMan, a game-based learning activity designed to face problems observed in practical lessons about Computational Logics. The main of these problems was unmotivated students, who were showing lack of interest in learning activities. Other problems were a high percentage of students abandoning or committing plagiarism, and teachers' overload, that was leaving no time for re-designing lessons, activities and workflow. This paper describes analyses and design steps undertaken from the problematic situation to the implementation of PLMan. Experimental data confirms that this intervention reverted the problematic situation, improved learning results, raised student motivation and involvement, and left time for teachers to maintain and improve the system. Results clearly show that students have moved from literally hating activities to enjoying them and being enthusiast on participating beyond lessons

ABPgame+: siete asignaturas, un proyecto

El Aprendizaje Basado en Proyectos (ABP) ha demostrado ser una metodología muy adecuada para los estudios de ingeniería. Además, si su aplicación trasciende a una única asignatura e implica a varias, sus beneficios se ven incrementados por la transversalidad, multidisciplinariedad y la riqueza del proyecto. Pero el aumento de complejidad del proyecto también conlleva dificultades que hay que superar. Por un lado, la existencia de un proyecto que recoja los objetivos principales de todas las asignaturas y, por otro, superar la incoherencia del sistema educativo que representa la fragmentación de los estudios en asignaturas y la estanqueidad de las mismas, necesaria pero muchas veces mal entendida y con excesivas trabas administrativas. En este trabajo presentamos la experiencia de aplicación de la metodología ABP en el cuarto curso del itinerario de Creación y Entretenimiento Digital del Grado en Ingeniería Multimedia. Los proyectos que se desarrollan en este itinerario están orientados hacia los videojuegos, lo que nos permite vencer la primera dificultad planteada anteriormente. Por otro lado, para salvar la segunda dificultad, la aplicación de la metodología ABP está centrada en la asignatura Proyectos Multimedia, ya que, además de tener carácter obligatorio, su objetivo principal es que los estudiantes, organizados en grupos de trabajo, planifiquen y realicen el seguimiento del desarrollo de sus proyectos de forma adecuada para que puedan obtener un producto terminado al final del curso.Project Based Learning (PBL) has proved to be a very suitable methodology for engineering studies. Moreover, when its application domain is extended beyond a single subject to involve several of them, their benefits are increased by the cross-curricularity, multidisciplinarity and richness of the project. However, the increased complexity of the project also involves difficulties to overcome. On the one hand, finding a project which includes the main objectives of all involved subjects; On the other hand, dealing with the obstacles of an education system which breaks up knowledge in closed pieces (subjects), a necessary but generally misunderstood model, with too many administrative barriers. In this paper we present our experience applying PBL methodology to the specialization branch Creación y Entretenimiento Digital (Leisure and Digital Entertainment) from the fourth year of Multimedia Engineering Degree. Projects developed in this specialization are focused on computer games, which allows us to easily overcome the first difficulty stated before. In addition to that, to face the second difficulty, our PBL methodology is focused on the Multimedia Projects subject. This subject is mandatory and leads students to correctly organize themselves in working teams, plan and perform an appropriate tracking of the development status of their projects, in order to ensure a finished product as their outcome at the end of course

ABPgame: a videogame as a coordinated learning project for several subjects

Los tiempos demandan que formemos a los estudiantes universitarios para que tengan un papel activo en su aprendizaje, desde un enfoque interdisciplinar, favoreciendo el aprendizaje colaborativo y haciendo uso de la tecnología a su alcance. La metodología de Aprendizaje Basado en Proyectos (ABP) nos ofrece esta posibilidad. ABPgame es la adaptación de esta metodología a la impartición de cuatro asignaturas de la titulación de Ingeniería Informática en la que se ha utilizado como proyecto de aprendizaje el diseño y desarrollo en equipo de un videojuego. El artículo presenta los principios en los que se fundamenta la propuesta y describe la experiencia, haciendo énfasis en los pasos seguidos y las ventajas e inconvenientes encontrados, de forma que la misma pueda ser trasferida a otros ámbitos.Current times demand the university students to be trained to have an active role in their learning, from an interdisciplinary approach, encouraging collaborative learning and using technology at their disposal. The methodology of Project Based Learning (PBL) allows this possibility. ABPgame is the adaptation of this methodology to the teaching of four subjects of Computer Engineering degree in which the design and development of a computer game has been used as a learning project. This paper presents the underlying principles of our proposal and describes the experience, emphasizing the steps taken and the advantages and drawbacks found, so that the model may be transferred to other areas

Lessons learned in gamification even when not called gamification

El término gamificación está de moda. Los gurús la sitúan como una tecnología emergente y disruptiva, que cambiará muchas de nuestras experiencias en campos tan alejados de los juegos como el empresarial, el marketing y la relación con los clientes. Y el entorno educativo no escapará a ello. En este artículo presentamos la experiencia de un grupo de profesores preocupados por la docencia, que llevamos años experimentando con los videojuegos y las experiencias lúdicas, y que de repente nos hemos encontrado con el término gamificación. Estas son las lecciones que hemos aprendido, que podemos enmarcar en el campo de la gamificación en educación, pero que derivan de una experiencia práctica, de un análisis desmenuzado y de una reflexión concienzuda. Pretendemos mostrar qué es lo realmente importante y qué puntos debemos tener en cuenta los profesores antes de lanzarnos al diseño gamificado de nuestra propuesta docente.The term gamification is fashionable. The gurus consider it as an emerging and disruptive technology that will change many of our experiences in fields as far from the games as business, marketing and customer relations. And the educational environment will not escape from it. This article presents the experience of a group of teachers concerned about teaching. We have experimented with video games and playful experiences for years and we have suddenly heard about the term gamification. These are the lessons we have learned, that can be placed in the field of gamification in education. They are derived from our practical experience, a thorough analysis and a deep reflection. We intend to show what is really important and what points should teachers consider before embarking on the gamified design of their teaching proposal